Instructional Design MM503-61 Friday 6:00-8:40. Objectives 1. Definitions Definitions 2. Introduce needs assessment Introduce needs assessment 3. Learning

Instructional Design

MM503-61

Friday 6:00-8:40

Objectives

1. Definitions

2. Introduce needs assessment

3. Learning perspectives

4. ToolBook interactions

Definitions

ID is a systematic process of translating principles of learning & instruction into plans for instructional materials, activities, information resources, and evaluation.

From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 15. Hoboken, NJ: Wiley.

Fig. 1.4 Summary Diagram for Chapter 1 (part A)

Definitions


Fig. 1.4 Summary Diagram for Chapter 1 (part A)

Definitions

Definitions

E-learning (electronic learning): A wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration.

American Society for Training and Development (2007)

Definitions

E-learning (electronic learning): Includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more.

American Society for Training and Development (2007)

What is instructional design?

Consult with client

Draw a plan

Revise plan

Consult with client

BuildAn idea or need???

Building

ArchitectureEngineering

LogisticsMathematics, etc


Consult with client

Draw a plan

Revise plan

Consult with client

An idea or need???Build

Cognitive PsychologyPedagogy

Learning theoryCommunication theory


Consult with client

Draw a plan/prototype

Revise plan

Consult with client

An idea or need???

Build

ELearning

Pedagogy

Pedagogy Learning theory

Learning theory

PsychologyPsychology

Com

munica

tions

Com

munica

tionsC

om

pute

r Sci

ence

Com

pute

r Sci

ence

ID develops detailed specs or blue prints for instruction

Source: Tufte, Envisioning information

Instruction Instruction DesignDesign

Models

ADDIEModel

Source: http://www.instructionaldesign.org/models/dick_carey_model.html

Models

Models Dick, Carey, & Carey (2009) present ten components of a systems approach model representing

theories, procedures, and techniques used by instructional designers to design, develop, evaluate, and revise instruction.

1. Identify instructional/learning goals

2. Conduct instructional analysis

3. Analyze learners and contexts

4. Write performance objectives

5. Develop assessment instruments

6. Develop instructional strategy

7. Develop and select instructional materials

8. Design and conduct formative evaluation

9. Revise instruction

10. Design and conduct summative evaluation

Phase IIIDevelop & Implement

Phase I Analysis

Phase IIDesign

Evaluate & Revise

Start

Models

Hannafin & Peck – Model for CBT

Piskurich, George M. (2006). Rapid instructional design (p.5)

Models


Fig. 1.3 A More Realistic Representation of Instructional Design Practice

Models


Fig. 1.2 An Instructional Design Process Model

ModelsSmith & Ragan, 2007: Instructional Design Process Model

ModelsModels

Example

Tire changing activity

Example

With your partner(s), discuss the following questions and develop a short plan for how you will proceed.

1) How do you proceed? What are you first steps? 2) What do you need to know?

About the problems (traffic fatalities related to flat tires) The instructional system The learning environment The learners

3) How do you proceed to get answers to these questions?

Analysis of Learning Context

1. Justify need for instruction/training.

2. Description of learning environment.

Analysis of Learning Context

• Substantiation of need for instruction

• Does an instructional need exist for training on changing a flat tire?

• Perhaps if tires were made better we wouldn’t need to change them.

Ways to Substantiate Need

1. List the goals/needs. Ask yourself the question, "what should learners be able to do at the end of the instruction."

2. Determine to what extent the goal/need you identified in step 1 is being met.

3. Determine the discrepancy between "what is" and "what should be“. If there is a discrepancy, then you have a need.


1. Prioritize discrepancies or needs. 2. Rate how important or critical the needs are. The

following questions can be asked:

What are the biggest gaps/needs? What goals and associated needs are most important? How many individuals are affected by the need? How much is it costing to not reduce or eliminate the

discrepancy/need? What are the consequences of not meeting the goal or

eliminating the need? How probable is it that you can reduce/eliminate the

discrepancy/need?


Determine which discrepancy/need requires instruction.

There are numerous reasons why learners may not be performing well and not all of those reasons required training or the development of an eLearning program.

Description of the Learning Environment

In what environment will the e-Learning program be placed.

Instructional programs are made up of and affected by many factors including learners, instructional materials, trainers, instructional equipment and facilities, and the organization (school, company).

Think about the environment in which the program will be used (e.g., Web).

If there is a learning need:

Description of the Learning Environment Questions to guide you in defining the environment:

What are the characteristics of the learners who will use the program or materials?

What are their interest and preferences related to instruction and learning styles, e.g., do they feel comfortable with computers, do they prefer lecture, individual tutoring, etc.

How do the learners feel about having instruction delivered by media (e.g., computer, etc).

Will the media (if it is used) be central to the instruction or will it be peripheral and how do instructors and learners feel about this?

What are the facilities like?

Way to conduct Need Assessment

SurveysInterviewsReview of documentationObservationEtc.

Influences on ID

Learning Theory

Influences on ID

Psychological Basis

Three Perspectives

• Behaviorism

• Cognitivism

• Constructivism

Learning

What is... Behaviorism Behavioral psychology, also known as Skinnerian or

stimulus-response psychology, is based on the premise that learning results from the pairing of responses with stimuli.

Behavioral psychology studies external, observable behaviors in trying to explain why behaviors occur.

Much of what we do today in education is based on behaviorism.

Drill and Practice

(Example 2)

Information Processing - Cognitivism

Cognition is categorized by transformation of information from stimuli in the environment to a response by the learner.


(Adapted from Gagné’s 1974 elaboration of Atkinson & Shiffrin’s 1968 “multi-store” model.)

Fig. 2.3 An Information Processing Model of Learning and Memory



G

D O


DOG


Dog

LTM

STM

My

dog’

s na

me

was

Spa

rkie

Sparkie loved trees.

• We try to relate new information to knowledge we already possess.• The more we can relate new information to things we already know, the more memorable the information becomes and/or the easier it is to learn.

Metaphor - often make interfaces easier to learn.


3-14-97

LTM

STMI was born in March on the 14th and I graduated college in 1977.

What do these number mean, what do these number mean? 3-14-97 How can I remember?

Encoding

Constructivism

Constructivism is concerned with the process of how we construct knowledge.

How we construct knowledge depends upon what the learners already know, which depends on their experiences.

Constructivism

If we construct our own reality through interpreting experiences in the world, then professors cannot map their interpretations completely onto learners, because they don't share a set of common experiences and interpretations.

Rather, reality (or at least what we know and understand of reality) resides in the mind of each knower, who interprets the external world according to his or her own experiences, beliefs, and knowledge.

Screen Sample

Software types

Drill and practiceTutorials (Ex 1) (Ex 2)SimulationsGamesProblem solving programs

Documents

Instructional Design MM503-61 Friday 6:00-8:40. Objectives 1. Definitions Definitions 2. Introduce needs assessment Introduce needs assessment 3. Learning