Advanced Instructional

DesignDr. Robin Latio

Ohio University

Week 1 and 2

Critical Thinking in ID

• Analysis and evaluation are critical skills

• Required for learning any significant body of content

• Most of us have not learned how to analyze instruction, politics, educational systems…anything!

The 8 Elements of Critical Thinking

• Basic structures of all thinking– Generates a purpose(s)– Raises questions– Uses information– Utilizes concepts– Makes inferences– Makes assumptions– Generates implications– Embodies a point of view

Elements of Thought – Logic Wheel

This class is about…• Thinking about instructional design

– To question its purpose– To determine the instructional problem– To gather information, facts,

observations about instructional design– To make interpretations and inferences– To develop concepts, theories, principles

and models– To determine the assumptions– To determine implications and

consequences– To develop frames of reference

How will we evaluate our thinking?

• Clarity• Accuracy• Precision• Relevance• Depth• Breath• Logic• Significance• Fairness

• Three terms to get straight

• Instructional Design • Learning Theory• Instructional Development Models

What is Instructional Design?

• Comes from Instructional Systems theory

• With influence from Learning theory

• With influence from Philosophy

• With influence Human Psychology

The Bridge• The roots of Instructional Design is in

Instructional systems theory

• Instructional Systems theorist are the builders of instructional design.

• All ID theories and models are rooted in learning theory or a combination of learning theories

• Learning theory overlaps educational psychology (the source of many ID theories) and instructional systems.

So what is Instructional Systems Theory?

Systems theory was proposed in the 1940's by the biologist Ludwig von Bertalanffy ( : General Systems Theory, 1968), and furthered by Ross Ashby (Introduction to Cybernetics, 1956). von Bertalanffy was both reacting against reductionism and attempting to revive the unity of science.

He emphasized that real systems are open to, and interact with, their environments, and that they can acquire qualitatively new properties through emergence, resulting in continual evolution. Rather than reducing an entity (e.g. the human body) to the properties of its parts or elements (e.g. organs or cells), systems theory focuses on the arrangement of and relations between the parts which connect them into a whole (cf. holism).

This particular organization determines a system, which is independent of the concrete substance of the elements (e.g. particles, cells, transistors, people, etc). Thus, the same concepts and principles of organization underlie the different disciplines (physics, biology, technology, sociology, etc.), providing a basis for their unification. Systems concepts include: system-environment boundary, input, output, process, state, hierarchy, goal directedness, and information. http://pespmc1.vub.ac.be/SYSTHEOR.html

Learning Theories

• There are many largely held perspectives, including behaviorism, cognitivism, constructivism, social constructivism, objectivism, post-positivism, humanism, pragmatism, and many others. Within each perspective, there are a variety of theories that describe what learning is and how it occurs

Behaviorism

• Rooted in philosophy and psychology, behaviorism argues that mental events can and should be described as observable behavior. This theory provided the foundation for many of the instructional practices we see today (including writing behavioral objectives).

Instructional Design Website

Cognitivism• Cognitivists generally try to uncover and

model the learner's mental processes.

• While it shares behaviorism's objectivist/positivist assumptions about knowledge and research

• Cognitivism views learning as an active (not passive) process that is governed by the individual's mental processes (not environmental stimuli).

Constructivism

• Embraces the idea that knowledge is not an objective entity; rather, it is an idiosyncratic construction of knowledge that takes place within the individual or among individuals in a communities of practice.

Instructional Design Models

• Analysis, design, development, implementation, and evaluation

• Prescribe the strategies and tactics for instruction

So Let’s Talk Instruction …

Which is what most learning theories, instructional design models and instructional design theory deals with

The Outcomes of Instruction

• Instruction is the attainment of educational goals– Work backwards from outcomes

• Educational Goals– Human activities that contribute to

functioning of society.– We are looking at human capabilities that

lead to outcomes called educational goals

What We Know about Students

• Most do only what is expected… and put off work until the pressing deadline

• Poor listeners• Poor readers• Poor writers• Poor oral communicators• Do not use language with care and

precision• Do not have intellectual standards• Do not know how to access

• Their own work• Their own thinking• Their own emotions• Their own life

What we usually do in instruction…

Curriculum or Program

Course Course Course Course

UnitsUnits Units

Lesson PlanLesson PlanLesson Plan Lesson PlanLesson Plan

ActivitiesActivitiesActivities

Objectives, Outcomes, Standards

• Goals and objectives – Industry

• Outcomes – higher education

• K-12 Schools – Standards, benchmarks, indicators

Very Similar

Categories for Learning Outcomes

• Intellectual Skills

• Cognitive Strategies

• Verbal Information

• Motor Skills

• Attitudes

PROBLEM SOLVING involves the formation of

HIGHER-ORDER RULES which require as prerequisites

RULES and DEFINED CONCEPTS which require as prerequisites

CONCRETE CONCEPTS which require as prerequisites

DISCRIMINATIONS PROBLEM SOLVING involves the formation of

HIGHER-ORDER RULES which require as prerequisites

RULES and DEFINED CONCEPTS which require as prerequisites

CONCRETE CONCEPTS which require as prerequisites DISCRIMINATIONS

Intellectual Skills

Cognitive Strategies

• Highlighting, underlining, advanced organizers, adjunct questions, outlining

• Paraphrasing, note taking, imagery, chunking

• Concept maps, taxonomies, analogies, rules, schemas,

• Mnemonics, Imagery

• Metacognitive strategies

• Knowledge

• Declarative Knowledge

• Learning Facts,

• Learning Labels

• Organizing Knowledge

Verbal Information

• Perceptual motor skills

• Psychomotor skills

• Involves the senses as well as the brain and muscles

Motor Skills

• Complex behaviors that affect behavior toward people, things, and events

• What do schools want in the instruction of attitudes?– Values– Morality

Attitudes

Emotion

Action

• Camtasia

• Producer

• Theater