User Manual

Step 1:

As shown in the diagram below, the steps in using the DST start with describing the learning objective for your instructional unitAn instructional unit is defined as a collection of activities designed by the instructor whereby learners will complete a series of tasks in order to meet a learning outcome.. Your name, and institution can be included in the form, and neither will be saved on the server for privacy reason. However, they will be included in the final report which you can print when you have concluded your selections.

Step 2:

Choose the domain of learning in which your instructional unit fall. The domains of learningThe Taxonomy of Educational Objectives, or Bloom\'s Taxonomy, is a classification of the different learning objectives or skills set by instructors for students to meet. Benjamin Bloom, divided educational objectives into three domains, the Affective, the Psychomotor, and the Cognitive. are described on this page so that you can make an informed choice. If your instructional unit contain elements of more than one domain, you will have to go through the DST for each. Future upgrades will include allowing more than one domain of learning in an instructional unit.

Step 3:

In this section you will now choose the various behavioursBehaviours can be equated somewhat to learning outcomes within an instructional unit. Each type of behaviour within a domain will include a set of specific tasks. The behaviours are listed from the easier at the top to the more difficult at the bottom. that will best describe the learning outcomes that you intend to have your students acheive within your instructional unit.

Step 4:

Choose the activities that you would like to use for your group of students for this instructional unitAn instructional unit is defined as a collection of activities designed by the instructor whereby learners will complete a series of tasks in order to meet a learning outcome.. The diagram shown below provides an example of activities used in a particular instructional unit.

Sequence of activities in an instructional unit (Adapted from Oser & Baeriswyl, 2001, p. 1044).

Step 5:

The list of activities each may have specific advantages or disadvantages for both online delivery and face to face delivery. This your opportunity to find out what other instructors have found in their experience that may apply to you. Based on what you learn about these activities, choose either, face-to-face or online delivery for each activity. If you find that one activity might be delivered both online and face-to-face, you can choose both.

Step 6.

Display the report for your instructional unit. This report will provide you with the list of activities and whether they will be delivered online or face-to-face. Each activity will have a list of examples how this activity is setup by the instructor and tasks that the students will perform.

Step 7. Print a copy and start again by selecting the Home button.