Micro Instructional Design for Problem-Based and Game-Based Learning

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This slidedeck is from a 12/17/13 webinar.

Description: Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.

Objectives:
-Define macro and micro instructional design
-Explore a micro instructional design model
-Consider how game-based learning can come from problem-based learning

Published in: Education, Technology

Micro Instructional Design for Problem-Based and Game-Based Learning

  1. 1. Micro Instructional Design for Problem & Game-Based Learning
  2. 2. LTMS Andy Petroski Director of Learning Technologies Assistant Professor of Learning Technologies Harrisburg University apetroski@harrisburgu.edu @apetroski Harrisburg University CAELT
  3. 3. who are you and what are you looking for?
  4. 4. connect training to Level 3 eval connect training to business performance Macro vs. Micro ID Principles of Instruction Problem-Based Learning Game-Based Learning
  5. 5. instructional design Analysis Evaluation Implementation Design Development
  6. 6. Info Info Info Info Quiz
  7. 7. Info Info Activity Info Quiz
  8. 8. what is quality instruction? effective efficient engaging
  9. 9. examples
  10. 10. examples
  11. 11. examples
  12. 12. examples
  13. 13. examples
  14. 14. examples
  15. 15. examples
  16. 16. examples
  17. 17. examples
  18. 18. examples
  19. 19. examples
  20. 20. examples
  21. 21. examples
  22. 22. examples
  23. 23. economics Macroeconomics is focused on the movement and trends in the economy as a whole, while in microeconomics the focus is placed on factors that affect the decisions made by firms and individuals. The factors that are studied by macro and micro will often influence each other, such as the current level of unemployment in the economy as a whole will affect the supply of workers which an oil company can hire from, for example. http://www.investopedia.com/terms/m/macroeconomics.asp
  24. 24. macro instructional design Analysis Evaluation Implementation Design Development
  25. 25. macro vs. Analysis Evaluation Implementation Design Development micro
  26. 26. macro vs. micro Analysis Evaluation Implementation Design Development Pebble-in-the-Pond From First Principles of Instruction, David Merrill
  27. 27. Problem: Identify a problem and design a prototype demonstration and application for a portrayal of this problem.
  28. 28. Progression: Design a simple to complex progression of problem portrayals and design a functional prototype demonstration or application for each portrayal in the progression.
  29. 29. Component Skills: Determine a distribution of component skills across the progression of portrayals and design a functional prototype demonstration and application for each component skill.
  30. 30. Enhance Strategies: Design a structural framework for the problems in the progression. Design peer sharing, discussion, collaboration and critique.
  31. 31. Finalize Design: Design an appropriate interface, navigation and supplemental materials for your functional prototype.
  32. 32. Evaluation: Design assessment opportunities and conduct a formative evaluation of your functional prototype.
  33. 33. problem and problem progression Integration Activation Problem Application Demonstration
  34. 34. problem and problem progression From First Principles of Instruction, David Merrill
  35. 35. problem and problem progression From http://edutechwiki.unige.ch/en/First_principles_of_instruction
  36. 36. action mapping
  37. 37. problem-based instructional design Info Info Info Info Info Problem Problem Part Part Part Info Quiz Problem Part Whole Problem Info Problem Info Info Info
  38. 38. examples
  39. 39. design considerations Design Element Analysis Course Structure Consideration Uncover problem, not information Problem progression, not modules Assessment Consider the problem as an assessment or consider problembased assessments Event Incorporate watch me, reflection and creation into the learning experience to extend beyond the event (social learning) Format A problem-based approach can apply to any training format
  40. 40. organizational considerations Org Element Consideration Culture Will the culture accept a change to problem-based learning? Learning and Manager Expectations How will you change learner/manager expectations and prepare them for a different approach? Assessment How is assessment currently viewed in the org and how will a problem-based approach alter or challenge the current state? Technology Is your LMS prepared to track and report on problem-based learning? Methodology / Skills How can your learning team adapt to a problem-based approach and what new skills will need to be developed?
  41. 41.  story obstacles character  feedback goal  levels
  42. 42. game-based learning http://seriousgamesmarket.blogspot.com/2011/03/serious-games-simulating-real-world.html
  43. 43. game-based learning http://seriousgamesmarket.blogspot.com/2013/12/serious-games-for-achieving-sales-goals.html
  44. 44. questions & comments
  45. 45. learn more
  46. 46. other opportunities Graduate course LTMS 636: Micro Instructional Design Fall 2014 Workshop Solve a Problem & Play a Game January 28, 2014 More info: www.harrisburgu.edu/learningtechnologies
  47. 47. LTMS Andy Petroski Director of Learning Technologies Assistant Professor of Learning Technologies Harrisburg University apetroski@harrisburgu.edu @apetroski Harrisburg University CAELT
  48. 48. feedback

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