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Instructional Design

ID Process Theory:Learner Motivation

Media Selection

(EDER 673 L.91 )

From Calgary

Asst. Professor Eugene G. Kowch

Beginning Week:

March 13 to 20th, 2003(A synchronous meeting

usingVclass Real-Time

AudioConference Technology &

WebCT Course Spaces&

The World Wide Web

Check your connection speed…

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Agenda March 13

• Update: Where we are in the course• Housekeeping

– Posting your ID Model for Peer Review & Feedback by March 15– Details on the next assignment

• “The Proper Study of Educational Technology” (Heinich) Discussion

• Learner Motivation: Seeing the “Views” from Several Theorists– Dick & Carey / Rossett / Magliaro / Smith and Ragan / Reigeluth– (from EDER 673 WebCT, WWW, & Vclass Materials)

• Media Selection:– (from EDER 673 WebCT, WWW and Vclass Materials)(from EDER 673 WebCT, WWW and Vclass Materials)– Other optional resources (Views) on job analysis, content analysis and competency analysisOther optional resources (Views) on job analysis, content analysis and competency analysis

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Applying your Model:

The Blueprint Assignment

• Value of the Instructional Design Blueprint: 20%

• Conceive and set out a 30 minute lesson using your ID model and others!

• Use the peer review feedback from your (Posted) ID model

• The blueprint should cover roughly 30 minutes to one hour of instruction. (that's coverage.. you don't have to create the actual instructional event,just map out the design for it).

• Your blueprint needs to have enough depth to reveal "consistency" between your learning or performance goals, objectives, instruction, and assessment/evaluation. It should also be long enough to reveal a good balance between teacher activity and learner activity. The blueprint need not be "scripted;" however, it must indicate the main ideas that will be covered, what will be done, and how it will be done. Remember that one of the course foci is that you are making informed, thoughtful, instructional decisions. Evidence of this is important, and you get to provide evidence here. If you are referencing certain theorists, cite them in the text, ie: (Dick and Carey, 1990) but do not create a reference list.

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I. Approach: State your “ism” and why you chose that approach (1/2 page max).II. Introduction: Purpose: Model Application: Beneficiary.III. Audience: Who is the intended audience for this report?IV. The Performance Problem: Explain the gap you will fill by your designed

instruction. Explain how you know that gap exists. (hint: Give an idea of what your needs analysis found or might have found that led you to the instruction goals and learning outcomes that you have set for your prospective learners.

V. Learners: Provide a description of the learners for whom this instruction is intended.

VI. Objectives: State the learning outcomes that you desire from this 30 minute instructional module.

VII. Scope and Sequence: Describe the decision making process you went through to select the instruction content you used, and describe the decision making process you used to sequence that content the way you have.

VIII. Indicate optimal and minimal requirements for media and technology used in this learning event.

IX. Indicate the instructional flow: Delivery/Evaluation/Feedback systems X. Conclusion. State why this blueprint will accomplish your instruction and

learner goals. - prepare a short 5 minute PowerPoint slide presentation to share your Blueprint in VClass use – and you will lead the

session. You will present the project as a pitch to your fellow design team.

Applying your Model: The Blueprint Assignment

Format

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Grading Method for this project:

Format: did the student follow the requested blueprint format? 10%Content: ID Model Application: did the student include and explain howthe instructional blueprint uses the student's personal ID model? 30% Is the performance problem clearly identified? 10%

Clarity & Coherence: is the report clear and legible/logical? 20%Scholarly / Theoretical basis: Are key models and theories cited? 10%

Conclusion: Does the conclusion explain the blueprint to someone whomight contract the designer for exactly this instruction? 20%

total: 100%

Applying your Model: The Blueprint Assignment

Grading

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Let’s have some fun

Role Play:

Pros (Fer)

vs.

Cons (Agin)

respond to Heinich’s (following) main points about the

“Proper Study of Educational Technology”

:-)

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Pros Vs Cons

• FER • AGINst

Jody

John

Rosemarie

Allan

Karen

Michelle

Kenneth

Sean

Andrew

Richard

Leo

Joanne

Steffen

Ray

Chael

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The Proper Study of Educational Technology*

1. Educational Technology is a subset of technology, not education (p. 61).

2. Tech sub-organizations fail because they do not gain controlbecause they do not gain control of the important systems at hand … support, budgets.

LIMITATIONS3. Faculties focus on servicing technologies not educational

technology learning.4. “Curriculum is planned independently of implementation to start

with - we need R&D based on a theoretical development construct that requires manipulation of all variables, including instructors, that can lead us to an instructional science an technology capable of radically altering the institution of education” (p. 62).

5. The development of instructional technology has disturbed the symbiotic relationship between instructional materials and teachers by:– Not realizing that technology disturbs power relationships (in the org.).

– We focus on faculty development and not theory development enough

– We consult. We don’t lead.* Reprinted in Anglin from Heinich, R. (1984) in the Educational Communication and Technology Journal, 33 (1), 9-15.

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The Proper Study of Educational Technology*

6. There is cognitive dissonance caused by a difference between what we “can” do and what the org. lets us do.

7. Cognitive dissonance is also caused by a difference between the design we teach and the design we PRACTICE.

8. We need an intellectual identity. Only then can we help departments to prepare themselves for the future.

9. “A funny thing happened on our way to the systems approach in ID. We stumbled over the rigidity of educational governance and the craft structure of educational institutions. We completely misread the institutions of which we are a part. We need to understand the our processes are basics, not luxuries in educational organizations”

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The Proper Study of Educational Technology*

• FROM CRAFT TO TECHNOLOGY10. Instruction is changing from a craft to a technological

culture.The teaching profession is a craft - it maintains guild tenets and dominates “production” of education. Technological processes killed crafts in Europe as new communication and transport technologies gave rise to the middleman and management. What have ET people learn from this?

11. ET is aligned more with management than labor. Get used to it and do something about this in our theoretical frameworks.(architects vs. builders).

• TECHNOLOGY AND THE EDUCATION PROFESSIONS12. We don’t help institutions understand how professional and

institutional relations change with technology. 13. Technology changes teacher tasks. Pushes menial tasks out.

What can educators learn (teachers) from the other professions’ experiences with technology?

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The Proper Study of Educational Technology*

R & D14.Our primary purpose is to Improve, not prove,

technology in context.15. Instruction is the management of learning so like

engineering, it has its own complex organization of machines and people and process. Naturalistic inquiry is the best way to research Edtech.

16.The question is not whether science has influenced technology, but rather the precise nature of the interaction.

WHERE DO WE GO FROM HERE17. ID must shift our intellectual base from education to

technology.18. The “systems approach” must be reborn.19. We are in dire need of scholars.

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Update: EDER 673

History of ID

ID TerminologyInstructional Design

Philosophies

Learners and Learning Theories

Context based designs

ID Models: A peek

Needs AnalysisTask Analysis

Ordering Content (elaboration)

Media Selection

Motivation

Evaluation

SMCR/Feedback Communication

Model

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Instructional Media: Media SelectionKowch adapted from Reiser & Gagne (1983) in Dick & Carey, 1996

(4th Ed.)

Attitude?

Self Instruction?

Readers?

Motor PracticeNeeded?

Attitude or VerbalInformation?

Teach a skill(mental/motor)

Computer Based Text/interactive TV/IP

Portable Equip.+Training Device)

Video/VConf

Teach Verbal Info?

Will Visuals HelpRecall?

Audio or Printed Text

Video / Film / IP Vidfilm, Motion Picture, Printed Text/SlidesTraining Aids

Possible MediaPortable Equip.Training device

ComputerProgrammed Text

Interactive TVVideoconference / IP / N

VideotapeAudio / Phone / IP

Chart / PPT / IP / OverheadInstructoryes

yes

no

no

no

no

noyes

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Discussion:1. What types of media do you like to use ?2. What media would be useful in your design project?3. What kind of “instructional messages” does each carry?4. Is “The Media the Message?”

1. K-12

2. K-12+

3. Training Scenarios

Instructional Media: Media Selectionfrom Shambaugh & Magliaro, 1997

Think about the

types of Media you will use in your

Blueprint Design

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Instructional Media: Media Selectionfrom Shambaugh & Magliaro, 1997

• Instructional Technology Designers should view technology (and media) as a means to engage learners in problem solving (not as a product or thing).

• Technology and media can be a cognitive aid• Cognitive artifacts are mental tools which can help us

understand something.• This slide set is both media and a cognitive artifact. It is a

mental tool to help you understand the theories and principles of instructional design (media selection).

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Instructional Media: Media Selectionfrom Shambaugh & Magliaro, 1997

Media Issues in NEEDS ASSESSMENT• Focus on content, context and learner relationships1. Match the media to the intent

• Case: Students will conduct a needs analysis in the field.

2. Choose media suitable for instructional content• Case: Students will learn the music scale.

3. Choose media appropriate for learners– Case: ESL students will learn to use Windows

4. Choose media achievable within the reality of the setting– Case: Drill Push will learn basic negotiation skills

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Instructional Media: Media Selectionfrom Shambaugh & Magliaro, 1997

Media Issues in DESIGN1. Create a media sequencing plan for large designs

and identify the possible uses of the media.– Case: Course on CPR: Will media assist? How?

2. Will your instruction sequence change depending on your choice of media?• Case: Course on Outdoor Ed: Will Online Virtual River Models alter

when you study Kayaking on Rivers (in spring or…)

3. Decide on acquiring, adapting, or developing media materials.\– Case: Course on Building Security: Will system simulators / protocol

learning depend on $$$ for simulations (video, locks… realism…and if so, can the client afford the hardware and long term support?

4. Do these materials add to the learning outcome achievement possibility (are they relevant?)• Could learners gain the outcomes as effectively without this

technology? With more effective technology?

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Instructional Media: Media Selectionfrom Shambaugh & Magliaro, 1997

Media Issues in (program) EVALUATIONFirst, ask yourself three questions when evaluating a (designed)

program’s media component.1. Do the materials support the intent of the program

(outcomes and instructional strategies)?• Case: Course on Distance Education: Taught face to face with overheads. • Inquiry Method for A Formative Evaluation: Interview content experts, tech

quality experts and learners.• Inquiry Method for a Summative Evaluation: Use external experts for a review.

Ask about the appeal of the materials to the learners, and ask designers, teachers and other users / tech support about the efficiency of the media.

2. Is the technical quality of the media adequate?– Case: Course: Grade 2 Reader Rabbit language arts: Students cannot yet

navigate the Windows Finder to start the program, and the children worry that “Dr. Watson” keeps appearing 30% of the time…

– Inquiry Method for Formative and Summative Evaluation: (As in 1).

3. Do these materials add to the learning outcome achievement effectiveness (are they relevant?)• Could learners gain the outcomes as effectively without this technology?

With more effective technology?

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Instructional Media: Media Selection

From Norman (1993)

• A Checklist for the Instructional Designer. • Ask yourself : Did the the materials you chose:

Provide a high intensity of interaction and feedback? Have specific goals and established procedures? Motivate? Provide a continual feeling of challenge - a “just right”

feeling? Provide a sense of engagement, making the task seem

realistic? Provide the right tools that fit the learner and the task

so well that they aid and do not distract from learning achievement?

Avoid distractions and disruptions that intervene and destroy the subjective experience?Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine.

Reading, MA: Addison-Wesley

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Developing Instructional Media

• As a designer, you have three choices when it comes to “making your own” media for your instructional environment:

1. Select what’s available by these criteria:1. Learner characteristics2. The nature of the objectives3. The instructional strategy (ie: case based, problem based, situational, distance, etc..)

4. Cost / budget / support implications.

2. Modify what you have. Issues are:1. Copyright/currency/relevance/tech support over time?2. Cost / budget / support implications.

3. Design your own. Issues are:1. Match materials to meet the needs of the instructional objectives2. Materials must suit the audience3. Estimate the cost and do a budget check4. Is technical expertise needed? Is there organizational support?5. Will this mean new facilities? Fixed vs. Variable cost projections…6. Determine the time needed to learn and use these (new) materials.

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Design Considerations:Learner Motivation

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Learner Motivation

• Attitude (Affective domain) Change Study• Focuses on the choice a learner makes.• Components of Attitude learning

– Cognitive: Knowing how: before the student can practice any attitudes about save driving, he or she must know how to drive.

– Behavioral: the need to engage in behavoir of a certain type . To internalize the attitude of safe driving, the student must do it and receive feedback about the performance (pos. reinforcement).

– Affective: Knowing why: A role model demonstrates the desired behavior. The student driver must respect a model of good driving.

– Persuasive messages help attitude learning

– Modeling helps

– Dissoncance helps

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Attitude Learning / Instruction Design Implications

Bloom’s Taxonomy of Eductional Objectives in the Affective Domain1. Receiving or attending

1. Awareness2. Willingness to receive3. Controlled or selected attention

2. Responding1. Acquiescence in responding2. Willingness to respond3. Satisfaction with respose

3. Valuing1. Acceptance of value2. Preference for a value3. Commitment

4. Organization1. Conceptualization of a value2. Organization of a value system

5. Characterization by a value complex1. Generalized set2. Characterization (of self)

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1. Demonstration of the desired behavior by a respected (human) role model. Gagne says this modeling is a 4 step procedure:1. Establish the appeal and credibility of the model

2. The model stimulates the learner’s recall of relevant knowledge and concepts

3. The model demonstrates or communicates the desired action.

4. The learner demonstrates or communicates the reinforcement of the model.

2. Practice of desired behavior by:1. Role playing

2. A reinforcer is a stimulus that reproduces the chance of attitude changing, and the learner sees the new behavior in self.

The Conditions of Attitude Learning / Instruction Design Implications

Smith and Ragan (1999) from Bloom’s Taxonomy of Eductional Objectives in the Affective Domain

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Promoting Interest and Motivation in Learning

(after Smith and Ragan, 1999 and Rollett, 1987)

• We want provide a design where in the instructional environment students to chose to apply effort and learn.

• Extrinsic motivators rest on evaluation and reward to the learner.

• Instrinsic motivations rest on conditions within the learner being right. There are 5 mainstreams of work (design principles) on intrinsic motivation:1. Competence: which factors (such as a task challenge) are included

2. Curiosity: complexity, surprise and incongruity are included

3. Autonomy: self determination and perceptions of causality are included.

4. Volition: Processes leading to internal valuing are of interest, such as self regulation and the processes of internalization.

5. Goal orientation: in which two primary sorts of goals learners may hold are considered: performance goals and learning goals.

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Keller’s Famous ARCS Model

• Keller felt it was necessary to understand and to model the influence of effort and the contributors to effort. He determined that among the various constructs that might be applied to the problem of variations in (learner) effort, that of MOTIVATION was the most appropriate and useful of the constructs.

• The ARCS model can lead to improvements in the quality of instruction.

A = Attention Strategies - the learner must ATTEND to materialR = Relevance Strategies - So students can attach value to the

taskC = Confidence Strateges - So learner performance improvesS = Satisfaction Strategies - affect motivation through

management of the consequences of student activity and learning.

ARCS

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AttentionStrategies and Examples for Instructional Design

1. Incongruity and Conflict• Introduce contradictory facts or play devil’s advocate

2. Concreteness• Use concrete verbal presentations such as anecdotes or

biographies to attract interest3. Variability

• Vary instructional format, medium of instruction, or method of interaction

4. Humor• Use a joke or a pun in redundant or monotonous material

5. Inquiry• Use problem solving activities or let learners choose

topics for study or projects6. Participation

• Use games, simulations or role-playing

ARCS

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RelevanceStrategies and Examples for Instructional Design

1. Experience• Let learners know how the lesson will utilize their present skill or

prior knowledge2. Present Worth

• Relate how the instruction will be useful now, in the learner’s terms

3. Future Usefulness• Relate how the instruction will be useful in the future, in the

learner’s terms4. Need Matching

• Use activities that allow learners to utilize responsibility, authority, influence, or to achieve under conditions of moderate risk

5. Modeling• Use alumni as lecturers or let learners who finish lessons first

tutor others6. Choice

• Allow learners to choose different methods in organizing or accomplishing their work

ARCS

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ConfidenceStrategies and Examples for Instructional Design

1. Learning Requirements• In the instructional event, make sure that all of the

learners clearly know the lesson and learning objectives that are being taught.

2. Difficulty• Structure lessons to increase in difficulty from

lowest to highest to provide a challenge 3. Expectations

• Let learners set realistic goals and know the likelihood for success at different levels of difficulty

4. Attributions• Make sure that learners know that their success was

a result of their efforts5. Self Confidence

• Help build self-confidence by allowing learners to practice under safe conditions and by avoiding perfectionism

ARCS

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SatisfactionStrategies and Examples for Instructional Design

1. Natural Consequences• Have positive consequences be a part of good

performance in the instructional event, like allowing students to use new found skills as soon as possible

2. Unexpected Awards• As part of the instructional event, offer unexpected

rewards for good performance of both boring and interesting tasks

3. Positive Outcomes• Use praise and motivating feedback as often as

possible.4. Negative Influences

• Avoid threats or other negative feedback5. Scheduling

• Schedule positive reinforcements frequently at the beginning of instruction, and ease off and vary reinforcement later on in the lesson

ARCS

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Motivational Design Model in Context of the Instructional Design Process Model (Smith and

Ragan, 1999)

Analysis-Learning Environment-Learners-Learning Task

Define Motivational Issues - Classify the motivational problem-analyze audience motivation’-Prepare motivational objectives

Instructional Strategy-Organizational Strategy-Delivery Strategy-Management Strategy-Write and produce Instruction

Design (of motivation)-Generate Potential stratgies- Select motivational strategiesDevelop (motivational elements)-Prepare motivational elements-Integrate them with instruction

Evaluation-Assessment instruments-Formative evaluation-Revision

Evaluate-Developmental tryout (of motivational elements)-Assess motivational outcomes

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• Adieu for this week, EDER 673 !Adieu for this week, EDER 673 !Instructional Design Instructional Design (iD) (iD)

Next Week (March 6- March 13)Next Week (March 6- March 13)

Evaluation In The Design Process:Evaluation In The Design Process: Readings due for Next Class (March 20, 2003):Readings due for Next Class (March 20, 2003): 1.Evaluation: A General View. 1.Evaluation: A General View. In G. Anglin (Ed.), Instructional Technology: In G. Anglin (Ed.), Instructional Technology: Past, Present and Future (pp.384-393).Past, Present and Future (pp.384-393).

http://www.ucalgary.ca/~ekowch/673/673home.htmlEEugene G. Kowchugene G. KowchAssistant Professor of Educational TechnologyAssistant Professor of Educational Technology