HR

Egypt / Cairo
course language: Arabic

ATD MASTER INSTRUCTIONAL DESIGNER PROGRAM

Prove Your Ability. Elevate Your Design. Deliver Impactful Learning Solutions.

As The Learning And Development Landscape Continues To Evolve, You Are Tasked With Maximizing Resources, While Delivering Quality Learning Solutions. This Unique Assessment-Based Program Provides You With The Opportunity To Evaluate Real-World Projects, And Work With Expert Facilitators To Help You Master The Skills Required To Create Formal And Informal Learning Solutions

Be Properly Prepared As The Role Of The Instructional Designer Evolves And More Is Demanded Of Your Talent And Time. The ATD Master Instructional Designer Program Covers The Entire Process Of Analysis, Design, Development, Implementation, And Evaluation Of Learning Programs. In Addition, This Program Explores New Design Models And Techniques That Align With Emerging Needs. The Goal Of The ATD Master Instructional Designer Program Is To Give You New Approaches To Instructional Design With A Focus On The Latest And Most Effective Techniques. Grounded In Theory And Focused On Practice And Application, This Program Will Help You Master Your Professional Capacity For Instructional Design.

In This Program, You Will:

  1. Engage In An Online Learning Community.
  2. Participant In A Three Day Face-To-Face Or Online Course To Develop And Demonstrate Your Mastery Of Instructional Design.
  3. Select An Elective Course To Meet A Unique Learning Need.
  4. Refine And Deliver Your Final Learning Project.

Part 1. Fundamentals

(Online)
Take This Online Portion Three Weeks Prior To
Part 2: Core Course

Part 2. Core Course

(Online)
Take This Online Portion Three Weeks Prior To
Part 2: Core Course

comparison or a contrast paragraph zeroes in on a key similarity or difference between, for instance, two sources, positions, or ideas. Decide whether to deal only with similarities or only with differences, or to cover both. Also, keep in mind that a single comparison can be spread out over two separate paragraphs. As the following topic sentence indicates, you should make your intention clear to readers from the outset.

Evidence from industrialized countries suggests that compared with older men, older women more often experience functional impairments and activity limitations, have longer durations of disability, and spend proportionately more remaining years of life disabled.

Part 2: Core Course

Attend A Three-Day Classroom Training To Elevate Your Design Skills. Discover Expanded Content That Addresses Rapid And Agile Approaches, Collaboration Strategies, Needs Analysis, Understanding Today’s Adult Learner, Techniques To Maximize Learning Transfer, Blended Learning Strategies, Design Tools, And More.

Program Features Include:

  • An Overview Of The Part 1: Fundamentals Content
  • Case Study Discussion And Evaluation To Elevate Learning
  • Use Of Real-Time On-The-Job Design Projects
  • Multiple Opportunities To Practice And Improve Your Learning Project Design With Peer And Expert Facilitator Analysis.

Class Size Is Limited To 16 To Provide More Comprehensive And Tailored Learning

Often, the body paragraph demonstrates and develops your topic sentence through an ordered, logical progression of ideas. There are a number of useful techniques for expanding on topic sentences and developing your ideas in a paragraph. Illustration in a paragraph supports a general statement by means of examples, details, or relevant quotations (with your comments).

In Harry’s world fate works not only through powers and objects such as prophecies, the Sorting Hat, wands, and the Goblet of Fire, but also through people. Repeatedly, other characters decide Harry’s future for him, depriving him of freedom and choice. For example, before his eleventh birthday, the Dursleys control Harry’s life, keeping from him knowledge of his past and understanding of his identity (Sorcerer’s 49). In Harry Potter and the Chamber of Secrets, Dobby repeatedly assumes control over events by intercepting Ron’s and Hermione’s letters during the summer; by sealing the barrier to Platform 93⁄4, causing Harry to miss the Hogwarts Express; and by sending a Bludger after Harry in a Quidditch match, breaking his wrist. Yet again, in Harry Potter and the Prisoner of Azkaban, many adults intercede while attempting to protect Harry from perceived danger, as Snape observes: “Everyone from the Minister of Magic downward has been trying to keep famous Harry Potter safe from Sirius Black” (284). All these characters, as enactors of fate, unknowingly drive Harry toward his destiny by attempting to control or to direct his life, while themselves controlled and directed by fate.

—Julia Pond, “A Story of the Exceptional: Fate and Free Will in the Harry Potter Series”

The definition paragraph does exactly what you would expect: it defines a term, often by drawing distinctions between the term and other related ones. The definition that you provide will often be specific to your subject area. Try to avoid perfunctory dictionary definitions that do not inform your analysis in a meaningful way.

Our typology is built on three dimensions: internality, types of participants, and the degree of effective resistance. For our study, a civil war is any armed conflict that involves (a) military action internal to the metropole, (b) the active participation of the national government, and (c) effective resistance by both sides. With these criteria, we differentiate civil wars from other types of internal violent conflicts.

—Melvin Small and J. David Singer, Resort to Arms: International and Civil Wars, 1816–1980

The analysis or classification paragraph develops a topic by distinguishing its component parts and discussing each of these parts separately.

Policies of privatisation should be considered as responses to several distinct pressures. First, privatisation is a response by the state to internal forces such as increasing fiscal problems (O’Connor, 1973). It provides a means of lessening the state’s fiscal responsibilities by encouraging the development of private alternatives which, theoretically at least, do not draw upon the state’s financial reserves. Second, the promotion of private sector activity is a response to pressures originating ‘outside’ the state apparatus. These include demands from people who see a large state bureaucracy as inefficient and wasteful, demands from business interests who claim that they can overcome these inefficiencies, and pressures from client groups who seek to reduce their dependency on the welfare state by having more control over the services on which they depend. Clearly, this variety of calls for privatisation means that it is not a process with a uniform outcome; there exists a correspondingly wide variety of forms of privatisation.

—Adapted from Glenda Laws, “Privatisation and the Local Welfare State”

comparison or a contrast paragraph zeroes in on a key similarity or difference between, for instance, two sources, positions, or ideas. Decide whether to deal only with similarities or only with differences, or to cover both. Also, keep in mind that a single comparison can be spread out over two separate paragraphs. As the following topic sentence indicates, you should make your intention clear to readers from the outset.

Evidence from industrialized countries suggests that compared with older men, older women more often experience functional impairments and activity limitations, have longer durations of disability, and spend proportionately more remaining years of life disabled.

—Kathryn M. Yount, “Differences in Disability among Older Women in Egypt and Tunisia”

qualification paragraph acknowledges that what you previously asserted is not absolutely true or always applicable.

This study was a preliminary study of high school student value changes because of the terrorist attack on the U.S. The major limitations of this study were that the student population was from California and might not truly represent all high school students in the U.S. Further, this study could not be considered a truly longitudinal study because of privacy issues that prevented the researchers from identifying all the students who returned surveys before the attack. In addition, the senior class had graduated the previous year, and a much larger freshman class entered the school. These issues not only made the samples similar, but also different in their composition. The researchers will conduct periodic studies to explore whether these value changes are permanent and continue into adulthood. We do not know what if any changes will take place in their values as they grow older, and we will continue to explore their values in our longitudinal studies of the impact of the 9/11 

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