Midterm

As part of the instructional design course I took a midterm exam and here is what I did.



Midterm
Brefo Sekyere Charles (sb385007)

Generative strategy is the devised way of instruction whereby the instruction is provided to the learner to cater for or appeal to the cognitive, affective and psychomotor domain in order for the student to come up with a knowledge structure and build on existing knowledge. Generative strategy can either take the form of typographical signals or concrete ideas.

Task Analysis is the process of examining the task that the learners will be engaged. That can also mean identifying the difficulty level of the task or identifying the needs of the learners. An example is whether you want students to be engaged in recall of the states in Africa. This may be a normative need where the score by the student is compared with other students in the country.

Normative need is the need for an instruction due to an identified performance gap and comparing it to a norm or people with similar characteristics. An example is a final year student in Ghana who could not obtain the pass mark in Mathematics during WASSCE which is the final examination organized for all final year students in high school.

Ranking goals looks at arranging the outcome or objectives of the instruction in a logical order.

Temporal sequencing looks at how the instructional content would be presented to the learner which could either be from simple to complex or known to unknown. It can also take the form of presenting from concrete to abstract or concepts, principles, procedures.
This can also take the form of ranking the goals of the instruction.

Designing the Instructional Message looks at what the instructor in tends to carry out to the learners. This could be either typographical signals or in concrete terms.

Typographical signals looks at the way texts are presented to help learners identify the key terms or the most important ideas. An example is the use of italics and bold characters in a text.

Concrete is the use of real objects in instruction. These include concepts which learners can see and touch. Example stones, books and chalk.

Concept is the use of terms to classify ideas. An example is cars.

A principle is the association between concepts. Example, people buy more when they have more money or water boils when its temperature reaches hundred degrees Celsius (100 C).