RUNNING HEAD: MODULE 6

ID Models
Distance education is defined as a method of delivering education and instruction, often on an
individual basis, to students who are not physically present in a traditional setting such as a
classroom. Distance education provides learners with a convenient and flexible opportunity to go
to college in a nontraditional environment. The two Instructional Design (DI) models that I feel
are most appropriately used in planning for distance education particularly if I take into
consideration the students I teach are analyzing learners and contexts and developing
instructional strategies. Instructional design is considered the intellectual technique of the
professional who is responsible for appropriate applications of technology to the teaching and
learning process (Simonson et al., 2012). Analyzing learners and context discusses the
importance of instructors/teachers taking the time to learn about the diverse ways students in
their respective classes learn in order to yield a more productive environment. Before I begin
planning my lessons I always take into consideration what types of students I will be teaching,
age group, diversity of the classroom, technology delivery systems, educational levels, how
familiar are the students with the instructional methods and student interest to name a few. The
reason I take the time to understand the population I am going to work with is because I want my
lessons to be as dynamic as possible and ultimately that the lesson has real-world applications so
that students can be fully emerged in their education and see how everything they learn can apply
to their daily life. Ultimately if the instructor knows more about the student, the instructor can
develop materials to match different learning styles so that every student has an equal
opportunity to learn. When developing instructional strategies teachers can request for student
feedback, by using a feedback form the teacher will be able to understand students expectations
and perceptions of the class structure and delivery methods. I would like to think of myself as a
teacher/instructor who believes in the philosophies of progressivism in which education should
focus on the whole child, rather than on the content or the teacher. This educational philosophy
stresses that students should test ideas by active experimentation. Learning is rooted in the
questions of learners that arise through experiencing the world. It is active, not passive
(Philosophical perspectives in education, 2014). The learner is a problem solver and thinker who
makes meaning through his or her individual experience in the physical and cultural context.
Effective teachers provide experiences so that students can learn by doing. The goal of any
instructor should be to keep the learners engaged because that will ensure learning. Some
RUNNING HEAD: MODULE 6
instructors still believe that if he/she spends the majority of the time lecturing that students will
understand and grasp the material however that is incorrect students need hands-on activities and
other tools in order to develop better understanding about the material they need to learn. In
todays classrooms technology plays a major role in student learning, let alone if the learning
environment is through distance learning. In distance learning technology is known to be the
number one element of concern for any instructor because there are several things to be
considered first does the instructor know how to operate the equipment, and second is the
technology available to students. If all of the considerations are met then the student and
instructor will be able to work together so that learning is happening on a consistent basis and the
student should be able to succeed in the course.
Reference
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2003). Teaching and learning at a
distance. Columbus: Pearson Education.












RUNNING HEAD: MODULE 6
Lecture Outline and Learning Objectives
Title: Human Anatomy
Unit I: The Moving Framework

A. Bone:
1. Explain how the structure of bone aids its function.
2. Describe the pattern of growth of bone.

B. Joints:
3. Identify the types of joints and their actions, and provide
examples of each. (Minimum list will be provided).
4. Explain how the structure of a joint determines its action.
5. Explain the role of connective tissues in the function of the joints.
C. Muscle:
6. Explain how and why muscles work in pairs, and provide
examples.
7. Identify different types of muscle and describe anatomy of muscles.

Unit II: Organization

A. Cells:
1. Distinguish among the cell, tissue, organ and organ system as structural units of the
body.
2. Identify the major parts of a typical cell, and explain their functions.
B. Microscope:
3. Distinguish the capabilities of the light microscope from those of the electron
microscope.
C. Skin:
4. Recognize microscopically the major components of skin.
5. Explain the relationship between structure and function in skin tissues and structures.
6. Explain the homeostatic functions of skin.

Unit III: Coordination

A. Nervous System:
1. Explain the operation of a reflex arc and identify its structural and functional
components.
2. Explain the functions of the major organs of the nervous system.
3. Describe the mechanism of impulse transmission through a nerve and across the
synapse.
4. Explain how the autonomic functions aid homeostasis and provide examples.



RUNNING HEAD: MODULE 6
B. Senses:
5. Follow the path of light through the eye, explaining the role of all structures in
focusing an image and transmitting a nerve impulse.
6. Explain the process by which sound vibrations are transformed into nerve impulses,
including the ear structures involved.
7. Show the relationship of structure to function in the organs of equilibrium, touch,
taste, and smell.


Unit IV: Transport

A. Circulation:
1. Follow the path of blood through the heart, identifying all heart chambers and
associated vessels.
2. Differentiate the systemic and pulmonary portions of the circulation.
3. Distinguish structurally and functionally the types of blood vessels: arteries, veins,
and capillaries.
4. Identify major vessels
5. Explain the heart activity represented by the EKG.
6. Explain mechanisms for maintenance of normal blood pressure.
7. Identify causes, symptoms, and interrelationships among the major cardiovascular
diseases.

B. Blood:
8. Identify the cellular and non-cellular components of blood and the functions of each.
9. Explain what is accomplished by the various laboratory analyses of blood.
10. Describe how the body protects itself in case of injury or invasion by foreign material.

C. Respiration:
10. Show how the structure of each of the organs of respiration is related to its function.
11. Explain the mechanisms of inspiration and expiration.
12. Explain the causes and effects of the major respiratory disorders.
13. Identify the relationships between the circulatory and respiratory systems.


Unit V: Metabolism

A. Food and Digestion:
1. Identify the organs of digestion and their functions.
2. Distinguish the various foods -- carbohydrate, fats, and proteins by their molecular
structure and by their functions in the body.
3. Differentiate digestion of proteins, carbohydrate, and fat according to the location of
digestion of each.
4. Explain how enzymes work.
5. Explain how some weight-reduction aids attempt to by-pass the normal digestive
processes, and identify examples.
RUNNING HEAD: MODULE 6

B. Energy Use:
6. Summarize the process of cellular respiration, identifying reactants and products.
7. Distinguish between burning of fuel and the biological "burning" of food that occurs
in cells.
8. Explain how respiratory processes influence body pH.

C. Homeostasis of fluids:
9. Explain factors influencing homeostasis of body water.
10. Identify the organs of the excretory system.
11. Describe the steps in urine formation.
12. Predict the effect of homeostatic variables on urine characteristics.
















RUNNING HEAD: MODULE 6
List of Instructional Strategies
1. Have students create their own definition of human anatomy
2. Have students name the eleven human body systems and know what each does in relation to
their body.
3. Research videos on teacher tube that will enhance student understanding of the human body
systems
4. When teaching each unit have organs that deal with the system so that students can dissect the
organ and better understand the parts of the respective organ being dissected.
5. Create handouts that will help students learn the process of each human body system.
6. Have students work in groups and teach each other about the systems.
7. Pair students into groups of two and have them do some research on the system they are
studying and come up with questions they might have from what they are reading.
8. Look into apps for the iPhone that will enhance student learning of the human body systems.
9. Have student go to the library and check out books in relation to the human body system they
are studying.
10. Take students on fieldtrips to meet with nurses, doctors, or medical students and ask
questions about the human body.