Curriculum for Graduate Program to Prepare Vocational Education Curriculum Specialists (VECS). Module 5: Preparing Instructional Materials.

Institution	Washington State Univ., Pullman. Coll. of Education.
Titel	Curriculum for Graduate Program to Prepare Vocational Education Curriculum Specialists (VECS). Module 5: Preparing Instructional Materials.
Quelle	(1976), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Competency Based Education; Curriculum Design; Curriculum Development; Graduate Study; Higher Education; Instructional Design; Instructional Materials; Learning Activities; Learning Modules; Material Development; Postsecondary Education; Specialists; Teacher Education; Teacher Education Curriculum; Vocational Education + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Learning module; Lernmodul; Lehrmaterialentwicklung; Post-secondary education; Tertiäre Bildung; Lehrerausbildung; Lehrerbildung; Ausbildung; Berufsbildung
Abstract	Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information, activities, and experiences to enable the learner to select, design, produce, and disseminate instructional materials. The strategy used takes the learner in a sequence of five performance objectives through a process that culminates in the design, preparation, and dissemination model for new instructional materials. Objective 1 provides familiarity with the resources and communication network available to vocational educators. The second objective is concerned with criteria for evaluation and selection of instructional materials. In performance objective 3, the learner focuses on the process of dissemination. Several dissemination techniques are presented, and the learner develops a model after completing the learning activities. The project culminates in objective 4 with the development and preparation of learner-designed instructional materials. Each of the performance objectives is followed by several related learning activities. Pretest, posttest, and glossary of terms complete the module. (Author/NJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC