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ict4e instructional planning v1

ict4e instructional planning v1

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Published by aralanetdesk
ict4e instructional planning
ict4e instructional planning

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Published by: aralanetdesk on Mar 21, 2008
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05/31/2010

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ICT4E -INSTRUCTIONAL PLANNING Principles on ICT Use in Learning

:
1. Learning with ICT is to bring variety of instructional events to realize discovering, exploring comparing, collaborating, networking, doing, making, building, arranging, figuring out, reflecting, sharing, publishing, evaluating, feed backing, changing, etc.... of learning.

2. Learning that is delivered through the use of computer applications, Internet services, other technology platforms. and digital learning content is for enhancing, extending, or filling in the gaps of education inside the school or outside the school.
3. The technology applications and digital learning content need to be appropriately aligned to the requirements and service objectives of the instructional and learning design.

4. The choice of technology architecture, application user interface, and multimedia selection must match the learner profiles and the requirements of the learning process; and address the issue of best practice, of security and of cost effectivity. Instructional and Learning Design Process Elements:
1. Identify and appoint the Instructional and Learning Designers Team 2. Discover the contextual needs and demands of learning, the best practice references and standards observed by the educational sector at the local and global levels, the trends and innovations on the technology-based learning applications, and the due diligence on the performance of education. 3. Determine the learning goals. List down what the learners must be able to perform when the instructional process is completed. 4. Examine the instructional goals by determining what the learner shall do to realize the goal and what are the learner pre-requisites. 5. Write the performance objectives. Define the specific knowledge and skills to be learned, under what conditions to be performed, and the criteria to specify success. 6. Construct the assessment instrument based on the performance objectives. 7. Define the the instructional strategy to achieve the performance objectives. It put emphasis on the tasks related to presentation of knowledge, performance of activites, location of references, evaluation and feedbacking. 8. Select and develop the instructional resources that utilize information and communicatons technology. It includes the identification and usability assessment of the computer applications, Internet services and digital learning content that support the stated instructional goals and strategy. 9. Plan and design the summative and formative evaluation. It includes selection of on-line assessment and survey services. 10.Implement the the instructional event that uses information and communications technology to realize the learning goals. 11.Assess and revise the instructional learning design based on the data provided by the formative and summative evaluation

Learning Plan Evaluation Rubric:

ICT4E -INSTRUCTIONAL PLANNING
. Performance Rubrics Performance Criteria
1. Identifies clearly the curricuar reference and benchmark standards 2. Defines the learner needs and profiles that the learning plan are addressing. 3. Elaborates clearly the performance criterion of the leaning plan 4. Sequences the learning content spirally 5. Matchers properly the learning object and learning references to the outcomes and learner context 6. Integrates the use of computer applications, Internet services and digital learning content to enhance, extend, fill-the gaps of learning during the class or after the class. 7. Provides variety of activities that promotes higher order thinking skills and collaboration during and after the class 8. Provides variation of learning events and resources to address the learning styles of the targetted learners. 9. Evaluates based on the defined performance criteria, and provides various opportunity for self-assessment during and after the class. 10. Presents the value proposition of the achieve outcome to the next learning topic, national achievement test, professional licensing and certification test, and life situation.

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