A. Title video: What does an Instructional Designer do? i. ii. iii. iv.

Designer using tools to create instructional materials Works with subject matter expert. Goals: Create instructional materials. Tools and technologies used to create instructional materials: a) Abstract tools 1) Instructional Theory 2) Instructional Design Process b) Physical tools 1) Learning Management System (LMS). 2) Multimedia development tool ( pen/ paper). v. Things that makes instructional designer context more complex depends on: a) Organizational goals b) Rules and policies c) Divisions of labor d) Community

B. Title video: Roles in Instructional Design i. Roles in instructional design may include: a) Computer-based graphic designer Used computing technology and specialized software packages to finish products. b) Digital video-sound editor Involved in computer-based video-sound editing. Work closely with other staff to ensure overall product consisteny and integrity such as directors. c) Instructional designer Responsible for: 1. Designs 2. Content development 3. Learning and support resources 4. Delivery/assessment methodologies

C. Title video: Instructional Design (ID) Models i. What is ID? Is a art and sciences in creating instructional environment. Based on theories and practical research in the areas of cognition, educational psychology and problem solving. Process of organizing, learning resources to ensure learners achieved establish learning outcomes. ii. ID model: 1. ADDIE model- the best known design model and frequently used in academic areas. 2. Robert Gagnes model- Gagnes propose that events of learning and categorized of learning outcomes to give provide a framework from the count of learning condition. iii. Why use ID ? To ensure the critical concept are explore Learning needs Effective presentation of content

D. Title video: The ADDIE Model Instructional Design Process i. ADDIE- Major steps in all systematic problem-solving models ADDIE process: 1) A Analyze Identify problem Develop learning goals Understanding goals and their needs What is the timeline? 2) D Design Translate learning goals to learning objective Plan course content Choose instructional approach 3) D Develop List tasks Check existing resources Develop instruction materials 4) I Implement Putting your course into practice through pilot testing or launch the course itself 5) E Evaluate Was it success? Revise activities

E. Title video: Gagne's Theory of Instruction i. Robert Gagnes theory of instruction: a. Three area of instructions are: 1. Taxonomy of learning outcomes 2. Conditions of learning 3. Events of instruction b. Gagnes nine event of instruction: Gagnes described the nature of instructional theory as an attempt to relate the external Events of Instruction. Gagnes nine event of instruction: 1. Gain attention Tell them what are they able to do or accomplish after learning 2. Inform learners of the objective 3. Stimulate/ recall of prior learning 4. Present the content Display content with the distinctive features 5. Learning guidance Suggest learning tools 6. Elicit performance Ask learners to perform 7. Provide feedback 8. Assess performance 9. Enhance performance and transfer

c. Taxonomy learning outcomes can be divided into five major categories of learning which are: 1. Verbal information Bodies organized kowladege that learners acquire from formal education, books and television. 2. Intellectual skills The equivalent of procedural knowledge and are divided into five subcategories: 1) Discriminations 2) Concrete concepts 3) Defined concepts 4) Rules 5) Higher-order rules 3. Cognitive strategies Thinking, acting and feelings 4. Attitudes 5. Personal actions towards something 6. Motor skills d. Conditions for learning: 1. Category the learning goals 2. The unstructured have to determine what results is desired. 3. Verbal information 7. present information that can be made into pieces 8. provide meaningful content 4. Intellectual skills Call attention to distinction features Stay within the limit of working memory Stimulate or recall previous learn components 5. Cognitive strategies Provide feedback for the creativity or originality of the strategies or outcomes. 6. Attitudes Established and expectancy of success associate with the desired attitudes Assure student identification Keep feedback for successful performances 7. Motor skills Present verbal or other guidance Arrange repeated practice Furnish immediate feedback