Instructional Design Principles, Theories, Application

Instructional Design Principles, Theories, Application Making the process of learning more insightful and attractive to students is one of the most challenging tasks for a teacher. Demanding not only that the students should be properly motivated, but also that the strategies and goals for specific lessons should be defined clearly and efficiently, it presupposes that numerous factors of learning environment should be taken into account.Advertising We will write a custom essay sample on Instructional Design: Principles, Theories, Application specifically for you for only $16.05 $11/page Learn More Incorporating the basic principles of instructional design will help both address the needs of the students and introduce a proper motivation for an entire class, therefore, enhancing the learning process and contributing to better understanding of the lecture material, acquisition and training of the necessary skills and efficient application of theories to practice. To help the students that have enrolled into the MA TLT project learn to demonstrate the knowledge and skills related to learning using technology, such changes as the integration of the recent technological innovations along with information on the effects of these technologies must be provided. In the given process, it is essential to make sure that the principles of Constructivism and Interpretivism are being used, for these principles allow the students to see the numerous ways in which the same task can be accomplished (Instructional Design Knowledge Base, n. d.). By showing the students the variety of methods, which are all attributed to the same goal, one can make sure that in their teaching practice, students will be capable of integrating various strategies in order to approach a specific issue in q unique manner by analyzing the specifics of the case in point. Another challenge related to the MATLT program, which its participants are most likely to face in educational setting, concerns the demonstration of knowledge and ski lls in current and emerging instructional technologies (Horton, 2012). To help the participants of the program embrace the opportunities that current technological advances open in front of them, it will be required to create activities combining â€Å"instructional design, media and computing† (Newby, Stepich, Lehman, Russell Ottenbreit-Leftwich, 2011, p. xvii).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In other words, the activities that demand to draw further lesson designs from the feedback acquired from social networks and other types of modern media that can be used in the course of the lesson, should be created. It is imperative that the learners should understand what potential new media and technologies open for both teachers and students. Such understanding can be shaped by offering students tasks on analyzing the benefits of the latest technologies, such as the exer cise demanding to define key positive features of specific devices for students and teachers. For instance, the activity of the given kind can include listing the qualities of such devices as smartphones and iPods, which can be used for interactive learning and efficient note-taking process. Despite the fact that in the process of distilling the instructions that will allow for defining the further course of learning, crucial mistakes can be made and, therefore, basic obstacles might appear, instructional design is worth appreciating and considering solely for the opportunities that it opens to teachers and students. Creating the premises for teachers to consider both the individual progress of each student and the overall evolution of the class, instructional theories help create a unique pattern for teaching to a particular group of students, thus, introducing the latter to the concept of self-education and the following lifelong learning. Reference List Horton, W. (2012). E-Learn ing by design. San Francisco, CA: John Wiley Sons. Instructional Design Knowledge Base (n. d.). Select instructional models/theories to develop instructional prototypes. Web. Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., Ottenbreit-Leftwich, A. (2011). Educational technology for teaching and learning (4th ed.). London, UK: Pearson.Advertising We will write a custom essay sample on Instructional Design: Principles, Theories, Application specifically for you for only $16.05 $11/page Learn More

Introduction to the Dirac Delta Function

Introduction to the Dirac Delta Function The Dirac delta function is the name given to a mathematical structure that is intended to represent an idealized point object, such as a point mass or point charge. It has broad applications within quantum mechanics and the rest of quantum physics, as it is usually used within the quantum wavefunction. The delta function is represented with the Greek lowercase symbol delta, written as a function: ÃŽ ´(x). How the Delta Function Works This representation is achieved by defining the Dirac delta function so that it has a value of 0 everywhere except at the input value of 0. At that point, it represents a spike that is infinitely high.  The integral taken over the entire line is equal to 1. If youve studied calculus, youve likely run into this phenomenon before. Keep in mind that this is a concept that is normally introduced to students after years of college-level study in theoretical physics. In other words, the results are the following for the most basic delta function ÃŽ ´(x), with a one-dimensional variable x, for some random input values: ÃŽ ´(5) 0ÃŽ ´(-20) 0ÃŽ ´(38.4) 0ÃŽ ´(-12.2) 0ÃŽ ´(0.11) 0ÃŽ ´(0) ∞ You can scale the function up by multiplying it by a constant. Under the rules of calculus, multiplying by a constant value will also increase the value of the integral by that constant factor. Since the integral of ÃŽ ´(x) across all real numbers is 1, then multiplying it by a constant of would have a new integral equal to that constant. So, for example, 27ÃŽ ´(x) has an integral across all real numbers of 27. Another useful thing to consider is that since the function has a non-zero value only for an input of 0, then if youre looking at a coordinate grid where your point isnt lined up right at 0, this can be represented with an expression inside the function input. So if you want to represent the idea that the particle is at a position x 5, then you would write the Dirac delta function as ÃŽ ´(x - 5) ∞ [since ÃŽ ´(5 - 5) ∞].   If you then want to use this function to represent a series of point particles within a quantum system, you can do it by adding together various dirac delta functions. For a concrete example, a function with points at x 5 and x 8 could be represented as ÃŽ ´(x - 5) ÃŽ ´(x - 8). If you then took an integral of this function over all numbers, you would get an integral that represents real numbers, even though the functions are 0 at all locations other than the two where there are points. This concept can then be expanded to represent a space with two or three dimensions (instead of the one-dimensional case I used in my examples). This is an admittedly-brief introduction to a very complex topic. The key thing to realize about it is that the Dirac delta function basically exists for the sole purpose of making the integration of the function make sense. When there is no integral taking place, the presence of the Dirac delta function isnt particularly helpful. But in physics, when you are dealing with going from a region with no particles that suddenly exist at only one point, its quite helpful. Source of the Delta Function In his 1930 book, Principles of Quantum Mechanics, English theoretical physicist Paul Dirac laid out the key elements of quantum mechanics, including the bra-ket notation and also his Dirac delta function. These became standard concepts in the field of quantum mechanics within the Schrodinger equation.