INSTRUCTIONAL DESIGN MODELS & THEORIES OF LEARNING

WELCOMEo Facilitator name

• Position at university• Contact info

LEARNING OUTCOMESBy the end of this module, you should be able to: o Identify key characteristics of selected

commonly-used instructional design modelso Identify three main learning theories

(behaviorism, cognitivism, constructivism) and their relationships to instructional design models

o Recommend key steps for course/module design using instructional design and learning theory

AGENDAo What is instructional design (ID)?o Commonly used ID models

• Gagne’s nine events of instruction• ADDIE• ARCS• Backward design

o A brief overview of learning theories (behaviorism, cognitivism, constructivism)

WHAT IS INSTRUCTIONAL DESIGN?

DISCUSSION

o What is your understanding of instructional design?

WHAT IS INSTRUCTIONAL DESIGN?

Grounded in theories of learning, ID is the process of analyzing learning goals and needs, and the systematic development of learning activities, materials, and assessment strategies to ensure learners achieve established learning outcomes.

BENEFITS OF INSTRUCTIONAL DESIGNo Serves the learning needs and success of students

through effective presentation of content and fostering of interaction

o Allows instructor to anticipate and meet potential concerns/ambiguities (when teaching online, it is potentially more difficult to “adjust on the fly” than it is in a classroom)

o May help ensure the quality of a course o Gives structure to the student's process of

working through course material

INSTRUCTIONAL DESIGN MODELS

INSTRUCTIONAL DESIGN MODELSVideo

o Instructional design models

GAGNE’S NINE EVENTS OF INSTRUCTION

1. Gain attention2. Inform learners of

objectives3. Stimulate recall of

prior learning4. Present the content

5. Provide learning guidance

6. Elicit performance (practice)

7. Provide feedback8. Assess performance9. Enhance retention and

transfer to the job

ADDIE

Analysis

DesignD

DevelopmentD

ImplementationI

EvaluationE

A

ARCS

Attention

Relevance

Confidence

Satisfaction

BACKWARD DESIGN

“Deliberate … design requires us as teachers … to make an important shift in our thinking … (it) involves thinking … about (1) the specific learning sought, and (2) the evidence of such learning, before thinking about what we, as the teacher, will do or provide in teaching and (3) learning activities.” (Wiggins and McTighe, 1998)

BACKWARD DESIGNWiggins and McTighe, Understanding by Design

“To put it in an odd way, too many teachers focus on the teaching and not the learning.” (Ibid.)

BACKWARD DESIGN

Constructive Alignment

BACKWARD DESIGNFink’s Integrated Course Design model:

1. Analyze learning context (situation) 2. Analyze learning content3. Analyze characteristics of learners and teachers

(learning process)

BACKWARD DESIGNFink’s Integrated Course Design model (continued):4. Decide on goals focusing on active learning5. Decide on assessment and feedback6. Decide on learning activities7. Make sure all elements are integrated (aligned)

and the course is coherent

DEEP AND SURFACE APPROACHES TO LEARNING

Video

o Impact of course design on students’ approaches to learning

GROUP ACTIVITY: ID MODELSo Choose two or three elements or characteristics

from any of the ID models that you would like to incorporate in your online module or course.

o What is the reason for your choice? Include rationale for how your choice will encourage students to adopt a deep approach to learning.

THEORIES OF LEARNING

THEORIES OF LEARNING

How do people learn?

Educational psychology

Behaviorist theories

(1950s, 1960s)

Cognitivist theories(1960s, 1970s)Constructivist

theories (1980s)

BEHAVIORISMStudy of observable behavior

Learning- Rote memorization- Absorbing information (learner’s mind as a

‘blank box’) - Motivated by positive and negative

reinforcement

Teaching(instructor-centered)- Positive and negative reinforcement

- Lectures- Outcome-based- Drill and practice

- Testing- Immediate feedback

COGNITIVISMStudy of mind

Learning- Problem solving- Organize information for successful

information processing- Recall of prior knowledge

- Breaking down complex problems into components

Teaching(instructor-centred)

CONSTRUCTIVISM Study of construction of meaning

Learning

Teaching(learner-centred)

- Mini-lectures- Scaffolding (ZPD)

- Reflective practice- Debates and role-playing

- Case studies- Experiential learning

- Collaborative learning

CONNECTIVISM

o A new theory of learning for the ‘networking’ age (George Siemens and Stephen Downes)

THEORIES OF LEARNINGVideos

o Behaviorism, cognitivism, constructivismo Constructivism and online course design

GROUP DISCUSSIONo Do you agree/disagree with any of the views and

opinions about the three learning theories expressed in the video?

o How do you apply elements from the three learning theories in your courses?

GROUP ACTIVITY: SYLLABUS RE-DESIGNo Working in your groups, discuss how this syllabus

could be re-designed for an online course.

(missing elements/information? redundant elements? best ways to display it in an online course? sequencing?)

TAKE HOME REFLECTION

o With the learning theories we just discussed in mind, reflect on your own learning and teaching experiences.

o Which learning theories best explain your own learning style? Why? What theories do you recognize in your teaching style? Explain.

SUMMARYo Benefits of instructional designo Key characteristics of commonly-used

instructional design models (Gagne’s Nine Events, ADDIE, ARCS, Backward Design)

o Behaviorism, cognitivism, constructivism, connectivism

o Applying instructional design and theories of learning to online course design

THANK YOUo Questions?o Comments?o Help?

Contact information – facilitator’s and department’s

REFERENCES1. Ally, M. (2004). Foundations of educational theory for online

learning. In Terry Anderson and Fathi Elloumi (Eds.). Theory and Practice of Online Learning. Athabasca, AB: Athabasca University

Press.2. Dee Fink, L. (2003). A Self-Directed Guide to Designing Courses for

Significant Learning. Retrieved from http://www.deefinkandassociates.com/GuidetoCourseDesign

Aug05.pdf.3. Downes, S. (2012). Connectivism and Connective Knowledge.

Retrieved from http://www.downes.ca/files/Connective_ Knowledge-19May2012.pdf.

REFERENCES4. Drexler, Wendy. 2008, November 26. Networked Student. Retrieved

from http://www.youtube.com/watch?v=XwM4ieFOotA.5. Hannum, W. (2005). Learning Theory Fundamentals. Retrieved from

http://www.theoryfundamentals.com/gagne.htm6. Harasim, L. (2012). Learning Theory and Online Technologies: How

New Technologies are Transforming Learning Opportunities. New York, NY: Routledge Press.

6. Keller, J.M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York, NY: Springer.

7. Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. San Francisco, CA: Jossey-Bass.

REFERENCES9. Siemens, G. (2004). Connectivism: A Learning Theory for the

Digital Age. Retrieved from http://www.elearnspace.org/Articles/Connectivism.htm.

10. Siemens, G. (2002). Instructional Design in Elearning. Retrieved from

http://www.elearnspace.org/Articles/InstructionalDesign.htm.11. Wiggins, G., McTighe, J. (2005). Backward Design. In Understanding by

Design. Alexandria, VA: Association for Supervision and Curriculum Development. Ch. Retrieved from: http://www.ubdexchange.org/resources/backwards.html.