Module05 | IDE 632: Instructional Design & Development II

RIOs/RLOs

We started off with a discussion about RIOs and RLOs. We had a long discussion about the structure of RLOs and RIOs and how they may be used within the context of instruction. If you are struggling with this concept, please ask. The threaded discussion for Module 05 is a great place for that.

In-class Exercises -Module 04 and Module 05

This week in class we revisited Module 4 along with Module 5.

We then did two in-class exercises. One focuses just on thinking about using Clarke’s Architectures to plan instruction. The second was a longer exercise that covered Module 4 and Module 5. This exercise has you writing objectives and then planning instruction.

For those who missed class, below is a link to the exercise. You should complete the two exercises and return to me.

YEARS ago I created a 2-pager on objectives for the Motivation Course. While the point there was to focus on the affective domain, the general description applies.

One way to start writing objectives is to start by creating a table and then writing the objective.

There are many ways to organize and manage instruction. The options are differentiated by key concepts, drivers, and ideas on which the program design is based and also by general strategies and specific tactics. In addition, the paradigm for designing and developing instruction influences the instructional model.

Definition of Paradigm: a framework containing the basic assumptions, ways of thinking, and methodology that are commonly accepted by members of a scientific community.

So, for example, constructivism is a paradigm. This module focuses on analyzing and deriving instructional models, and basic processes for creating an instructional model from the perspective of learning architectures.

As you read through this weeks reading, think about your experiences and how these learning architectures have been applied, and how they may apply to your model.