Systematic Instructional Design

2011 ◽  
pp. 99-117
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Larry M. Dooley ◽  
Atsusi Hirumi
Keyword(s):  
Instructional Design ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Team Approach ◽  
Self Directed Learning ◽  
Learner Centered ◽  
Directed Learning ◽  
Learner Differences ◽  
Learning Principles ◽  
Content Specialist

In Part II, we explored adult learning principles, learner differences, and engaging learners to promote self-directed learning. Now, in Part III, we will examine systematic instructional design, including the student- or learner-centered approaches that promote lifelong learning. Although many trainers and instructors serve as both the content specialist and instructional designer, some institutions use a team approach with various people providing expertise. This chapter provides an overview of learner-centered instruction and instructional design models to help you or a team of developers conceptualize instructional planning. What are the components of instructional design? What is meant by teacher-centered versus learner-centered paradigms of instruction? How can we design instruction that will promote active learning and the use of critical and creative thinking skills?

Integration of Educational Software in Teaching Gifted Students in K-12 Classrooms

2020 ◽  
pp. 43-64
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Creative Thinking ◽  
Educational Software ◽  
Learning Experience ◽  
Gifted Students ◽  
Thinking Skills ◽  
Self Directed Learning ◽  
Optimal Learning ◽  
Learning And Teaching ◽  
Directed Learning ◽  
K 12

Technology is greatly integrated into K-12 classrooms in teaching gifted students. The use of software surrounds us in our everyday life. Educational software provides students a unique and personalized learning experience. Many teachers use the software in delivering content knowledge in the field of math, science, social studies, reading, and language arts. Enhancing critical and creative thinking skills in students and preparing gifted students' talent is an important goal of teachers in the 21st century. Educational software technology can enhance these skills by creating optimal learning environments. It plays an important role in learning and teaching in K-12 classrooms and brings positive improvement in students' achievement. Educational software improves self-directed learning and problem-solving skills in students. Educational software also improves communication between teachers, students, and parents. This book chapter seeks to provide a broad overview of available educational software in teaching gifted students in K-12 classrooms.

An Open Source Self-Assessment Platform as Technological Tool for Distance and Open Education Learners

2018 ◽  
Vol 39 (1) ◽  
pp. 89-108
Author(s):  
Simon-Peter Kafui Aheto ◽  
Johannes C. Cronjé ◽  
Dick Ng'ambi
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Open Education ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Higher Order Thinking Skills ◽  
Teacher Student ◽  
Assessment Techniques ◽  
Directed Learning ◽  
Technological Tool

This paper explores the use of the WikiEducator E-quiz platform as an educational tool to enhance self-assessment techniques applied by distance and open education learners. Anderson’s Model explains six different types of interaction: student-student, student-teacher, student-content, teacher-teacher, teacher-content and content-content. The model has a number of intertwining links with higher order thinking skills—analysis, evaluation and creating—of Bloom’s Digital Taxonomy. Most of the learner-participants in this pilot study presented in this paper were privileged to have access to a computer, mobile phone and Internet, that enabled them to access, edit and add content to the E-quiz platform. A review of literature involved two main topics, namely self-directed learning and self-assessment. This study was qualitative in nature and conducted at a university in Ghana. Initially, Bower’s affordances analysis was used to test the efficacy and appropriateness of the WikiEducator E-quiz platform for distance education. The affordances analysis not only assisted in analysing the platform and the tasks to achieve, but also identified the gaps. Learners who used the platform critiqued and reflected on the platform from their own perspectives. Two of the principal author’s colleagues were instrumental in offering their opinions of the platform from a teacher’s lens.

IMPLEMENTATION OF HOTS-BASED LEARNING AND PROBLEM BASED LEARNING DURING THE PANDEMIC OF COVID-19 IN SMA BUDI MULIA JAKARTA

2021 ◽  
Vol 8 (2) ◽  
pp. 296-305
Author(s):  
Erni Murniarti ◽  
Sarwedi Sirait ◽  
Hotmaulina Sihotang
Keyword(s):  
Learning Strategies ◽  
Creative Thinking ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Learner Centered ◽  
Innovative Learning ◽  
Context Problem

  The implementation of the 2013 curriculum requires teachers to change their views in implementing learning process in schools. Learning strategies are no longer teacher-centered learning but learner-centered learning. Teachers are required to organize creative and innovative learning as stated in the Lesson Plan. Teachers must master various methods to improve higher-order thinking skills (HOTS) of students. In this context, Problem Based Learning (PBL) is the appropriate model in developing students' thinking skills. The 2013 curriculum has adopted Bloom's taxonomy which was revised by Anderson starting from the level of knowing, understanding, implementing, analyzing, evaluating and creating. Because the demands of the 2013 Curriculum must be at the level of creating, students must be continuously trained to produce something new. This study aims to describe the Problem Based Learning (PBL) learning method as a model of effective way to build critical and creative thinking skills of students at SMA Budi Mulia Jakarta. This study also explains HOTS-based assessment as a logical assessment of PBL learning.

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