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Every instructional designer wants to create innovative, effective, engaging designs. But sometimes it's difficult to know where to begin when faced with a design dilemma. With the Great ID Challenge, you can get a glimpse into some of some of the ways other instructional designers come up with creative, out-of-the-box designs. For each single challenge, four expert instructional designers share mockups of their ideas as well as the steps they took to create their design. Check out these different instructional design approaches as presented by leading instructional designers at our Great ID Challenge, presented at the eLearning Guild's Devlearn conference.
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Julie Dirksen – Usable Learning
First, Let’s talk about the audience…
• Largely female
• K-12 teachers
• Varying knowledge of e-learning
• Requested “down-to-earth” training, fun colors, lots of examples
• Prefer a video guide
• May access on an iPad
But What does that look like?
How does the teacher set up the activity?
What examples do they use?
What questions do the students ask?
What does the setting look like?
I’m looking for:ContextTriggersScenarios
Next, we look at objectives
Identify the cognitive vocabulary associated with the 8 Thinking Maps
Design guiding questions that connect your curriculum to the appropriate Thinking Map
Develop strategies to teach cognitive vocabulary to your students
The Framework I’m usingAudience Current
LevelCompetency Framework
Type(s)Proficiency Standard
Frequency of Use
Support Materials
• Information (know)• Information (access and use)• Procedure• Skill• Motivation/attitude
• Lack of feedback• Misaligned incentives• Unlearning
The FrameworkAudience Current
LevelCompetency Framework
Type(s)Proficiency Standard Frequency
of UseSupport Materials
Teachers new to program
Experienced teachers, new to thinking maps
Identify the cognitive vocabulary
Info (know)
Teacher will be able to give a verbal definition of terms
Weekly
Design guiding questions
Skill Teacher will able to come up 4-5 good questions
Weekly
Develop strategies to teach cognitive vocabulary to your students
Procedure Skill
Teacher will create a lesson plan for cognitive vocabulary
Once Lesson plan
Skill Teacher will be able to accurately respond/give feedback to student questions.
Start Prototyping
Content Writing + Development
User Testing
Watch them use it.
Assessment
Guerilla Assessment
Michael McKenzie Grant, MFA
Analysis approach
• Data Collection - from Thinking Maps website and analyzed the PPT file provided by client to determine performance need (K/S/A).
• Learner Analysis - Interviewed (3) different teachers to analyze some common beliefs/attributes of teachers and their open-mindedness and perceptions pertaining to these maps and their description of the contextual analysis involved (i.e. factors to consider in the classroom, school administration guidelines, standardized requirements/regulations).
• Conducted interview with client – Goal was to gain a description of what successful implementation does and does not “look like.”
Identified challenges• Teachers are using inconsistent methods and strategies for Thinking
Maps implementation.
• Lack of ongoing support and coaching for enhancing learner (teacher) retention of Thinking Maps for transfer on the job (in classroom).
• Not designing a “traditional eLearning course” and thinking out of the box with the learner experience.
• Gaining teacher buy-in and common perceptions of graphic organizers/learning aids.
• Learning goal impacts all (3) trainable areas: knowledge, skill, and attitude.
Inspiration & considerations1. The three learning domains (cognitive, psychomotor, and affectory)2. Gagne’s Nine Events of Instruction 3. ARCS Model for Motivational Design4. Adult Learning Theory (Andragogy – Malcolm Knowles original 4 crucial
assumptions/characteristics of adult learners)
Mixed with… The Principles and Elements of Design
Source: Richworks
Additional Considerations:
• Cognitive Load Theory• Change Management• Emotional Intelligence• Human Computer Interaction• Human Performance Improvement• Types of Memory• Behaviorism, Cognitivism,
Constructivism• Psychology of Color Associations
Proposed solution• Certification Credential in TM - Required activities to renew their certification (i.e. providing mentoring
sessions to teachers that need assistance with ideas/approaches for TM implementation and delivery, attendance of webcasts on TM sponsored by TM staff).
• Pre-Instructional Flash Video (5 minute duration) – Integrate statistics/positive results of Thinking Maps on student impact, testimonials, action shots, background music. Tap the emotional resonance of these educators – gain their buy-in for the credibility, legitimacy, and value added results these maps are proven to offer students and educators.
Note: To be shown during faculty meeting by curriculum resource teacher or school administrator for proactive change management.
• eLearning Module (30 minutes)New navigation approach: (Thumbs up / Thumbs Down) if you understand the concept and are ready to move forward, then click the thumbs up button, if you don’t understand, simply click the thumbs down and a screen appears providing more guidance as well as a “kid coach” (teacher assistant) that demonstrates two more examples.
Each thinking map lesson begins with a video demonstration from an expert teacher certified in TM.
Three sections in each of the map lessons: Purpose, Guiding Questions, Cognitive Keywords
Development tools & ResourcesProject Development Tools• Graphics - Photoshop, Fireworks, Gimp, SumoPaint.com• Interactive Development – Flash and XML
Resource Tips• Flash-template-design.com (user interface inspiration)• Flashkit.com• Actionscript.org• iStockPhoto.com (search for graphics, e.g. “motorcycle cut out” for white bkgnd)• Tin Can API • TheeLearningCoach.com (Connie offers great tips, demos)• TowardsMaturity.org (L&D White Papers/Case Studies)• Section508.gov
Mockup demonstrations
Course Progression Bar Teachers control their learning path and exploration of maps
Teacher Video Demonstration Quick video of certified teacher introducing each map
Thumbs Up – Proceeds to next section / Thumbs Down – a screen appears giving more guidance/explanation and launches a “kid coach” teacher assistant (approx 13 yr old student) that shows two more demonstrations of the map
Sections covered within each map providing instruction on Purpose of map, Guiding Questions to ask for each map, and Cognitive Keywords associated with each map
Mockup demonstrations
Mockup demonstrations
Check Mark = TrueX Mark = FalseA feedback box appears for either choice, to reaffirm the correct choice or to provide corrective guidance for incorrect choice
Performance support• Implementation Journals by Teachers (pre-formatted Word or PPT
template) Monthly submission to the Thinking Maps implementation manager, includes photos of student maps along with notes captured offering success stories and challenges experienced by students and teachers.
• Post-Instructional Events (1 hour synchronous webinar conducted by implementation manager bi-monthly).
• Ning.com private online/social community where teachers log in and share TM implementation success/challenges/strategies, photos of student work, tips, etc.
ConclusionSolution designed to offer a fun, engaging, non-traditional approach to eLearning while appealing to various learning modalities. The focus is on successful implementation of Thinking Maps into classrooms. My strategies offer pre and post instructional events to blend around the eLearning module.
Extra guidance measures implemented (Gagne inspired) with the Thumbs Down button to replace typical “Previous” button, which just returns to prior slide offering no additional explanation, just a re-read.
Nancy Hammond
Considerations
Customer needs/wants– “Down to earth” – Colorful– Examples– Prefer a video guide
– Would consider iPad– No formal assessment– Expect artifacts– Immediate use
Adult learning theoryFree (and/or open source) vs. purchased toolsExamples vs. non-
examples
assumptions
Delivery: Learners have iPads
4-day turnaround on Subject Matter Expert reviews
Best Practices employed:– Budget/timeline based
on size of work products– Quality Assurance
reviews all work products
– Document, track, and verify review comments
– Configuration Management
Instructional Designer & Developer versed in iBooks Author
Unlimited access to at least one SME
Roles involved: Program Manager, Instructional Designer, Developer, Quality Assurance
Understanding by design®
Begin with the end in mind
What essential questions will be considered?
What understandings are desired?
What knowledge and skills will be acquired?
What evidence will show understanding?
Proposed solution
iPad-based course
Delivered through iBookstore
iBooks Author app
Video, on-screen interactions, audio
Pause/thinking questions (non-assessment)
Real-life completed examples
Learner-created examples and non-examples
Reflection based on successes and difficulties
Course outline
Section 1
– Hook learner (WIIFM)– Introduction to Thinking
Maps– Video/audio: Article– Interaction: Gallery of all
eight maps– Interaction: Gallery of
completed examples– Identify four maps
discussed in this module
Section 2
– Present scenario– Introduce vocabulary– Interactions: Details of
four maps– Reflect: What do you
think?
Section 3
– Reflection: Activity
Mockup – page 1
Mockup – Page 2
Mockup page 3
Budget & scheduleWeek Deliverables Key Milestones/Activities Hours Dollars
1-2 KickoffTemplateHigh Level Design
Kickoff meetingTemplate design & approvalHigh Level Design (HLD)Customer review & approval of HLD
68.25 $ 4801.25
3-4 Detailed Design Create Detailed Design/Storyboard Customer Review & approve
65.25 $ 4553.75
5-6 Develop courseware
Implement storyboard, finalize interactions and interactive media, test course internally
54.25 $ 3155.00
7 Alpha review Customer reviews full course AlphaMini pilot by Customer
22.25 $ 1275.00
8 Beta review Incorporate Alpha commentsCustomer reviews Beta version
16 $ 900.00
9 Deliver final Customer gives final approvalDeliver courseware
4.25 $ 245.00
10 Project wrap-up Lessons Learned 0 $ 0
TOTALS 230.25 $14930.00
Resources & toolsUnderstanding by Design®Wiggins, G.P., McTighe, J. (2005). Understanding by Design – Expanded 2nd
Edition. Association for Supervision and Curriculum Development (ASCD). Alexandria, VA.
iBooks AuthorApp available in the Mac App Store.
http://www.makeuseof.com/tag/write-book-ibooks-author/