Instructional Design Presentation For Thunder Training 2009


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Instructional Design Presentation For Thunder Training 2009

  1. 1. Instructional Design “ ID before Ego in Distance Learning” Lisa Helaire Taylor Faculty Technology Institute 2009 Wiley College
  2. 2. What is Instructional Design? <ul><li>ID is the careful planning process for preparing educational content, lesson plans, media, delivery, and assessment. </li></ul><ul><li>Many ID models exist for classroom learning (ADDIE, ASSURE, ARCS, Diamond, PBL, etc.) </li></ul><ul><li>Online or distance learning requires traditional and innovative efforts through a CORE framework. </li></ul>
  3. 3. CORE ID Framework <ul><li>C riterion Referencing and Strategic Planning (standards and strategies) </li></ul><ul><li>O rganizing Content and Delivery </li></ul><ul><li>R equiring Learner Participation (tasks and assessments) </li></ul><ul><li>E valuating Processes and Outcomes (results and revisions) </li></ul>
  4. 4. Criterion Referencing and Strategic Planning <ul><li>Identify goals and performance objectives </li></ul><ul><li>Consider time, money, and team players </li></ul><ul><li>Develop contingency plans </li></ul><ul><li>Ask key questions to analyze learners’ needs: </li></ul><ul><li>What worked or failed during past instructional efforts? </li></ul><ul><li>What are your projected goals, objectives, and tasks? </li></ul><ul><li>What resources will help you meet your learners’ needs? </li></ul><ul><li>Who will assist your efforts? </li></ul><ul><li>When will the activities occur and for how long? </li></ul>
  5. 5. Organizing Content and Delivery <ul><li>Cognitive, Social, and Instructional </li></ul><ul><li>Learning Theories </li></ul><ul><li>(Gagne, Bloom, Bruner, Bandura, Vygotsky) </li></ul>
  6. 6. Gagne’s Nine Events <ul><li>Gain attention (games, role play, humor, conflict) </li></ul><ul><li>State objectives (Emphasize real world relevance) </li></ul><ul><li>Check prior learning (Relate new information to old) </li></ul><ul><li>Use stimulating presentations (Photos, diagrams, toys) </li></ul><ul><li>Guide learning (Chunk information in small, sequential steps) </li></ul><ul><li>Urge performance (Discussions and active involvement) </li></ul><ul><li>Provide feedback (Reinforcement and remediation) </li></ul><ul><li>Assess performance (Regular quizzes and tests) </li></ul><ul><li>Enhance retention (Help learners apply new knowledge) </li></ul>
  7. 7. Bloom’s Taxonomy <ul><li>Cognitive activities are organized from least </li></ul><ul><li>to greater complexity: </li></ul><ul><li>Knowledge -- know about forks </li></ul><ul><li>Comprehension -- identify forks </li></ul><ul><li>Application -- use forks competently </li></ul><ul><li>Analysis -- know the most effective uses </li></ul><ul><li>Synthesis -- compare various types of forks </li></ul><ul><li>Evaluation -- be able to critique various qualities </li></ul>
  8. 8. Bruner’s Constructivism <ul><li>Learning is active and student-centered </li></ul><ul><li>Learning is sequential and builds on prior knowledge </li></ul><ul><li>Activities must be authentic and meaningful to the learner </li></ul>
  9. 9. Bandura’s Social Theory <ul><li>Learning is based on observing and modeling the actions and attitudes of others. </li></ul><ul><li>Modeled behavior must be coded in words, labels, or images for maximum effectiveness. </li></ul><ul><li>Learners learn best from social situations </li></ul><ul><li>such as group activities, mentoring and apprenticeship. </li></ul>
  10. 10. Vygotsky’s Social Cognition <ul><li>Zone of Proximal Development (ZPD) </li></ul><ul><li>Scaffolding </li></ul><ul><li>Extensive Writing </li></ul><ul><li>Peer Activities </li></ul>
  11. 11. Carroll’s Minimalism <ul><li>Place critical information at the top of the page </li></ul><ul><li>Keep text, graphics, and sound simple to minimize cognitive overload </li></ul><ul><li>Make presentations short (avoid scrolling; downloads should appear in 30 seconds or less) </li></ul><ul><li>Screen out excess, low-level information </li></ul>
  12. 12. Media Attributes <ul><li>Graphics </li></ul><ul><li>Size </li></ul><ul><li>Color </li></ul><ul><li>Movement </li></ul><ul><li>Language </li></ul><ul><li>Sound </li></ul><ul><li>Arrangement </li></ul>
  13. 13. A Few Questions . . . <ul><li>What are the technology benefits for my students? </li></ul><ul><li>Do I have the skills needed to produce effective media? The resources to learn them? </li></ul><ul><li>Can the medium be produced in a timely manner? </li></ul>
  14. 14. References <ul><li>Carroll, J.M. (1998). Minimalism beyond the Nurnberg Funnel. Cambridge, MA: MIT Press. </li></ul><ul><li>Cassarino, C. (2003). Instructional design principles for an e-learning environment: A call for definitions in the field. The Quarterly Review of Distance Education, 4 (4), 455-461. </li></ul><ul><li>Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Thompson. </li></ul><ul><li>Gredler, M. (2004). Learning and instruction: Theory into practice (5th edition) . Upper Saddle River, NJ: Prentice Hall. </li></ul><ul><li>Kidney, G. Cummings, L., & Boehm, A. (2008). Toward a quality assurance approach to e-Learning courses. International Journal on E-Learning, 6 (1), 17. </li></ul><ul><li>Merrill, D. M. (2007). A Task-Centered Instructional Strategy.  Journal of Research on Technology in Education. 40(1), 5-22. Retrieved on May 6, 2009 from EBSCOhost </li></ul><ul><li>Reiser, R. A., & Dempsey, J. V. (2007). Trends and Issues in Instructional Design and Technology. Upper Saddle River, NJ: Pearson Education. </li></ul><ul><li>Schunk, D. (2004). Learning theories: An educational perspective (4th ed.). Upper Saddle River, NJ: Prentice Hall. </li></ul><ul><li>Visscher-Voerman, I., & Gustafson, K.L. (2004). Paradigms in the theory and practice of Education and training design. ETR&D, 52 (2), 69-89. </li></ul>