Weekly outline

  • Welcome to ICT-based Instructional Design

    Lecturers

    Leil Badrah Zaki S.Pd., M.Pd
    Leil Badrah Zaki S.Pd., M.Pd
    NIDN: 1025108801
    Email: leil@uib.ac.id
    Universitas Internasional Batam

    yjty

    Riyadi Saputra S.Pd., M.Pd
    NIDN: 1025108801
    mail:riyadisaputra732@ymail.com
    Universitas Dharmas Indonesia


    Course Description:
    This course is intended to develop knowledge of adult learning and hone understanding of widely used instructional design models specifically for teaching EFL. The program intends to equip the participants with skills to design and analyze professional learning resources. The students will learn the essentials of designing and developing measurable instructional programs informed by fundamental learning theories to meet a variety of learner needs. The participants will be able to design and develop online learning management systems with the use of ICT. at the end of the course, the students are expected to be able to apply the principles of instructional design following a step-by-step model from needs assessment to evaluation and build a solid understanding of the process of a learning design.

    Credit : 3 sks

    Course Learning Outcomes:
    • CPMK 1 Students are able to identify the use of ICT applied in the development and practice of learning English and correlate it with educational principles and theories regarding approaches, strategies, methods, techniques, and learning models
    • CPMK 2 Students are able to identify the concepts and theories of planning and managing ICT-based resources in the administration of classes, schools and educational institutions for which they are responsible, and evaluate their activities comprehensively.
    • CPMK 3 Students are able to analyze the need for ICT in the scope of English language learning at every level of an educational unit in Indonesia.
    • CPMK 4 Students are able to apply educational principles and theories regarding approaches, strategies, methods, techniques, and learning models in ICT-based learning media at every level of educational units in Indonesia
    • CPMK 5 Students are able to design digital-based learning tools for online learning creatively, innovatively, and based on the results of needs analysis by applying logical, critical, systematic, and innovative thinking.

  • W1: Exploring Students Learning

    Meeting 1 Learning Outcomes 
    Students are able to :
    1. Describe the characteristics of the 21st century learner.
    2. Discuss the learning theories described in this chapter.
    3. List principles of effective instruction for the 21st century learner.
    4. Discuss the principles of effective technology and media utilization.
    5. Discuss the concept of text literacy.
    6. Compare and contrast the advantages and limitations of integrating text into learning.

    Pages: 2URL: 1File: 1

  • 2. Designing Instruction and Assessing Learning

    Students are able to:

    1. Describe the similarities and differences in learning theories
    2. List the 8 principles of effective instruction for learners 
    3. Describe the principles of effective technology utilization
    4. Describe why media literacy skills are vital in today's classroom 
    5. Describe the type of effective learning assessment


    URL: 1Pages: 2Assignment: 1

  • 3. Integrating technology and media into instruction

    Students are able to :

    1. State the three primary types of learner analysis criteria and describe the role of the criteria in the systematic planning process for learning.
    2. Discuss the rationale and purposes of learning objectives.
    3. Write learning objectives that include the audience,  behavior, conditions, and degree of mastery.
    4. Describe the procedures for selecting, modifying, and designing instructional materials, indicating when each choice is appropriate.
    5. Create examples of the five basic steps in utilizing technology, media, and materials.
    6. Describe and justify methods for eliciting student participation when using technology and media during instruction.
    7. Compare and contrast the techniques for evaluating student achievement, technology, media, strategies, and the instruction


    URL: 1

  • 4. Designing Digital Learning Environment

    Students are expected to be able to: 

    1. Differentiate between teacher-centered and student-centered learning strategies. 
    2. Compare and contrast the advantages and limitations of ten types of learning strategies. 
    3. Describe how to select technology and media that facilitate learning experiences. 
    4. Discuss the types of learning environments and settings you might encounter in PK–12 schools. 
    5. List the advantages and limitations of integrating free and inexpensive materials into instruction.

    Pages: 4Forum: 1URL: 1

  • 5. Engaging Students with Digital Devices

    Students are able to : 
    1. Describe strategies for and examples of integrating computer resources into the curriculum. 
    2. Describe five types of software that might be used in the classroom. 
    3. Discuss the advantages and limitations of using computer resources in learning. 
    4. Discuss the differences between a one-computer classroom, a multiple-computer classroom,
    laptop carts, and computer laboratories in terms of setups and uses. 
    5. Describe an appropriate instructional situation for using computer resources to support student learning. Include the setting, topic, audience, objectives, content of the materials, and rationale for using this media format.

    Page: 1Forum: 1URLs: 2

  • 6-7. Connecting Learners with Web 2.0 Tools

    Students are able to : 
    1. Define cyberlearning and provide an example of a classroom application. 
    2. Describe cyberlearning literacy and discuss how it may be used in action.
    3. Identify three Web 2.0 resources and demonstrate an example of how they might assist learning.
    4. Explain why social networking issues are important for the classroom.
    5. Identify four social–ethical issues and why they are important in working with students.

    Pages: 2URL: 1

  • Ujian Tengah Semester (UTS)

    Assignments: 2

  • 8. Connecting Learners with Distance

    Students are able to: 
    1. Define distance learning. 
    2. State a rationale for the educational use of distance learning at the elementary, middle-level, and secondary education levels. 
    3. Explain how audio and television systems facilitate distance learning. 
    4. Compare and contrast online and distance learning. 
    5. Describe the characteristics of local area networks (LANs), wide area networks (WANs), intranets, and wireless networks. 6. Discuss five Internet etiquette guidelines for users

    Pages: 2

  • 9. Using Multimedia to Engage learners

    Students are able to:
    1. Discuss media literacy, including the aspects of consuming and producing media. 
    2. Discuss the advantages, limitations, and instructional applications of multimedia in learning.
    3. Discuss four types of learning centers and describe one specific example of each. 
    4. Describe instructional applications that are especially appropriate for manipulatives. 
    5. Compare the advantages and limitations of various types of display surfaces. 
    6. Describe instructional applications that are especially appropriate for field trips, displays, and dioramas

    Page: 1Forum: 1

  • 10. Enhancing Learning with Visual, audio and Video

    Students are able to:
    1. Define visual literacy in your own words and identify two general strategies that you may use to teach visual, audio and video literacy. 
    2. Name six types of visuals and describe an example of each. 3. Describe the roles that visual, audio and video play in learning. 
    4. Identify methods for viewing visual, audio and videoin the classroom. 
    5. Describe the advantages, limitations, and integration ofvisual, audio and video. 
    6. State in your own words the goals that good visual, audio and video design aims to achieve. 
    7. Discuss four techniques for creating visual, audio and video 8. Discuss two methods for designing and creating visual, audio and video

    URLs: 2Page: 1Forum: 1

  • 11. Digital games and Language Learning

    Students are able to: 
    1. Explain ground theory for implementing games in teaching English 
    2. Identify the development and implementation games in Computer Assisted Language Learning 
    3. Describe the implementation of gamification based on research article 
    4. state in your own word the possibility for implementing it in Schools

    Page: 1Forum: 1

  • 12. Designing Multimedia content

    Students are expected to: 
    1. Design lesson plan for a meeting for secondary level school or for teaching ESP 
    2. Propose the implementation of technology in their teaching based on analysis of theoretical background about teaching English using technology 
    3. Presenting their proposal and discussing the feedback from peers and teacher

    Page: 1Forum: 1

  • 13. Designing Assessment

    Students are expected to: 
    1. Design lesson plan for a meeting for secondary level school or for teaching ESP 
    2. Propose the implementation of technology in their teaching based on analysis of theoretical background about teaching English using technology 
    3. Presenting their proposal and discussing the feedback from peers and teacher

    Page: 1Forum: 1

  • 14. Preparing Tomorrow Challenges

    Students are able to: 
    1. . Discuss the characteristics of a 21st century teacher who is technologically competent, information literate, and committed to professional growth and engagement. 
    2. List ways that 21st century environments use technology for inclusion, to connect schools and homes, and to offer the choice of online education. 
    3. Describe the types of technology grants available for 21st century learning and briefl y explain the basic components included when writing a grant proposal.

    Pages: 2Forum: 1

  • Ujian Akhir Semester

    Dear All, 

    I'm so proud of those who survive and keep showing the greatest result of their project during all consultation sessions with each of the advisors, well done!!!

    Now, all you have to do is to report and claim your reward for all your hard work!! there will be two reports that you need to submit: 

    1. Individual report of your project that should follow this format. please also attach all of the output of your project (Lesson Plan, Teaching Material, Videos, and link to teaching implementation recording. 
    2. Reflective essay
    All of the above report should be submitted based on the instruction and detail will be explained below, 

    Thanks