Instructional Strategy Approaches with Technology

Instructional Strategy Approaches with Technology

Pamela Lowry (Lawrence Technological University, USA)
DOI: 10.4018/978-1-61520-672-8.ch013
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Abstract

Educators need to understand the concepts and strategies pertaining to instructional design. They need to be aware of different models and theories pertaining to learning. Additionally, interactivity and group learning is a very effective approach when designing instruction. It is equally important to incorporate different learning styles of the learner such as auditory, visual, and tactile learners when designing instruction. Technologies such as asynchronous and synchronous delivery still need to incorporate these instructional strategies. These technologies can be utilized in traditional, hybrid, and online delivery modalities. As these technologies are introduced, instructional strategies are discussed concerning interactive instructional assignments.
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Chapter Objectives

At the conclusion of this chapter you should be able to do the following:

  • Identify education

  • Identify and describe instructional design strategies

  • Identify learning theories

  • Analyze learning styles

  • Compare and contrast different technologies and delivery modalities

  • Discuss future and emerging trends relating to instructional design and technologies

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Instructional Design

What is instructional design? It refers to the systematic process of translating principles of learning and instruction into plans for instructional materials and activities. It seems that few faculty members have had formal education in instructional design or learning theory. When designing instruction, it is important to think about content, learning activities, and the desired learning outcomes. It requires deliberate instructional design that hinges on linking learning objectives to specific learning activities and measurable outcomes (Oblinger & Lawkins, 2006). Interactivity and group work is a very effective approach when designing instruction. In designing and developing a course it is important to make the content material relevant (Harvey & Mogey, 1996). By making the course material relevant to the students they are more motivated to learn the material.

Faculty are being challenged to move beyond the notion of a course as covering content to the idea of a course as constructing a series of learning environments and activities (Oblinger & Hawkins, 2006). Faculty are beginning to realize that online instruction is more than a series of readings posted to a course management system such as Blackboard or a website. It requires deliberate instructional design that hinges on linking learning objectives to specific learning activities and measurable outcomes. (Oblinger & Hawkins, 2006).

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