“Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some “intervention” to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.” ifølge Wikipedia
Under illustrationen er en række relevante didaktiks modeller.
Overview of Gagné’s instructional theory
- Gaining attention
To ensure reception of coming instruction, the teacher gives the learners a stimulus. Before the learners can start to process any new information, the instructor must gain the attention of the learners. This might entail using abrupt changes in the instruction. - Informing learners of objectives
The teacher tells the learner what they will be able to do because of the instruction. The teacher communicates the desired outcome to the group. - Stimulating recall of prior learning
The teacher asks for recall of existing relevant knowledge. - Presenting the stimulus
The teacher gives emphasis to distinctive features. - Providing learning guidance
The teacher helps the students in understanding (semantic encoding) by providing organization and relevance. - Eliciting performance
The teacher asks the learners to respond, demonstrating learning. - Providing feedback
The teacher gives informative feedback on the learners’ performance. - Assessing performance
The teacher requires more learner performance, and gives feedback, to reinforce learning. - Enhancing retention and transfer
The teacher provides varied practice to generalize the capability.
Hiim og Hippe
bruger jeg selv som didaktisk tjekliste. Her er deres didaktiske relationsmodel med Vibe Aarkrogs forslag til relevante teorier.
Merril’s Principle of instruction (MPI)
- Task-centered principle
- Activation principle
- Demonstration principle
- Application principle
- Integration principle
The principles promote learning in the following manner: Learning starts with real-world problems. Students should be able to relate to problems and tasks they can handle. A course must activate existing knowledge base of the learner; hence aiding them connect previous knowledge with the new one. A course must demonstrate the knowledge (both visually and through story telling) so that it leverages different regions of the brain, hence retaining it longer. Allow them to apply new information on their own. Let them practice and learn from their mistakes. Let them see how your new material works in concrete situations The course must offer possibilities for integrating the knowledge into the learner’s world through discussion, reflection, and/or presentation of new knowledge.”
http://info.shiftelearning.com/blog/top-instructional-design-models-explained
TPACK
“Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.”
“At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge:
Content (CK),
Pedagogy (PK), and
Technology (TK).
The TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK framework goes further by emphasizing the kinds of knowledge that lie at the intersections between three primary forms:
Pedagogical Content Knowledge (PCK),
Technological Content Knowledge (TCK),
Technological Pedagogical Knowledge (TPK),
and Technological Pedagogical Content Knowledge (TPACK).”
SMTTE
SMTTE modellen (Mølgaard, Klausen 2006:31).
Dafolo skriver: “SMTTE er en didaktisk model, som kan bruges, når der skal igangsættes forandrings- eller udviklingsprocesser i dagtilbuddet som følge af de observationer, man har gjort sig i den pædagogiske praksis. SMTTE består af fem elementer: Sammenhæng, Mål, Tegn, Tiltag og Evaluering.”
Modellen er ikke tænkt med (digital) undervisning for øje.
