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Tuesday January 13th 2015
9:00 am – 4:00 pm
University of Albany
Instructional Design Workshop
Kathleen Stone
Director of Curriculum and Instructional Design
SUNY Empire State College
Designing Instruction: Laying the
Foundation
Morning Session
Goals, Objectives, Instructional Design Models
Workshop Goals and Objectives
A goal of this workshop is to increase participants
awareness of instructional design.
Objectives: At the end of this workshop you will
be able to:
Write learning goals and measureable objectives for a
learning opportunity.
Apply an instructional design model towards the creation
of a learning opportunity.
Determine appropriate learning activities for a learning
opportunity.
Determine engagement and motivational strategies for a
learning opportunity.
Determine assessment strategies for a learning
opportunity.
Goals and Objectives
Language – Goals, Objective, Outcomes
Why are they important?
tell students what is important
alignment with assessments
help students gain metacognitive skills
are covered under standard 14 of the middle states
accreditation requirements (new standard 5 starting
2017)
When will you be writing learning goals and
objectives?
Goals
Goals are broad statements that describes the
ultimate purpose of the instruction.
Learning goals are not typically written to be
measurable, but provide the framework for
designing learning experiences.
A goal of this workshop is to increase participants
awareness of instructional design.
Practice 1. Write one goal right now that you have for this
workshop.
2. Write one goal that you have for students in a
learning opportunity you are designing (course,
lesson, LibGuide)
Basics of Objectives
Who (learner)
How (action verb - measurable)
What (content)
Conditions and Criteria (if applicable)
The participants will write a measurable objective.
Given a list of verbs, the participants will write a measureable objective in 10 minutes.
ABCD Method: Audience, behavior (action verb), condition, degree
Domains of Learning
(revised Bloom’s Taxonomy)
Cognitive
Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating
Factual, Conceptual, Procedural, Metacognitive
Affective
Feelings, values, motivations, attitudes, etc.
Psychomotor
Physical movement, motor skills, etc.
Activity
Divide into groups of 2 or 3
Choose one goal to use as a starting point for
creating measurable learning objectives.
Write a measurable learning objective for each level
of the cognitive domain (six total)
Write two measurable learning objectives that
address two levels of the affective domian.
Write one measurable learning objective that
addresses the psychomotor domian.
Overview of Instructional Design
Models
Why use an ID Model?
Common Models
ADDIE
Backward design
Universal Design for Learning
Kemp design model
Dick and Carey
Adapt!
Basic ADDIE Model
Analysis Phase: Instructional problem, overall goals,
environment, learners, timeline - etc
Design Phase: Plan out the instruction - learning
objectives, types of activities, assessments
Development Phase: Create the content, activities,
assessments
Implementation Phase: Delivery - carry out
instruction
Evaluation Phase: Evaluate the effectiveness of the
instruction
Backward Design
Identify Learning Goals
What do you want students to know?
What do you want students to be able to do?
Why is this difficult for them to know/do on their own?
Determine acceptable evidence
How will you know that they got it?
How will you assess that they got it?
What counts as understanding in your class or field?
Backward Design Plan learning activities and instruction
What activities will you use to make sure that they got
there?
How are these activities connected to students’
understanding?
What is Backward Design? By Kristine Kershaw
Universal Design for Learning
Principle 1 - Provide multiple means of
representation
Principle 2 – Provide multiple means of action
and expression
Principle 3 – Provide multiple means of
engagement
UDL at a Glance by CAST
Kemp Model
Dick and Carey Model
Activity
Develop your instructional design plan for a
lesson, course, LibGuide etc.
First – Read over the steps.
Next - Complete Steps 1a, 1b and 2a on pages
11 and 12.
Create 2 goals, and 4 objectives
Try to identify at least one affective learning
objective.
Quick Check
Please answer each question in 1‐2 sentences.
What was the most useful or meaningful thing you
learned during this session?
What question(s) remain upper‐most in your mind
as we end this session?
Afternoon Session
Assessing Learning, Resources &
Activities, Motivation
Developing Instructional Activities
Assessing learning
Summative assessment measures the
learning that was described in the learning
objectives.
Often occurs at the end of a learning experience,
but can occur during at specific intervals (lesson,
unit, topic).
Summative assessments are useful for collecting
data and reporting on our student’s achievement.
They should ALIGN with the goals and objectives
of the course.
Assessment Alignment Example
Given a list of verbs, the participants will write a
measureable objective in 10 minutes.
How could I assess this objective?
What evidence would I need to prove the learner
achieved this objective successfully?
Think-Pair-Share
First, think about the questions for 1-2 minutes on
your own. Then share your thoughts with one other
person.
What kind of summative evaluations have you
used or taken?
How effectively do they measure learning and at
what levels?
What kind of information do they provide the
instructor and student?
Assessing learning
Formative assessments are given during
learning to determine the progress of the
students. They can be a learning experience
They allow the instructor to adapt to the students
needs.
They allow the student to learn about their own
learning and to give feedback on the learning
experience.
Formative assessments include a very diverse
range of techniques that can be used to assess
learning from basic knowledge to higher level
critical thinking skills.
Classroom Assessment
Techniques
CATs – Classroom assessment techniques are
formative assessments that can help inform your
teaching and your students learning.
They are usually ungraded and sometimes
anonymous
learner centered
teacher directed
mutually beneficial
Classroom Assessment
Techniques
Using the CAT handout and your goals and objectives
developed this morning, pick three CATs that you may
want to use in your instruction
Depending on what you are designing, you may not
use all three of the CATs.
If you are teaching online, creating a LibGuide, or
incorporating technology in some other way, think of
ways that you may adapt a CAT for the technology
you are using.
To learn more about CATs – please refer to Angelo, T. A. and
Cross, K. P. (1993). Classroom Assessment Techniques. (2nd ed.).
San Francisco, Jossey-Bass Inc.
Older edition is available full-text ERIC Number: ED317097
Learning activities
Content Delivery
Readings, audio, video, web search, flipped
classroom
CATs! - CATs that focus on learning content or
metacognition are learning activities for the
students.
Self-assessment quizzes
Discussion, debate, group work, case studies,
jigsaw activities, role playing, peer assessments
Experiential learning, service learning, problem-
based learning
Group Activity
In groups of 2 or 3 brainstorm to create a list of
potential learning activities that you have used or
may want to use.
Select one group member to be the
spokesperson to share the activities.
Keep in mind –
Activities provide the student with the ability to meet
the stated learning objectives.
Consider the learning environment, resources, and
time available.
Motivation: ARCS Model
Attention
Relevance
Confidence
Satisfaction
Attention Incongruity and Conflict: Use contradictions, play
"devil’s advocate"
Concreteness: Use visual representations, anecdotes and biographies
Variability: Change—tone of voice, movements, instructional format, media, layout & design of instructional material, and interaction patterns
Humor: Use puns, humorous analogies & anecdotes, and jokes (w/moderation)
Inquiry: Use problem-solving activities and constructive practices
Participation: Use games, simulations, role-playing, etc.
Stop Take 2 minutes to look at the attention
section of the motivation handout.
Check at least two attention strategies
you will use in your instructional plan.
Relevance
Experience: Tell learners how new learning will
use existing skills. Relate to learner interests
Present Worth: Explicitly state the current value
of instruction
Future Usefulness: Relate instruction to future
goals (have students participate in this)
Need Matching: Give students the opportunity to
achieve, exercising responsibility, authority, and
influence
Modeling: Use enthusiasm, peer-modeling, etc.
Choice: Provide choices for students, let them
choose
Stop Take 2 minutes to look at the relevance
section of the motivation handout.
Check at least two relevance strategies
you will use in your instructional plan.
Confidence
Learning Requirements: Advise students of
requirements (goals & objectives).
Difficulty: Sequence activities in increasing
difficulty w/continual but reasonable challenge.
Expectations: Use metacognition to forecast
outcomes based upon effort; set realistic goals.
Attributions: Encourage students to internalize
locus of control by attributing success to
themselves
Self-Confidence: Foster using confidence
strategies
Stop Take 2 minutes to look at the confidence
section of the motivation handout.
Check at least two confidence strategies
you will use in your instructional plan.
Satisfaction Natural Consequences: Allow students to use
newly acquired skills in realistic, successful
settings
Unexpected Rewards: Include student
expectation of extrinsic reward (for boring tasks)
or use a surprise reward
Positive Outcomes: Provide feedback—praise,
personal attention, motivation—immediately
Avoidance of Negative Influences: Don’t use
threats, surveillance practices and total external
evaluation
Scheduling: Repeat reinforcement at fluctuating,
non-predictable intervals
Stop Take 2 minutes to look at the satisfaction
section of the motivation handout.
Check at least two satisfaction
strategies you will use in your
instructional plan.
ARCS Motivation
Look back at the motivation strategies
Did this workshop attempt to use
something in all four groups?
What strategies did I use?
What strategies should I have used?
Completing The Instructional
Plan
We have discussed:
Goals and objectives
Domains of learning
Instructional design models
Summative and formative assessments
Learning activities
Motivation
Logistics
Room set-up and climate
Classroom rules and expectations
Technology use
Accessibility, training, ease of use
Website design
Blended and online course
Completing the Instructional Plan
You completed steps 1 and 2a of your plan
Wrote your goals
Identified characteristics of your learners
Wrote measurable learning objectives based on
your goals
Now complete steps 2b, 3a and 3b.
Make sure you include summative assessments to
measure your objectives, CATs, learning activities
and motivational strategies you will use.
Then you will trade your plan with someone else
and they will give you feedback in 4a.
Quick Check
Please answer each question in 1‐2 sentences.
What was the most useful or meaningful thing you
learned during this session?
What question(s) remain upper‐most in your mind
as we end this session?
