1. Prior to this module, describe what the term ISD meant to you. |
2. How many total years have you been an instructional designer? |
I assumed it had something to do with the systemization of ID, but was not sure what that meant.
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Looking to get started.
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3. Do you have a degree in Instructional Design or other technical discipline? |
4. Which role best describe the type of SMEs you have worked with: |
No. I do not have a degree in Instructional Design or other technical discipline.
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Faculty/Adjunct
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5. Which instructional design model do you typically follow to develop instructional design materials? |
6. Which type of audience best describes whom you would like to develop learning materials for? |
Rapid prototype
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university EFL learners
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9. Explain the role(s) you assume in your learning and design development projects. |
10. Describe your definition of ISD now that you have completed this module. |
Almost all. I am the SME, the designer, developer. I am ultimately only responsible to my learners. I even set the standards for learning outcomes in conjunction with faculty committees. However, our syllabi have to meet specific requirements set by the Japanese ministry of education. However, these are relatively flexible and in practice relate more to form and transparency requirements than anything else. EFL faculty have the authority to create realistic learner outcomes/ timelines.
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Instructional systems design (ISD) is a series of iterative steps grounded in educational theory and research leading to the production of a successful (formal and systematic) training program - one that is engaging, thought-provoking, and effective in achieving its desired outcomes. It is essentially the process of designing and developing training into a system. Once systematized, it's easy to see the different functions in the design process and how they interact.
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