Learning sequence: Difference between revisions
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In the design literature one may find two basic sorts of [[instructional design model]]s | In the design literature one may find two basic sorts of [[instructional design model]]s | ||
* Those that focus on materials, i.e. resources arranged to form an organization of learning-flow content. Typically, they would use an [[instructional systems design]] method. | * Those that focus on materials, i.e. resources arranged to form an organization of learning-flow content. Typically, they would use an [[instructional systems design]] method such as the [[Kemp design model]]. | ||
* Those that focus on activities | * Those that focus on activities. In that case one rather talks about scenarization or storyboarding. | ||
== Learning sequences in Instructional Systems Design == | == Learning sequences in Instructional Systems Design == | ||
{{quotation|The last step in the design phase is to determine program sequence and structure to ensure the learning objectives are met. A proper sequence provides the learners with a pattern of relationship so that each activity will have a definite purpose. The more meaningful the content, the easier it is to learn and, consequently, the more effective the instruction.}} [http://www.nwlink.com/~donclark/hrd/sat3.html#sequence Instructional System Design - Design Phase], retrieved 20: | {{quotation|''Sequencing'' is the efficient ordering of content in such a way as to help the learner achieve the objectives. For some objectives, the sequence is suggested by the procedure [...]. Other topics, however, have a less obious sequence. [...]}} (Morrison, 2004: 136). | ||
{{quotation|The last step in the design phase is to determine program sequence and structure to ensure the learning objectives are met. A proper sequence provides the learners with a pattern of relationship so that each activity will have a definite purpose. The more meaningful the content, the easier it is to learn and, consequently, the more effective the instruction.}} [http://www.nwlink.com/~donclark/hrd/sat3.html#sequence Instructional System Design - Design Phase], retrieved 20:42, 4 June 2007 (MEST). | |||
Typically a learning sequence would use an instructional design model like Gagne's [[Nine events of instruction]] or Merril's [[component display theory]]. | Typically a learning sequence would use an instructional design model like Gagne's [[Nine events of instruction]] or Merril's [[component display theory]]. | ||
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== Learning sequences in Learning Design == | == Learning sequences in Learning Design == | ||
In [[IMS Learning | In [[IMS Learning Design]] sequences are implicitly defined as methods that contain a "play", i.e. a series of acts, in which roles are played by those taking part, for example learner, tutor, mentor, and so on. | ||
== Links == | == Links == | ||
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* Donald Clark, [http://www.nwlink.com/~donclark/hrd/learning/development.html Developing Instruction or Instructional Design]. | * Donald Clark, [http://www.nwlink.com/~donclark/hrd/learning/development.html Developing Instruction or Instructional Design]. | ||
* Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4rd ed.). New York: John Wiley & Sons, Inc. | |||
[[Category: Instructional design models]] | [[Category: Instructional design models]] | ||
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[[Category: Pedagogical scenarios]] | [[Category: Pedagogical scenarios]] | ||
[[Category: Pedagogic strategies]] | [[Category: Pedagogic strategies]] | ||
Revision as of 19:42, 4 June 2007
Definition
A learning sequence is an ordering of student's learning activities.
In the design literature one may find two basic sorts of instructional design models
- Those that focus on materials, i.e. resources arranged to form an organization of learning-flow content. Typically, they would use an instructional systems design method such as the Kemp design model.
- Those that focus on activities. In that case one rather talks about scenarization or storyboarding.
Learning sequences in Instructional Systems Design
“Sequencing is the efficient ordering of content in such a way as to help the learner achieve the objectives. For some objectives, the sequence is suggested by the procedure [...]. Other topics, however, have a less obious sequence. [...]” (Morrison, 2004: 136).
“The last step in the design phase is to determine program sequence and structure to ensure the learning objectives are met. A proper sequence provides the learners with a pattern of relationship so that each activity will have a definite purpose. The more meaningful the content, the easier it is to learn and, consequently, the more effective the instruction.” Instructional System Design - Design Phase, retrieved 20:42, 4 June 2007 (MEST).
Typically a learning sequence would use an instructional design model like Gagne's Nine events of instruction or Merril's component display theory.
Learning sequences in Learning Design
In IMS Learning Design sequences are implicitly defined as methods that contain a "play", i.e. a series of acts, in which roles are played by those taking part, for example learner, tutor, mentor, and so on.
Links
- Donald Clark, Developing Instruction or Instructional Design.
- Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4rd ed.). New York: John Wiley & Sons, Inc.