TTL 1 and utilizing the digital world

effectively.
DIGITAL LITERACY
ECONOMIC PARTICIPATION
WHAT IS DIGITAL LITERACY?
 Many industries have embraced
 Refers to the ability to use digital
digital tools and platforms, making
technologies, tools, and platforms
digital literacy a key requirement
effectively for learning,
for employment.
communication, and problem-
solving.  Those with strong digital literacy
skills are more employable and
 It encompasses not only the
can access a broader range of job
technical skills needed to operate
opportunities in fields such as IT,
devices like computers,
business, education, healthcare,
smartphones, and tablets but also
and more.
[1] the ability to critically evaluate
information, [2] engage with ENHANCED LEARNING
digital content responsibly, and [3] OPPORTUNITIES
apply knowledge in a variety of
 Digital literacy enables students to
online environments.
access a vast range of educational
DIGITAL LITERACY INCLUDES… resources beyond traditional
textbooks.
 Technical Proficiency. The basic
ability to use software  Online courses, virtual libraries,
applications, navigate the internet, interactive simulations, and
and manage digital files. collaborative learning platforms
offer opportunities for
 Information Literacy. The
personalized and self-directed
capacity to find, assess, and
learning.
ethically use information from
digital sources. CRITICAL THINKING AND
PROBLEM-SOLVING
 Communication Skills. Engaging
with others using digital tools like  In a world saturated with
email, social media, and information, digital literacy helps
collaborative platforms. individuals discern between
credible sources and
 Media Literacy. Understanding
misinformation.
how media is produced and
consumed digitally, recognizing  This promotes critical thinking,
bias, and interpreting online enabling users to make informed
content critically. decisions, solve problems, and
engage responsibly with digital
THE SIGNIFICANCE OF DIGITAL
content.
LITERACY
CIVIC ENGAGEMENT AND DIGITAL
INTEGRATION OF TECHNOLOGY IN
CITIZENSHIP
EVERYDAY LIFE
 Digital literacy empowers
 Technology has permeated almost
individuals to participate in online
every aspect of life, from education
communities, engage in social and
and work to social interaction and
political discourse, and contribute
entertainment.
to positive change.
 Digital literacy allows individuals
 It also encompasses understanding
to adapt to this reality, making
ethical considerations in online
them more capable of navigating
 spaces, promoting responsible educators and trainers facilitate
behavior, privacy, and safety. learning more efficiently.
GLOBAL COMPETITIVENESS  He believed that learning is a series
of mental events that take place in
 In an increasingly interconnected
the learner’s mind.
world, digital literacy is essential
for individuals and nations to  Gagné was particularly interested in
remain competitive. ensuring that learners could not only
acquire knowledge but also transfer
 Those who are digitally literate
it to new situations.
can collaborate and innovate
across borders, staying at the  He recognized that different types
forefront of technological of learning outcomes, such as [1]
advancements and global trends. motor skills, [2] verbal
information, [3] intellectual skills,
TO NOTE…
[4] cognitive strategies, and [5]
Digital literacy is no longer a luxury but a attitudes, required different
necessity in the 21st century. It equips instructional methods.
individuals with the skills needed to
GAGNÉ’S NINE EVENTS OF
thrive in a digital world, contributing to
INSTRUCTION
personal development, economic success,
and societal progress.  Gagné’s model provides a
structured approach to
instruction, emphasizing the
INSTRUCTIONAL DESIGN MODELS cognitive processes involved in
learning.
Gagné’s Nine Events of Instruction
 The nine events are designed to
PROPONENT align with how humans process
 Created by educational psychologist information.
Robert M. Gagné in the 1960s. 1. Gain attention
 Designed as a systematic approach Use a stimulus to capture learners’ attention
to instructional design, aimed at (e.g., multimedia or thought-provoking
enhancing the process of learning questions).
by aligning teaching methods with
cognitive processes. 2. Inform learners of objectives

INFLUENCE Clearly outline what learners will achieve by

the end of the lesson, which helps them
 Gagné's work is grounded in focus and understand the relevance.
behaviorist and cognitive learning
theories. 3. Stimulate recall of prior learning

 His model provides: Connect new information to previously

acquired knowledge to facilitate retention.
 a structured way to think about
how to present content effectively; PIAGET’S THEORY OF COGNITIVE

 ensure learning occurs; and  Schema. Helps us organize and

interpret information. They evolve
 support learners in achieving with new experiences.
specific objectives.
 Assimilation. The process of
 His work focused on understanding incorporating new information into
how people learn, and he sought to existing schemas.
develop a model that would help
  Accommodation. Modifying  Assessment for Learning. Uses
existing schemas or creating new assessments to inform and improve
ones when new information doesn’t the learning process throughout the
fit. course.
 Equilibrium. A state of balance 9. Enhance retention and transfer
between assimilation and
Provide follow-up activities or real-
accommodation.
world applications to solidify learning
4. Present the content and encourage the transfer of knowledge
to new contexts.
Introduce the material in a well-organized
manner, using a variety of instructional TO NOTE…
methods (e.g., text, videos, simulations).
Gagné’s Nine Events of Instruction is a
5. Provide learning guidance systematic instructional framework
grounded in cognitive and behavioral
Offer strategies that help learners process
theories. It provides educators and
and understand the material, such as visual
trainers with a structured approach to
aids, examples, or case studies.
design learning experiences that address
6. Elicit Performance the cognitive processes involved in
learning, ensuring learners can not
Give learners opportunities to apply what only acquire knowledge but also
they've learned, like through exercises or retain and apply it effectively.
discussions.
7. Provide feedback
DICK AND CAREY SYSTEMS
Offer corrective and constructive feedback APPROACH MODEL
during practice to guide learners towards
improvement. Proponents

CORRECTIVE V. CONSTRUCTIVE  A widely recognized framework for

instructional design, developed by
 Corrective feedback is more error- Walter Dick and Lou Carey in the
focused, dealing specifically with 1970s.
what needs to be fixed.
 This model is grounded in systems
 Constructive feedback is theory, viewing instruction as a
improvement-oriented, aimed at cohesive system where various
developing the learner’s skills or components interact to facilitate
performance overall, while also learning.
acknowledging positive aspects.
 It emphasizes the importance of
8. Assess performance careful planning and analysis to
Evaluate learners to see if they’ve achieved create effective instructional
the lesson objectives, using quizzes, tests, or materials and experiences.
other assessment tools. Impacts
TYPES OF ASSESSMENT  Particularly beneficial for instructors
 Assessment as Learning. Students and instructional designers who seek
assess their own understanding and a comprehensive and methodical
set goals. approach to creating effective
learning experiences.
 Assessment of Learning. Evaluates
what students have learned, often for  It has been widely adopted in
grading purposes. various educational settings,
including K-12, higher education,
 and corporate training environments. tasks or components. Instructional
The model's flexibility allows it to analysis identifies the skills and
be adapted for different subjects knowledge necessary to achieve the
and learner populations. goals. It is important to identify
which domain each instructional
DICK AND CAREY SYSTEMS
goal is linked to.
APPROACH MODEL
1. Psychomotor Domain
 Step 1: Identify Instructional 2. Affective Domain
Goals - Involves determining what 3. Cognitive Domain
learners should achieve by the end
of the instruction. This includes  Step 3: Analyzing Learners and
defining clear, measurable Context - When determining the
outcomes that reflect the learners and the context in which
knowledge, skills, and attitudes the learning will take place, it is
learners should acquire. important to refer to the target
In this, you will be needing to population. The target population
conduct needs assessment, with the is the group of learners that you
Borish equation: are trying to reach in instruction.
DesiredStatus −Actual When designing curriculum, the
Status=Need designer should consider the
following about the target
o Desired Status: Learners population:
should be able to solve 1. Skills prior to instruction
complex equations 2. Prior knowledge of the
(competency level of 80%). topic area
3. Attitudes toward content
o Actual Status: Learners and potential delivery
solved basic equations 4. Academic motivation
(competency level of 50%). 5. Education and ability levels
6. Learning preferences
o Need Calculation: 80% 7. Group characteristics
−50%=30% This indicates
a need for instruction that  Step 4: Write Performance
addresses a 30% Objectives - Clear performance
competency gap. objectives are developed to
articulate what learners will be
A larger need indicates a greater gap that able to do after completing the
needs to be addressed through instruction. These objectives
instruction, while a smaller need suggests should be SMART.
that learners are closer to achieving the a) Specific. The objective
desired outcomes. should be clear and specific,
answering what, why, and
how it will be achieved.
 Step2: Conduct Instructional b) Measurable. There should
Analysis - Once instructional goals be clear criteria for
are established, an instructional measuring progress and
analysis can be developed. An success.
instructional analysis is a set of c) Achievable. The objective
procedures that help identify the should be realistic and
skills and knowledge that should attainable within available
be included in instruction. resources and constraints.
Breaking down the instructional d) Relevant. The objective
goals into smaller, manageable should align with broader
 goals and be important to assessment requirements, and [5]
the overall mission. the performance context.
e) Time-bound. The objective
should have a deadline or
defined time frame for  Step 7: Developing and Selecting
completion. Instructional Materials - The
instructional materials contain the
A SMART OBJECTIVE
content. This can be either written
By the end of the second semester, information or facilitated by an
improve 8th-grade students' reading instructor that the student will use
comprehension skills by 15%, as to achieve the objectives (Dick et
measured by their performance on al., 2005). When selecting and
standardized reading tests, through developing instructional materials,
implementing weekly reading workshops it is imperative to align the
and individualized feedback sessions. materials to both the objectives in
Stage 4 and the assessment
instruments in Stage 5.
 Step 5: Develop Assessment
Instruments - Designers create
assessments that measure whether  Step 8: Designing and Conducting
learners have achieved the Formative Evaluation - Formative
performance objectives. This can evaluation is the collection of data
include tests, quizzes, practical and information during
demonstrations, or other instruction that can be used to
evaluation tools. It is important to look at the effectiveness of
consider the environment in which instruction (Dick et al., 2005).
the assessments will take place, the Formative evaluations may not
response time needed by the always take place in non-formal
learners, and the probability of instruction. Formative evaluations
guessing the correct answer. can be completed in many ways.

 Step 6: Develop Instructional  Step 9: Designing and Conducting

Strategy - Based on the Summative Evaluation - When
instructional analysis and developing the summative
performance objectives, designers evaluation, it is important that the
formulate the instructional objectives match the summative
strategy, which includes the evaluation. Summative evaluations
selection of teaching methods, differ from formative evaluations.
materials, and resources. An Formative evaluations identify
instructional strategy is a variety improvements needed during
of teaching and learning strategies, instruction, whereas summative
which may include group evaluations identify strengths and
discussions, independent reading, improvements after instruction.
lectures, computer simulations,
worksheets, lab work, and much
TO NOTE
more (Dick et al., 2005). When
considering the instructional The Dick and Carey Systems Approach
strategies for a unit of instructions, Model provides a thorough framework
there are a few things to consider, for instructional design that integrates
such as [1] the goal, [2] the learner systematic analysis and evaluation at each
motivation and characteristics, [3] step of the process. By considering the
the learning objectives, [4] interplay of various instructional
components, the model ensures that
learning experiences are effective,
relevant, and aligned with desired
outcomes, ultimately enhancing the
quality of education and training.

TO SUMMARIZE
Both the Dick and Carey Systems
Approach Model and Gagné’s Nine
Events of Instruction are valuable in their
own right, serving different purposes
within the field of instructional design
and delivery. The choice between the two
depends on the specific context and needs
of the instructional setting, whether one is
designing a comprehensive curriculum or
delivering a focused lesson.