Educational design theory and practice

Educational Design: Theory and Practice The Journey Book Mohammad Mahmoud Al-Hila 439 pages, white paper Effective planning for student education should be a systematic scientific activity, based on logical and psychological foundations, driven by challenge, excitement, and enjoyment, starting from students' needs, and aligned with their readiness and abilities. The ideal outcomes of an effective educational plan should not only teach students what they need to know to cope with contemporary life but also serve their personal needs as individuals. Therefore, effective planning requires educational material designed in a way that reduces anxiety, frustration, and deviation faced by these students, minimizes their shortcomings, and preserves their human resources. The challenges faced by students, such as achievement problems, inability to transfer learning effects to new situations, increasing numbers, knowledge explosion, rapid technological development, and other complexities of this era, pose significant challenges to curriculum planners, educational designers, and implementers. How can they, in light of this, determine general and specific educational objectives, understand students' characteristics, needs, and abilities, analyze educational content, develop oral assessments, organize educational content, develop teaching strategies, and leverage modern technological developments to meet individual and societal needs in the best possible way, without deep knowledge of curriculum design and textbooks, in a manner consistent with the spirit of the era and based on educational and psychological studies? Therefore, this book (Educational Design: Theory and Practice) aims to clarify for everyone working in the field of education and teaching in general, and teachers and students of colleges of educational sciences in particular, the solid scientific background of educational design science, its scope, foundations, theories, models, design steps, implementation strategies, and evaluation. This book features a knowledge experience that combines theory and practice, forming a new approach to educational and learning experiences, which are the main pillar of the success of the educational process. Before final publication, this book was reviewed by a group of professors in educational technology, educational psychology, curriculum and teaching methods, measurement, and evaluation. They provided useful and significant feedback that enriched and improved the book. Additionally, this book was used in its preliminary form to teach several courses on instructional design at the College of Educational Sciences / Amman over two academic years 96/97 and 97/98 and the first semester of 98/1999 for testing and development purposes. Thanks are extended to all these professors and students for their ideas, scientific, educational, and practical suggestions that helped prepare the details of this book, as well as to Mr. Jamal Abdul Fattah Al-Najjar and Islam Mohamed Al-Hila for their efforts in printing this book in seven chapters as follows: Chapter One: Concepts related to educational design, including: education, its concept and objectives, teaching and learning, their relation to instruction, the meaning of educational design science, its relation to learning theories, its importance as a branch of educational science, the theoretical background of educational design science, and its theories. Chapter Two: The approach of systems and educational design and the teacher, the educational learning situation as a system, the system curve in educational design, the (Hamdi) model for using the systems approach in educational design, and the teacher we want. Chapter Three: Educational design models, including: (Genie and Burgess) model, (Dick and Carey) model, (Gerlick and Eli) model, (Kemp) model, (Leshin and others) model, and (Roberts) model. Chapter Four: The first step in educational design (defining educational objectives), including: the educational goal, sources of deriving educational objectives, classifications of educational objectives, types of educational objectives, levels of educational objectives, considerations when formulating educational objectives. Chapter Five: The second step in educational design (analyzing educational content), including: nature of cognitive content and its types, relationships governing parts of educational content, procedures for analyzing educational content, procedural analysis of educational content, hierarchical analysis of educational content, (Genie) learning patterns, importance of analyzing educational content. Chapter Six: The third step in educational design (determining the initial learner behavior), including: meaning of initial behavior, concepts related to initial behavior, how to determine students' initial behavior. Chapter Seven: The fourth step in educational design (writing behavioral/performance objectives), including: formulating performance objectives, characteristics of good behavioral objectives, importance of defining performance objectives, their importance and determinants, formulation of behavioral objectives, domains of behavioral objectives: (1) cognitive/mind domain (Bloom’s taxonomy), (2) affective domain (Krathwohl’s taxonomy), (3) psychomotor domain (Simspon’s taxonomy), with educational examples. Chapter Eight: The fifth step in educational design (building oral reference tests), including: concept of oral reference tests, interpretive oral reference, and interpretive and normative reference, test scoring, features of oral reference tests, forms of multiple-choice questions, general principles in constructing oral reference tests, steps in building oral reference tests. Chapter Nine: The sixth step in educational design (determining the teaching strategy), including: meaning of teaching strategy, elements of teaching strategy, motivation: the neglected factor in educational design, adding incentives to the teaching and learning process and design. Chapter Ten: The seventh step in educational design (organizing educational content), including: definition of content organization, methods of organizing educational content, importance of content organization, considerations when organizing educational content. Chapter Eleven: The eighth step in educational design (selecting or designing educational materials), including: concept of educational media, importance of educational media, five main uses of educational media, classification of educational media, (Dill) classification based on experience provided, (Ziton) classification based on realism, models of designing educational media, proposed model for designing and developing educational media, designing and producing educational media based on some psychological principles and principles of teaching and learning, standards for choosing educational media, rules for the functional use of educational media. Chapter Twelve: The ninth step in educational design (formative assessment), including: stages of evaluating the designed educational material, types of assessment, basics of assessment processes, achievement tests, procedures for designing measurement tools, and school evaluation. References: Arabic and foreign.