History of Instructional Design

Part III

EDUU566Based on Reiser & Dempsey, 2006 & Reiser, 2001 Carla Piper, Ed. D.Course Developer

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 worldReiser & 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

First Principle: Problem Centered

• Do you involve authentic real-world problems or tasks?

• Does the objective show the learners what they will be able to do when they complete the task?

• Is the problem broken down into component tasks which will help complete the whole task?

• Is the instruction a progression of problems – and not just a single application?

Reiser & Dempsey, 2006

Principle: Activation

• Do you help learners recall, retell, describe, or apply prior knowledge?

• Is the instruction relevant?• Does the instruction help the learner organize

new knowledge? – Graphic organizers– Concrete advanced organizers– Conceptual models– Maps and Diagrams– Checklists

Reiser & Dempsey, 2006

Principle: Demonstration• Show examples of what will be learned• Include demonstrations related to content

– Specific how-to procedures– Classify concepts– Activate misconceptions and clarify– Detailed sequence of actions – Provide visual models

• Provide learner guidance– Narrated animations– Signaling devices– Visual representation of material– Use structured tasks

• Make instructional media relevant to the content to enhance learning– Multimedia– Narrated animations in natural voice

Reiser & Dempsey, 2006

Demonstration

Principle: Application• Opportunity to practice and apply new skill

or knowledge– Use questions– Check for understanding

• Application and assessment consistent with learning objectives

• Practice followed by corrective and systematic feedback

• Enable learners to access context sensitive help

• Provide coaching• Use a variety of instructional tasks

Reiser & Dempsey, 2006

Task Centered: Coaching

David Merrill

Principle: Integration

• Can student integrate the skill and knowledge into everyday life?

• Publicly demonstrate their new knowledge or skill

• Provide opportunity for reflection, discussion, defense of knowledge

• Provide an opportunity to create, invent, and explore new ways to use this new knowledge.

WatchMe!

Reiser & Dempsey, 2006

Implementation

• Facilitate learner navigation through task

• Allow learner to control pacing• Provide a course map• Use collaboration effectively• Structure group assignments

around products or processes• Use multimedia• Use conversational style Reiser & Dempsey, 2006

4C/ID Instructional Model

• Characterized by four components: – Learning Tasks– Supportive Information – Procedural Information – Part-Task Practice

• Tasks ordered by task difficulty• Each task offers scaffolding at the beginning• Scaffolding is reduced as the learner

progresses. Merriënboer

Holistic Design

ProcessMerriënboer

4C/ID Model

Merriënboer

Kolb’s Model of Experiential Learning

Accommodate Divergent

AssimilativeConvergent

Experiential Learning

• Learning is a process whereby knowledge is created through experience

• Experiences are a transformational process

• Students actively construct their experience within a socio-cultural context

• Provides a framework for designing active, collaborative, and interactive learning experiences.

Kolb Experiential Learning

Kolb’s Four Stage Cycle and Learning Styles• Four-stage cycle

– Concrete Experience (CE)

– Reflective Observation (RO)

– Abstract Conceptualization (AC)

– Active Experimentation (AE)

• Four learning styles– Diverging (CE/RO) – Assimilating

(AC/RO) – Converging (AC/AE) – Accommodating

(CE/AE)

From Business Balls

Diagram of Kolb’s

Learning Styles

From Business Balls

Typology of Learners

• Activist = Accommodating • Reflector = Diverging • Theorist = Assimilating • Pragmatist = Converging

Honey & MumfordClark Website

Take the Learning Style

Inventory!

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.

Resources• Instructional Design Models• TIP Theories• Wikipedia• EduTech Wiki• Learning Theories• Kolb Experiential Learning• Business Balls• Honey & Mumford• David Merrill• ARCS Model• UCDenver Instructional Design Models• Reiser & Dempsey (2006). Trends and Issues in

Instructional Design and Technology.