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˜ Provide a definition for the O 

of Instructional Design
˜ Describe and explain the µ|

¦ phase of the
instructional design process
˜ Describe and explain the µ@
¦ phase of the
instructional design process
˜ Describe and explain the µ@  O ¦ phase of the
instructional design process
˜ Describe and explain the µa O  and
¦ phases of the instructional design process
˜ Describe what an interactive multimedia 

 should
look like
˜ Identify some key m
O  O
for the design of
interactive multimedia
˜ Design an interactive multimedia lesson within ë
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˜  systematic process for designing, developing,
implementing and developing, evaluating
instruction´
˜  n organised procedure for developing
instructional materials or programs which include
the steps of:
|nalysis (defining what to be learned),
@esign (specifying how the learning should occur),
@eveloping (authoring or producing material),
amplementing (using the materials for strategies in
context), and
valuating (determining the adequacy of instruction)´
˜ |@@a m 
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@  O 

 
a O 


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˜ O    
:

hat can they do? nd what do they know already?
known and unknown ± competencies?
language skills?
typing skills and mouse skills?
what technology can they use?
motivation?
learning styles?
˜ O       m  
 
:
critical and learning area outcomes are met
content is presented in a certain way
types of learning activities
 è 
 


˜ |
  
:
skills
knowledge
attitudes and beliefs
outcomes (learning goals) must be ±
˜ meaningful
˜ measurable and observable objective

Objectives must be clearly stated

˜ @  O  m 
:

Õ 
  ± ideas for content and approach
  of some initial ideas
˜ learners¦ pre-knowledge, computer skills, attitudes, age
(learners¦ demographics)
˜ amount of subject matter, capability of computer system,
ability of the developer
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˜    O   m
O:
Instructional analysis ±
˜ am 
O

   ± indented outcomes
˜ Yhoosing a m ± learning experiences

tutorials,

drill and practice,

simulations,

problem-solving
˜ Design principles
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˜    O   m
O
  m 

± methodology chosen:
˜ Feedback ± when, how much, way of feedback
˜ Question types ± multiple choice, true or false, one-word
˜ Learner control
˜ Motivation
˜ Judging ± learners¦ answers
ë   m
O order by which information will be
presented:
˜ Opening screen
˜ Directions
˜ interaction
˜ Method of item selection
˜ closing
 è 
 


˜ ë  m± visual way of presenting
the design that has been decided
˜ § :
Formative
Summative
 è   
  


˜ Development ± the entire process of
producing refining and validating the
programme:
   

 ± Macromedia
uthorware, Macromedia Director or symetric
Toolbook

 

 - Macromedia
Dreamweaver Microsoft FrontPage, Yoldfusion
a   m

 ± YorelDraw, dode
Photoshop or Microsoft PhotoDraw
ë
 sound, graphics or animations
 è   
  


˜ Steps to be considered or followed:
The development of a O    O ± time
and money
Preparing of the    O 
± Microsoft
ord
|  of the separate pages or screen ± every single
screen is developed (text, graphics, video, animations,
hyperlinks, navigation buttons)
Yreation of  O
,
m and m  ± O 



 O
|

 O
in the sequence that was
decided on during the design phase
Preparation of
OO    ± guide, help pages,
additional content, exercises and contact details for the
developers
@
O  O

  


 


˜ Phases are related inter-dependent
˜ Evaluate the effectiveness of the piece
˜ |O

Done by design + development team
Use evaluation forms and style manual
˜ Õ 

Select learners, explain procedure
Determine prior knowledge
Observation, interviewing, assess
˜ Revision
   

    


˜ è  O  
  ± intrinsic
and extrinsic:
Ylearly stating the benefits of learning
Invoking curiosity
Start with a pre-test that leaves learners wanting
to learn why their answers were right or wrong
Yhallenge learners
Increase the difficulty gradually
˜ D O m


   

m:
Learning style preferences
Intelligences, pace, control
Simplify learning activities
   

    


˜  O

 O   :
Focus attention
void distractions
Yonsistency ± colour, text
˜ a m OO 

 O   :
Repeated practice improve recall
˜ ë     :
learners must think about the material ±
˜ compare, contrast and integrate separate ideas
   

    


˜ [ O  



 :
encourage learners to explore and idea from different
perspectives
˜ Y
m   

 O O
m  :

orking memory is short-term memory
˜ keep content simple, short and to the point
˜ organise information into a small number of chunks´
˜ after presenting a concept, immediately let the learners
practice applying the concept ± verify understanding
˜ eliminate the unnecessary materials
 ë  


   

˜ Deep context clear
Title pages
Introduce the subject
where-am-I?´ cues :overview>Getting started>Step 1
˜ consistent and logical design
˜ information guide and feedback

Deep interaction simple

hat is a user interface?
User frustrations
˜ Yonsistency in design
banner, secondary content, colour background
navigation buttons ± exit, help, menu, back, next
 |   



˜ Introduction
title page
The outcomes
The direction for use should be stated
It may also be important to do learner identification
˜ Presenting the content: method (tutorials, or
simulations)
˜ spects to consider-
learner control
provide help
assessment ± true or false, multiple-choice, matching
items, text-input/fill-in-the-blanks, click-in + feedback
˜ Ending a programme: temporarily or permanently
|