英国曼彻斯特代写作业:目标的设计

2018-05-28 14:36

Dick和Cray模型是基于ADDIE模型的convectional core元素，它们由学习者的分析组成，指令和目标的设计，媒体选择和材料的开发，课程的实施和评估在这些设计模型中被发现(Merill, 1997)。此外，Kemp和Dick &Carey都比较全面。每个模型至少利用一种过程方法，即逐步处理方法。根据批评者的程序过程方法被认为是密集的，而且它需要花费大量的时间去申请，而且费用相当昂贵。程序过程不适合特定的教学任务。迪克和凯里的过程非常依赖对方，没有前一步的结果就不可能继续下去(麦克马洪，2010)。必须为设计过程的开始制定目标。另一方面，Kemps模型提供了更多的启发式方法，它的灵活性允许对在线环境等技术情况进行适应。本文讨论的模型提供了评价的组成部分。但是，评估组件在目的和功能上可能有所不同。这两个意见是评价有关的技术问题和评价，它们在不同阶段的重点不同。在技术问题上，教学系统的一般形式由三个主要组成部分组成，分别是传递系统、教学目标和学习成果，它们分别与过程、输入和输出有关(McMahon, 2010)。例如，在执行课程的阶段，问题可以由以技术为导向的包括学术团队来处理。
英国曼彻斯特代写作业:目标的设计
Dick and Cray model is based off the convectional core elements of the ADDIE model .They do consist of the components of the analysis of the learner, design of instructions and objectives, media selection and material development, course implementation and evaluation is found in these design models(Merill, 1997). In addition, both Kemp and Dick &Carey are more comprehensive. Each model utilizes at least one form of procedural approach, that is, step by step process approach. According to critics procedural process approach is considered as intensive and it takes significant time to apply well as being considerably costly. The procedural process cannot be good for particular instructional task. Dick and Carey's process depend very much on each other and it is not possible to proceed without the results of the previous step (McMahon, 2010). The goals must be established for the design process to begin. Kemps model on the other hand offers more heuristic approach and its flexibility allows adaptation for technology situation like online environments.The model discussed in this paper offer the component of evaluation. However, the evaluation component may differ in purposes and functionality. The two observations are evaluation related technology concerns and evaluations that differ as far as emphasis at different stages of the steps are concerned. In technology issues, the general form of an instructional system consist of three major components which are delivery system, instructional objectives and learning outcomes .They are related to process, input and output respectively(McMahon, 2010). For instance, in the phase of implementing the course, issues can be handled by technology-oriented including academic teams.

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