3. OverviewOverview
This presentation addresses theThis presentation addresses the
ways that a designer identifies howways that a designer identifies how
instruction will be presented to andinstruction will be presented to and
engage learners. The termengage learners. The term
instructional strategy suggests ainstructional strategy suggests a
huge variety of teaching/ learninghuge variety of teaching/ learning
activitiesactivities
4. ObjectivesObjectives
Describe considerations in selecting anDescribe considerations in selecting an
instructional delivery system. Sequenceinstructional delivery system. Sequence
and arrange content in lesson- leveland arrange content in lesson- level
clustersclusters
Consolidate media selections and confirmConsolidate media selections and confirm
or select a delivery systemor select a delivery system
Name the five learning components of anName the five learning components of an
instructional strategy and list the primaryinstructional strategy and list the primary
considerations within eachconsiderations within each
5. Selection of a Delivery System
The delivery system isThe delivery system is
either an assumption thateither an assumption that
the designer takes into thethe designer takes into the
development of andevelopment of an
instructional strategyinstructional strategy
6. Selection of a Delivery System
Or it is an active decisionOr it is an active decision
that is made as part ofthat is made as part of
developing andeveloping an
instructional strategyinstructional strategy
7. Selection of a Delivery System
Traditional Model or ClassroomTraditional Model or Classroom
Telecourse by broadcastTelecourse by broadcast
Computer Based InstructionComputer Based Instruction
InternetInternet
8. Content Sequencing andContent Sequencing and
ClusteringClustering
The first step in developing anThe first step in developing an
instructional strategy isinstructional strategy is
identifying a teaching sequenceidentifying a teaching sequence
and manageable groupings ofand manageable groupings of
contentcontent
9. Content Sequencing andContent Sequencing and
ClusteringClustering
Begin withBegin with
the lowerthe lower
level skillslevel skills
10. Learning Components of
Instructional Strategies
The concept of an instructionalThe concept of an instructional
strategy originated with thestrategy originated with the
events of instruction describedevents of instruction described
in Gagné’s Conditions ofin Gagné’s Conditions of
Learning ( 1985)Learning ( 1985)
11. Learning Components of
Instructional Strategies
1. Gaining attention 2. Informing learner of1. Gaining attention 2. Informing learner of
the objective 3. Stimulating recall ofthe objective 3. Stimulating recall of
prerequisite learning 4. Presenting theprerequisite learning 4. Presenting the
stimulus material 5. Providing learningstimulus material 5. Providing learning
guidance 6. Eliciting the performance 7.guidance 6. Eliciting the performance 7.
Providing feedback about performanceProviding feedback about performance
correctness 8. Assessing the performancecorrectness 8. Assessing the performance
9. Enhancing retention and transfer9. Enhancing retention and transfer
12. Learning Components forLearning Components for
Learners of Different MaturityLearners of Different Maturity
and Ability Levelsand Ability Levels
13. Learning Components forLearning Components for
Learners of Different MaturityLearners of Different Maturity
and Ability Levelsand Ability Levels
““Learned howLearned how
to learn”to learn”
15. Learning Components for
Constructivist Strategies
How can instructional designersHow can instructional designers
determine what students need,determine what students need,
prescribe instructional activitiesprescribe instructional activities
and assess learning outcomes?and assess learning outcomes?
16. Learning Components for
Constructivist Strategies
Provide balanced analyses of howProvide balanced analyses of how
aspects of a constructivistaspects of a constructivist
approach can be compatible withapproach can be compatible with
aspects of a cognitive approach foraspects of a cognitive approach for
specified types of learners andspecified types of learners and
learning outcomeslearning outcomes
17. Learning Components for
Constructivist Strategies
In many situations, a combinationIn many situations, a combination
top- down ( cognitive) and bottom-top- down ( cognitive) and bottom-
up ( constructive) approach mightup ( constructive) approach might
be the instructional strategy ofbe the instructional strategy of
choicechoice
18. Student Groupings
The emphasisThe emphasis
should always beshould always be
on planningon planning
student groupingsstudent groupings
and mediaand media
selections withinselections within
learninglearning
componentscomponents
19. Selection of Media and Delivery
Systems
Use a developed a matrix for choosingUse a developed a matrix for choosing
effective instructional media and deliveryeffective instructional media and delivery
methodsmethods
The key is that the medium of choice mustThe key is that the medium of choice must
be intelligent and adaptive, be-causebe intelligent and adaptive, be-cause
feedback and guidance to learners willfeedback and guidance to learners will
change based on their practice responseschange based on their practice responses
20. Sources & AdditionalSources & Additional
InformationInformation
Carey ( 2005) and Ertmer and NewbyCarey ( 2005) and Ertmer and Newby
( 1993)( 1993)
Moreover, Dede ( 2008)Moreover, Dede ( 2008)
http://education.alberta.ca/media/352984/ihttp://education.alberta.ca/media/352984/i
s.pdfs.pdf
21. My Contact InformationMy Contact Information
dx3driver@gmail.comdx3driver@gmail.com
334-354-6403334-354-6403
