welcome to edtl1720 – instructional design school of education facilitator: debra ferdinand,phd...
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Welcome to Welcome to EDTL1720 – EDTL1720 –
Instructional DesignInstructional Design
School of Education School of Education
Facilitator: Debra Ferdinand,PhDFacilitator: Debra Ferdinand,PhD
May 21. 2012May 21. 2012
Welcome to Welcome to EDTL1720 – EDTL1720 –
Instructional DesignInstructional Design
School of Education School of Education
Facilitator: Debra Ferdinand,PhDFacilitator: Debra Ferdinand,PhD
May 21. 2012May 21. 2012
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Orientation to Orientation to Instructional Design (ID)Instructional Design (ID)
• Review Course Outline• Differentiate, learning theory, and
instructional theory, instructional design
• Reflect on first step to your ID plan• Define and describe ID models• Identify an instructional problem
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What is a Learning What is a Learning Theory?Theory?• A set of laws and principles that broadly explain
learning and behaviour. Tend to be descriptive. Popular learning theories include the following:– Behaviorism - Skinner (stimulus-response,
reinforcement)
– Constructivism – Bruner (discovery learning)
– Cognitive Theory - Piaget (prior knowledge)
- Connectivism – Siemens (Knowing where to find info online)
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MMinimally Invasive Education (MIE)
• Children learnt on their own.
• Learning independent of children’s demographics
• Improvements include:
† Attendance & exams† English, concentration† Problem-solving, team
work, and Self-regulation
““Hole in the Wall Hole in the Wall Project, India” Project, India” (Mitra, 2004)(Mitra, 2004)
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Learning Activity
Question: What learning theory was involved in this project?
Answer: Collaborative Construction Constructionism
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”The value of theories for educational practice is indirect. Theories provide ‘intellectual instrumentalities’ that allow educators to think about practical problems in various ways but do not specifically guide actions to the correct solutions.” Dewey
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What is a Instructional Theory?What is a Instructional Theory?
• Applies the principles and assumptions of learning theory to instructional planning for achieving a specific goal:
• Goal: To accurately apply formulae for calculating area of a triangle
• Instructional theory: Analyze content and performance involved (e.g., concepts, application)
• Engage students in guided practice and then allow them to work independently and
reward correct responses (cognitive and behavioral)
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Instructional Design (ID)Instructional Design (ID)• A systematic approach to planning
instruction in order to maximize learning (Reiser & Dempsey, 2002)
• “An intellectual process to help teachers systematically analyze learner needs and construct “possibilities “to responsively address those needs” (Shambaugh & Magliaro, 2006 p. 33)
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What is a Instructional Design?What is a Instructional Design?
Instructional Design
and Technology
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• To ensure that whatever is produced for the
teaching-learning process
– meets the learning needs of students
– looks attractive and well-organised
– Is continually evaluated and improved
– delivered in an appropriate mode
Purpose of ID in EducationPurpose of ID in Education
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Hannafin & Peck Model
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Knirk & Gustafson Model
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General ID Steps
• Different models exist for different instructional purposes; however, the process is summarized in five phases ADDIE.
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A = Analysis
• In analysis stage of ID process, want to find out– Who are the learners or audience
• Audience analysis
– What is the goal or intended outcome• Goal analysis
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D = Design
• Content of the course– Subject matter analysis
• Steps of instruction– Lesson planning-writing objectives
• Type of media or presentation mode– Media selection
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D = Development
• Development of instruction– Generate lesson plans (different from
lesson planning) and lesson materials.– Complete all media & materials for
instruction, and supporting documents.– End result is a course or workshop ready
for delivery.
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• The delivery of the instruction.
– Purpose is effective & efficient delivery of instruction.
– Promote students’ understanding of material & objectives, and ensure transfer of knowledge.
I = Implementation
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E = Evaluation
• Two related evaluations going on simultaneously in most ID situations.– Formative Evaluation– Summative Evaluation
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Formative Evaluation– Going on during & between ID steps.
– Purpose is to improve instruction before completed instruction is delivered.
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Summative Evaluation– Usually occurs after instruction
completed & implemented.– Should be based on performance criteria
and not against peers’ performance– How much & how well did students
learn? – How well did course or workshop work?
• Does it need modification before being presented again?
• What needs changing? Content? Instruction? Media?
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Instructional Instructional ProblemProblem
Learner Learner CharacteristicsCharacteristics
Task Task AnalysisAnalysis
Instructional Instructional ObjectivesObjectives
ContentSequencing
Instructional Instructional StrategiesStrategies
Designing theMessage
Development of Instruction
EvaluationInstruments
Formative Evaluation
Revision
Planning
Project Management
Morrison et al. (2011 Morrison et al. (2011 ))
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Identifying the Instructional ProblemIdentifying the Instructional Problem
• Why is performance below expectations?– Three tools for answering this key question
in the ID process are as follows:• Needs Assessment: identifies a performance
problem and the select an appropriate intervention
• Goal Analysis: starts with a problem someone has identified and then it focuses on a solution to solving the problem
• Performance Assessment: identifies the source of the problem so that an appropriate solution can be determined
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Summary
• ID systematic process• Learning theory is descriptive• Instructional theory prescriptive• ID generally involves ADDIE• Recent ID models focus on human
performance• Evaluation based on performance
criteria• (see Unit 1 lecture notes for references)
– Generate lesson plans (different from lesson planning) and lesson materials.
– Complete all media & materials for instruction, and supporting documents.
– End result is a course or workshop ready for delivery.
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Home-Work
• Identify an instructional problem in your work setting and come prepared on Wednesday to share this with your peer and receive feedback
• Use the designated template for recording your instructional problem