需求与标的之关系

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1、DE&ISD:需求與標的之關係RichardA.CornellUniversityofCentralFloridaWenzaoUrsulineCollegeofLanguagesOurObjectivesTheparticipantwill:IdentifybasicISDmodelsDefineanobjectiveMatchobjectivetorequirementEvaluateobjectiveasappliedtorequirementSomeAssumptionsAboutYouYoucanidentifymore

2、thanoneISDmodelYouknowhowasystematicprocessofinstructionisappliedYoucanconductaneedsassessmentYouhavewrittentrainingobjectivesYouhaveevaluatedyourinstructionthroughtestingofexitcompetencies古早以前...WeknowthereisaproblemifwehaveadifferencebetweenwhatisandwhatshouldbeThe

3、differencesweobservemayormaynotreflecta“training”problem,i.e..???教學設計程序之介紹基本ISD模式:ADDIEAnalyzeDesignDevelopImplementEvaluate(Control)ISD模式之一TopicObjectivesInstructionEvaluationRevisionRevisionISD模式之二LearnerCharacteristicsInstructionalProblemsInstructionalResourcesTas

4、kAnalysisEvaluationInstrumentsInstructionalDeliveryInstructionalObjectivesInstructionalStrategiesContentSequencingPlanningRevisionProjectManagementFormativeEvaluationSupportServicesSummativeEvaluation教學/學習程序之原由…..*GlobalEconomy*Information-basedeconomy*DiverseWorkFor

5、ce教材Subjectcontentandskillsthatcompriseaprogram教材PurposeormissionGoalsforeducationortrainingCategorizationandorganizationofinstruction教材的設計發展EducationalpurposesEducationalexperiencestoobtainpurposesOrganizingexperiences…D.E.orF2F?Attainingpurposes教材籌劃之限制*Diversepopul

6、ations*Motivation*TeachingandLearningmethods*CompetencyLevels*Technology*Cost*Jobsatisfaction教學設計程序之重要元素ForwhomistheprocessbeingdevelopedWhatdoyouwanttobe“learned”Howisthecontentorskillbest“learned”Howdoyoudeterminetheextentofthe“learning”thathasbeenachieved完整之教學設計計劃

7、InstructionalproblemsLearnercharacteristicsSubjectcontentInstructionalobjectivesSequencecontentInstructionalstrategiesInstructionaldeliveryEvaluationResources教學設計程序之前提SystematicProcedureandSpecificity..StartsatCourseDevelopmentLevelUseofInstructionalDesignPlanProcedu

8、ralGoalsExpectedLevelofLearningTheBestWaytoDesign運用教學設計程序的優點標的之功能MeansofdesigningappropriateinstructionProvidesaframeworkforevaluat