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General
Course Information:
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course goal area: within-program instructional design
class activities
- welcome (5 minutes)
- Analyzing pp. 34-44 completion check
- questions and answers (10
minutes)
- component/composite analysis
(75 minutes)
- break (10 minutes)
- component/composite analysis
continued (40 minutes)
- component/composite analysis
practice (20 minutes)
- wrap up (5 minutes)
- SAFMEDS (15 minutes)
readings
- Markle, S.M. (1990). Designs for instructional designers. Three basic principles: Part two: "Errorless" learning and Part three: The third principle: Immediate feedback. Chapter 1, Parts 2 and 3, pages 29-48
activities prompts
- Please generate 10 examples of instructional frames that use formal prompts (nasty things!). Below each example instructional frame, please also provide an example of that frame minimally changed such that it does not use formal prompts. (Due Session 10)
- Find one example of a computer program or other instructional sequence that proposes to teach something. Please evaluate that program in terms of how it arranges for active meaningful responding, errorless learning, immediate feedback, use of KCR, use of formal prompts (Due Session 11)
- Please design one instructional program the goal of which is teaching a child with a disability how to generate KCR. (Due Session 10)
- Complete the Checkpoint for Chapter One (Due Session 10)
- Go out and watch a child with autism learning something, where another person is delivering the instruction. Please evaluate the instruction in terms of how it arranges for active meaningful responding, errorless learning, immediate feedback, use of KCR, use of formal prompts, and use of KCR feedback. (NOTE: Please be nice while you’re doing this. You’re not there to judge the other person. You’re there to practice evaluating instructional episodes by discriminating the presence or absence of important features of good instructional design. Be nice, considerate, and attentive, and please don’t forget to thank them for allowing you this wonderful learning opportunity.) (Due Session 12)
- You should also be working on your Scope & Sequence Chart assignment, which is due at the start of Session 11.
- design a set of SAFMEDS for Chapter 1 of Designs for Instructional Designers (due Session 10)
- continue working on your summaries of six articles related to error correction (due Session 11)
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