PLE INDIVIDUAL
Guido González Castro
El diseño instruccional se encarga de preescribir metodos òptimos de instrucciòn
Se trata de crear ambientes instruccionales con materiales claros y precisos para que el estudiantes desarolle habilidades.
Inlcuye la valoraciòn de necesidades, el desarrollo, la evaluaciòn, la implementaciòn y el mantenimiento de materiales y programas.
Comprende como aprende la gente.
utiliza las teorìas de aprendizaje que pueden ir desde el conductismo, cognoscitivismo y constructivismo.
Los principios de Merrill (no son pasos)
INTEGRACIÓN
Es conveniente basarse en problemas reales para que sean atractivos al estudiante. Al hablar de
problemas reales nos referimos a puntos en donde utilicen los conocimientos dados para resolver problemas a los que se podrìan enfrentar en la vida real.
De preferencia ir de menor dificultad a mayor dificultad. En medida de lo posible utilizando lo que el estudiante ya sabe.
ACTIVACIÒN
Activar conocimientos previos. Usualmente preguntas de desequilibrio cognitivo o que sea analicen situaciones impactantes que generen el
interès en el estudiante. Examenes para ver conocimientos previos.
APLICACIÓN
Aplicar los nuevos conocimientos en situaciones autenticas mientras recibe el feedback. Algunos ejemplos pueden ser "juegos de roles"
(para aprender como enfrentar ciertos papeles) o "check lists" en visitas guiadas a empresas o a lugares para ver en la realidad lo que se ha
visto en clases.
DEMOSTRACIÒN
Demostrarle al alumno que lo que esta aprendiendo es algo nuevo. Esto se lora dando ejemplos, demostrando como se hace algo mediante el uso de videos. También implica que los estudiantes observen como el maestro hace algo (demuestre) para que ellos aprendan como se hace.
INTEGRACIÒN
se repite el primer paso puesto que es una especie de espiral ascendente.
Appendix 2
Detailed Description of How Merrill’s First Principles were Used
Problem/Task
-
Centered
All instructors used some form of real
-
world problems or tasks in their class. For example,
Dr. Kelley (Child Development)
In one class, students plan out an
d executing lesson plans in the university pre
-
school
lab.
In another class, students do home visits to the families of their students, attend parent
meetings and conferences and write reports on the meetings.
Students also work in small groups to respond
to real world scenarios they might
encounter in their work as pre
-
school teachers.
Dr. Wellington (Marketing)
In one class, students assume the role of consultants for a real
-
world companies and
perform a marketing audit.
Suzan Harrison (Nutrition and He
alth)
Harrison shared real
-
world, personal examples of the nutrition and development
phenomena that she was teaching in lectures.
Harrison embodied a personal example of excellent fitness and nutrition, as noted by
her students.
In one class, students u
sed what they had learned by analyzing the contents of infant
formula to see how well it matched important research knowledge.
Dr. Sumbramony (Economics)
Students solved economics problems using complex equations.
Activation
Dr. Wellington (Marketing)
Wh
en lecturing, he created an itinerary on the board that organized the class.
Referred to and built on the knowledge obtained in previous prerequisite courses.
Suzan Harrison (Nutrition and Health)
When beginning a lecture, she reviewed what was discussed
in the previous class prior to
lecturing on new content.
She then previewed the key points of the day’s lecture, providing an organizing structure for
the content to be learned.
Dr. Sumbramony (Economics)
At beginning of the class period he asked questi
ons to the students regarding more
fundamental principles of economics, slowly progressing to questions about more abstract,
complex principles, and finally moved into the content of the current class.
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Demonstration
Dr. Kelley (Child Development)
Students
learned from other students by observing and evaluating them as they planned out
and executed lesson plans in the pre
-
school lab.
Students listened to how other students responded to real world scenarios provided by Dr.
Kelley, and also listened to Dr. Ke
lley’s feedback on their responses.
Dr. Wellington (Marketing)
Students were given access to several high quality marketing audits performed by students in
previous semesters.
Dr. Wellington provided many relevant examples from the popular media that illu
strate the
marketing audit steps to be applied by the students.
Suzan Harrison (Nutrition and Health)
Shared personal examples from her life of the nutrition phenomena and human
development concepts presented in the lecture.
Provided a personal example o
f excellent fitness and nutrition to her students.
Dr. Sumbramony (Economics)
Showed and worked through an example of how to use an equation to solve an
economics problem on the chalkboard.
Application
Dr. Kelley (Child Development)
Students planned ou
t and executed lesson plans at the pre
-
school lab.
Students responded to real world scenarios provided by Dr. Kelley.
Dr. Wellington (Marketing)
Students performed a marketing audit, including several specific audit
-
specific
activities.
Suzan Harrison (Nut
rition and Health)
Students went to the grocery store and analyzed the contents of infant formula to see
how it matched what was discussed in class.
Students tracked their own nutritional intake and compared it with what they had
learned in class.
Dr. Sum
bramony (Economics)
Students used a complex equation solved an economic problem in class and then used the
equation to solve a similar problem on their own out of class.
Integration
Dr. Kelley (Child Development)
Dr. Kelley facilitated an in
-
class discussi
on with students on their experiences in the lab in
which students shared insights with one another.
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May 2011
Vol.
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Dr. Wellington (Marketing)
Facilitated interactive class discussions by posing engaging and sometimes off
-
beat questions
to help students to expand their k
nowledge of the subject.
Described to students how the skills they are developing will be useful in the future.
Suzan Harrison (Nutrition and Health)
Constantly asked students, “What does this mean to you?”
Dr. Sumbramony (Economics)
On several occasions
asked students, “Why is this important?”
Cycle of Instruction
Dr. Kelley (Child Development)
Student groups responded to real
-
world scenarios provided by Dr. Kelley in class. Other
students learned from those sharing their responses while the sharing gr
oup applied their
knowledge to the scenario. This was repeated by several groups on several occasions. Dr.
Kelley facilitated the discussion by asking questions and also provided feedback and insights
to each student group and to the rest of the class on h
ow to improve responses and expand
their knowledge related to the scenario.
Dr. Wellington (Marketing)
When teaching how to do each of the several specific market analysis tasks, Wellington
provided students with multiple examples of the market analysis t
ask, including examples
from previous students and examples from the popular media. Students then performed the
market analysis task and were later given feedback from Dr. Wellington on how to improve
their analysis.
Suzan Harrison (Nutrition and Health)
I
n one class, Harrison directed students to read a nutritional case as a group and were given a
worksheet to guide them through the process of applying their knowledge to solve nutritional
problems. They then integrated their knowledge by presenting their s
olution to other groups.
Students also learned from each other in the sharing process. This cycle was repeated several
times.
Dr. Sumbramony (Economics)
When teaching how to solve a difficult economics
-
related problem, Dr. Sumbramony first
worked through t
he problem using a complex equation on the chalkboard. He then presented
another similar problem and had students use the equation to solve a portion of the problem.
He then gave them another problem to solve on their own for outside of class.
PRINCIPIOSPARA EL DISEÑO DE APRENDIZAJE MULTIMEDIA
Multimedia (conexiòn entre lo que se habla y la imagen o audio)
modalidad, contiguidad, redundancia,
coherencia (evitar distractores o elementos inutiles)
personalización (cotenido elaborado como conversaciòn, uso de personajes, interactividad).
Principios para el e-learning
CENTRADO EN LA TAREA. Todo debe estar vìnculado con la situaciòn real con la que se va a practicar.Ejemplos autenticos
ACTIVACION
DEMOSTRACIÒN
APLICACION
INTEGRACION. Entrenar a los aprendices para que aprendan
contexto
reto
aplicacion
feedback (extrìnseco o intrìnseco)
TEORIAS DEL DISEÑO INSTRUCCIONAL
-modelo ADDIE (analisis, diseño, desarrollo,implementaciòn y evaluaciòn)
-modelo de Dick & Carrey
-modelo ASSURE
-modelode diseño inverso (backwards dessign)
-modelo de diseño de Kemp
Teaching to the test
"Teaching to the test" is a colloquial term for any method of education whose curriculum is heavily focused on preparing students for a standardized test.
Opponents of this practice argue that it forces teachers to limit curriculum to a set range of knowledge or skills in order to increase student performance on the mandated test. This produces an unhealthy focus on excessive repetition of simple, isolated skills ("drill and kill") and limits the teacher's ability to focus on a holistic understanding of the subject matter. This would be an incidence of Campbell's law, the general principle that a social indicator distorts the process it is intended to monitor.[1] Furthermore, opponents argue, teachers who engage in it are typically below-average teachers.[2] Some research suggests that teaching to the test is ineffective and often does not achieve its primary goal of raising student scores.[2]
CARACTERISTICAS DEL DISEÑO INSTRUCCIONAL EN TICS
Dimension tecnologica y dimension pedagogica
La dimension tecnologica tiene que subordinarse a las pedagogicas y eso debe comunicar el diseño instruccional.
COMUNIDADES VIRTUALES DE APRENDIZAJE
COMUNIDADES DE PRÁCTICA
jjjjj
LOS ROLES EN EL DISEÑO INTRUCCIONAL
Se debate en clase la soluciòn a este caso y se establecen muchos puntos interesantes. En primer lugar se señala el posible problema del contexto y el
analisis del mismo. Otro problema tiene que ver con la pregunta de : ¿Por que solo los de quinto?. Tambièn pueden haber factores que involucran al
instrumento de evaluaciòn (algunos estan mal redactados). Otros apuntan a las polìticas administrativas, otros apuntan a los materiales, a los cambios
de paradigmas en donde piden que se enfoque en los contenidos o en las competencias.
CHECAR ESTA PÀGINA
https://mmerinoru.wordpress.com/2013/10/30/repositorios-educativos-abiertos-
http://www.virtualeduca.info/ponencias2013/309/LagunesAgustinPropuestadeundiseoinstruccional.pdf
http://educationaltechnology.net/the-addie-model-instructional-design/
http://disenoinstruccionalmanejo.blogspot.com/p/fase-ii-diseno.html
https://elearningindustry.com/getting-to-know-addie-design
https://elearningindustry.com/getting-to-know-addie-development
https://elearningindustry.com/getting-know-addie-implementation
https://elearningindustry.com/getting-know-addie-evaluation
oer/
http://eduteka.icesi.edu.co/articulos/samr el modelo samr
