Upload
carla-piper
View
4.857
Download
0
Embed Size (px)
DESCRIPTION
Citation preview
QUICK REVIEW OF INSTRUCTIONAL DESIGN MODELS
Consult your textbook for more resources:Reiser and Dempsey (2012)Trends and Issues in Instructional Design and Technology
Behaviorist vs. Constructivist
Behaviorist-Objectivist
Approach
Constructivist-Interpretivist
Approach
•Sequential, linear, top-down,
systematic
•Behavioral objectives
•Designed by professional
instructional designers
•Careful sequencing and
teaching of subskills
•Pre-selected knowledge is
goal for learning
•Summative evaluation for
collecting objective data
•Non-linear, chaotic, organic,
reflective, and collaborative
•Objectives emerge from
design and development
•Context is crucial – not
content
•Emphasis on learning and
understanding in meaningful
contexts
•Formative evaluation through
subjective data
B.F. Skinner Wrote article called: The Science of Learning
and the Art of Teaching (1954)
Believed that increasing human learning could increase if instructional materials were effectively designed.
Programmed instructional materials should: present instruction in small steps
require overt responses to frequent questions
provide immediate feedback
allow for learner self-pacing
Learner would receive positive reinforcement with the feedback they received
TIP Theories – Operant Conditioning More on Skinner
Programmed Instruction
Data regarding the effectiveness of the materials were collected
Instructional weaknesses were identified
Materials were revised accordingly
Trial and revision procedure provided formative evaluation
Still found in current instructional design models.
More on Programmed Instruction
B.F. Skinner’sTeaching Machine for
Programmed Instruction
Robert Mager
Preparing Objectives for Programmed Instruction (1962) now in its third edition
Describes how to write objectives that include a description of desired learner behaviors the conditions under which the behaviors
are to be performed the standards (criteria) by which the
behaviors are to be judged
Current instructional designers still require these three elements in course objectives
TIP Theories – Criterion Referenced Instruction
Robert Mager
Glaser’s Instructional System1962
http://www.nwlink.com/~donclark/history_isd/glaser.html
Dick and Carey Model - 1978
Dick and Carey Model
Original ADDIE Model - 1975
http://www.nwlink.com/~donclark/history_isd/addie.html
ADDIE Model
A – identify problem, analyze setting
D – organize management, identify objectives
D – specify methods, consult prototypes
I – test prototypes, implement recycle
E – analyze resultsResources
Learning Theories
Wikipedia
e-LearningIntuology
ISU
Systematic Design
Don Clark’s ADDIE Timeline
http://www.nwlink.com/~donclark/history_isd/addie.html
ADDIE
Analyze
Evaluate DesignImplement
DevelopReviseRevise
ReviseRevise
Core Elements/Phases of Instructional Design
Constructivism
“An epistemological and ontological conception of what reality, knowledge, the mind, thought, and meaning are” (Reiser & Dempsey).
“Reality is constructed by individuals and social groups based on their experiences with and interpretations of the world” (Reiser & Dempsey).
Constructivists contrast with Objectivists
J. L. Bruner – Cognitive Theory
Child processes information and builds increasingly complex models of the world
Motivation based on intrinsic value, curiosity, and cooperation/reciprocity
The way problems are structured must address a child’s intellectual development and maturation
Three modes of how things are represented:• Enactive - touch, feel, manipulate objects
• Iconic - images that stand for perceptual events
• Symbolic representation – language and ideas
Social Constructivist
Jean Piaget
Three Types of Knowledge
• Physical, Social, Logical
Developmental Concept Learning• Assimilation – what makes sense in child’s
environment
• Accommodation – new in context with known
• Adaptation – adjusts to the environment and learns the consequences of specific actions
• Organization – integrates schemata and develop more complex logic
Cognition
Piaget: Stages of Cognitive Development
Sensorimotor Stage - Birth to two• Objects exist outside of their visual field - object
permanence
• Learn strictly through sensory experience within their environment - KINESTHETIC
Pre-operational Stage - Ages 2 - 7• Period of Language Development
• Egocentrism - only see self perceptions
• Categorize by single obvious feature
Piaget Stage Theory
Concrete Operational Stage • Ages 7 - 12• Develop ability to handle complex logic and
make comparisons
• Hypothesize and reason ONLY about things they’ve experienced themselves
Formal Operational Stage –• Age 12 - Adult• Abstract thinking ability
• Offer interpretations and draw conclusions
• Formulate hypotheses
Vygotsky - ZPD
Social Cognitive Development
Zone of Proximal Development – ZPD
Zone of Proximal Development
Vygotsky ZPD The difference
between what a learner can do without help and what he or she can do with help
Tap into prior knowledge
Aim instruction just beyond that point
Avoid teaching beyond the ZPD
Capable of
Learning with Instruction
ZPD
Student’s
Current
Achievement
Beyond reach
Benjamin Bloom
Taxonomy of Educational Objectives (1956)
Various types of learning outcomes within the cognitive domain Objectives could be
classified according to type of learner behavior described
A hierarchical relationship exists among the various types of outcomes
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Taxonomy
KNOWLEDGE: define, list, name, memorize
COMPREHENSION: identify, describe, explain
APPLICATION: demonstrate, use, show, teach
ANALYSIS: categorize, compare, calculate
SYNTHESIS: design, create, prepare, predict
EVALUATION: judge, assess, rate, revise
Bloom’s Taxonomy
Knowledge - recall information in original form
Comprehension - show understanding
Application - use learning in a new situation
Analysis - show s/he can see relationships
Synthesis - combine and integrate parts of prior knowledge into a product, plan, or proposal that is new
Evaluation - assess and criticize on basis of standards and criteria
Bloom’s Revised Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating • Creating – designing, constructing, planning, producing, inventing, devising, making
• Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring
• Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating
• Applying – implementing, carrying out, using, executing
• Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
• Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding
http://uwf.edu/cutla/assessstudent.cfm
Seymour Papert
Constructionist learning based on constructivism
Learning is an active process, learners are actively constructing mental models and theories of the world around them.
“Constructionism holds that learning can happen most effectively when people are actively making things in the real world” (Wikipedia).
Developed logo computer programming Book - “Mindstorms: Children, Computers, and
Powerful Ideas”
Read “Gears of my Childhood” -http://www.papert.org/articles/GearsOfMyChildhood.html
More on PapertWorks
Cognitive Apprentice
Modeling -- involves an expert's carrying out a task so that student can observe and build a conceptual model of the processes that are required to accomplish the task.
Coaching - consists of observing students while they carry out a task and offering hints, feedback, modeling, reminders, etc.
Articulation - includes any method of getting students to articulate their knowledge, reasoning, or problem-solving processes.
Reflection - enables students to compare their own problem-solving processes with those of an expert or another student.
Exploration - involves pushing students into a mode of problem solving on their own.
http://udel.edu/~jconway/EDST666.htm#cogappr
Cognitive Apprenticeship
Modeling by experts - problem solving activities
Community of practice
Set desired goals and create a learning community
Provide scaffolds that aid pupils in applying problem-solving strategies
Model and coach students
ICON Model – Interpretation ConstructionObservation: Students make observations of authentic artifacts anchored
in authentic situations
Interpretation Construction: Students construct interpretations of observations and construct arguments for the validity of their interpretations
Contextualization: Students access background and contextual materials of various sorts to aid interpretation and argumentation
Cognitive Apprenticeship: Students serve as apprentices to teachers to master observation, interpretation and contextualization
Collaboration: Students collaborate in observation, interpretation and contextualization
Multiple Interpretations: Students gain cognitive flexibility by being exposed to multiple interpretations
Multiple Manifestations: Students gain transferability by seeing multiple manifestations of the same interpretations
ICON Model
Four Phase Cycle of Instruction
Learning is promoted when: learners observe a demonstration
learners apply the new knowledge
learners engage in a task-centered instructional strategy learners activate relevant prior knowledge or experience
learners integrate their new knowledge into their everyday world Reiser & Dempsey, 2006
David Merrill
Information is NOT Instruction
"If you don't provide adequate practice, if you don't have an adequate knowledge structure, if you don't provide
adequate guidance, people don't learn"(Merrill, 1998)
David Merrill’s Key to Learning provide structured knowledge provide practice provide guidance
Online Principles Acknowledge learner’s prior experience and preconceptions Help learners transform facts and concepts into usable knowledge. Help learners monitor their own learning and learn independently Provide learner-centered environment online
David Merrill
Keller's ARCS Model for Motivation Attention - gaining and
keeping the learner's attention Through the senses Through inquiry - thought
provoking questions Through variety - variance in
exercises and use of different media
Relevance Training needs to relevant. "What's in it for me?"
Confidence Need to feel confident in the
program’s purpose and objectives
Need to believe they can succeed and that this is worthwhile for them
Satisfaction – What’s the reward? Need to feel rewarded from the
learning experience. Need entertainment or a sense
of achievement. Need to achieve satisfaction in
what they have learned Need see that their new skills
can be immediately useful and beneficial on their job.
Educational
Experience
Social
Presence
Cognitive
Presence
Teaching
PresenceStructure/Process
Supporting
Discourse
Setting
Climate
Selecting
Content
Blended Learning
in Higher
Education
D. Randy Garrison
and Norman D.
Vaughan (2008)
Community of Inquiry
Community of Inquiry Framework
Communities of Practice
“Communities of practice are groups of people who share a concern or a passion
for something they do and learn how to do it better as they interact regularly.”
Etienne Wenger
Communities of Practice in Education
Internally: How to organize educational experiences that ground school learning in practice through participation in communities around subject matters?
Externally: How to connect the experience of students to actual practice through peripheral forms of participation in broader communities beyond the walls of the school?
Over the lifetime of students: How to serve the lifelong learning needs of students by organizing communities of practice focused on topics of continuing interest to students beyond the initial schooling period?
Etienne Wenger
Understanding by Design
Desired Results: What will the student learn?
Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?
Lesson Planning: How do you design a lesson that results in student learning?
Identify desired results
Determine acceptable
evidence
Plan learning experiences
and instruction
Don Clark’s ADDIE Backwards Design
http://www.nwlink.com/~donclark/hrd/ADDIE/ADDIE_backwards_planning_model.html
Multiple Intelligences
• Verbal-Linguistic Intelligence – word player
• Logical-Mathematical Intelligence -questioner
• Bodily-Kinesthetic Intelligence - mover
• Visual-Spatial Intelligence - visualizer
• Musical-Rhythmic Intelligence – music lover
• Interpersonal Intelligence - socializer
• Intrapersonal Intelligence - individualizer
• Naturalist Intelligence – nature loverHoward Gardner
Developing our Intelligences
Stage 1: Awaken - trigger the intelligence
Stage 2: Amplify - strengthen by practice
Stage 3: Teach - learn and acquire specific knowledge
Stage 4: Transfer the intelligence to real life -Knowing how to live in the real world
Kirkpatrick’s Model of Course Evaluation
Level 1 Evaluation—Reaction how participants in a training program
react to it
Level 2 Evaluation—Learning the amount of learning that has
occurred due to a training program
Level 3 Evaluation—Behavior measures the transfer that has
occurred in learners' behavior due to the training program
Level 4 Evaluation—Results assess training in terms of results or
overall impact for education, business, military, etc. settings
Resources
Reiser and Dempsey History of Instructional Design (Website)
Instructional Design Central
TIP Theories
Wikipedia
Instructional Design Models
A Journey into Constructivism
Piaget’s Constructivism and Papert’s Constructionism: What’s the Difference?
Edutopia – Seymour Papert and Project-based Learning
ICON Model
Applying Learning Theories to Online Instructional Design Cognitive Apprenticeships