1 Principles of Instructional Design

1.1 Consists of four elements:

1.1.1 Clarifying objectives or desired learning outcomes (learning outcomes);

1.1.2 Analysing and structuring subject matter (content areas);

1.1.3 Predicting user responses to material presented and the adapting materials design accordingly (learning activities).

1.1.4 The integration of assessment and the provision of feedback (assessment and feedback).

Reference: Inglis, A., Ling, P. & Joosten, V. (1999) Delivering Digitally: Managing the Transition to the Knowledge Media (London: Kogan Page), p. 107.

2 Learning Activities

2.1 Selection of materials that will:

2.1.1 support the learning outcomes. They will be

2.1.1.1 authentic educational materials that support the learning activities, and which match the learning outcomes;

2.1.1.2 appropriate to the age and stage of development of the students;

2.1.1.3 chosen collaboratively by the staff involved in teaching the subject to a specific group of students.

2.1.2 include activities that are capable of assessment and which will enable appropriate feedback.

3 Assessment procedures and provision of feedback: a focus on knowledge of results

3.1 Develop assessment procedures that

3.1.1 link directly to the learning activities undertaken;

3.1.2 link directly to the learning outcomes expected;

3.1.3 are fair, i.e., that they are:

3.1.3.1 culturally fair;

3.1.3.2 performance (activity) fair;

3.1.3.3 concept fair;

3.1.3.4 (multiple) intelligence fair;

3.1.3.5 stage of development fair.

3.2 Develop feedback provision that is positive. This provision will

3.2.1 use the behavioural principle of positive reinforcement:

3.2.1.1 reward the desired behaviour, i.e., stress the positives;

3.2.1.2 ignore the undesired behaviour;

3.2.1.3 focus on success, rather than failure;

3.2.1.4 avoid negative reinforcement, or punishment;

3.2.2 be supportive of the effort shown;

3.2.3 encourage further learning;

3.2.4 be success oriented.