Instructional Design

Design Instruction

Sequences of Instruction
Background:
Adult education – have some college level, student to able to learn by using Computer Base Training. This will provide foldouts that enhance learning and inspire confident.Goal:To understand concept “how to use basic tools for graphic design” using computer aid technology.

Objectives:
Student will develop skills in drawing, design, composition, color type using mediums and techniques that give new ways to express art.

Activities:
To create authentic drawing using computer aided technology
1. Student will learn about basic design principles
ii. Student will develop knowledge of the options (physical things, styles, themes)
iii. Allow students to work at their own pace with convenient delivery.iv. Students create works that combine functionality and visual appeal.
v. Student will develop deeper understanding of practical constraints and how to determine good solutions.
vi. Student will provide practice at graphic design and other activities.
vii. Student will develop portfolio and a short presentation

Strategies:
Direct Instruction (DI), Programmed Instruction, and Precision Teaching will be use in the appropriate lesson.
1. Introduction of the Basic graphic design
2. Demonstration of analytical and drawing techniques.
3. Graphic illustration, composition, value, texture, line, shape perspective and presentation.
4. Computer simulation will be used for illustration.
5. Individual and groups, contemporary and student drawing
6. Creating a Portfolio of drawing which reflect activities and samples.
7. Teachers will advice students using the rubric assessment for guidance to follow each step of the objectives.

Instructor will demonstrate necessary object as sample for students to identify, and also visualize each student participation and performance. The instructor would apply the above multiple intelligence in students behavior on each level of presentation. Individual activity and group performance will be monitor by instructor mastering technical skill in graphic illustration, composition, and student’s perspective.

Formative and Summative Evaluation:

Design the evaluation review
Set goal:
This will determine if any students having problems, and if the design meets the benchmarks and satisfies the instructional requirements; this will include the validation in which this instructional design will be usable in practice by students or the users.

Identify desired inputs and outputs from task scenarios.
Chosen an evaluation strategy, by script driven testingRapid feedback. Primarily, rapid feedback on the efficacy of instruction. While the project in is progress, a formative evaluation process provides feedback on how the students are performing on learning the subject.

Planning.
Formative evaluations assist with planning and allows for revision of or recommitment to plans. It also allows for a reconsideration of program goals and plans. Information from formative evaluation can provide input to future planning and implementation, thus forming the project's future.

Documentation.
Documentation and resolution work is proceeding, what techniques are used, what problems encountered, and what impacts are made in early and middle stages of work. Such documentation may be useful for my graphic instructional design.
Testing: developing and testing the session.
Prepare a report:Summary of findings, subtask by task, and recommendation