Beauty and precision in instructional design

Beauty and Precision in Instructional Design Michael Derntl*, Pat Parrish, Luca Botturi *Research Lab for Educational Technologies University of Vienna, Austria [email_address] ED-MEDIA 2008 July 2. 2008 – Vienna, Austria

Overview ,[object Object],[object Object],[object Object],[object Object],[object Object]

Design languages ,[object Object],[object Object],[object Object],[object Object],[object Object]

Instructional design languages ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Case study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Approach ,[object Object],[object Object],[object Object]

Beauty through aesthetics ,[object Object],[object Object],[object Object],[object Object],[object Object],Design and sketch for an aesthetic learning experience (cf. Parrish, 2008, in ETR&D) awareness engagement tension anticipation observation unity completeness consummation immersion ... coherence

Beauty: design goals ,[object Object],[object Object],Engagement difficult with drop-outs Context-free LOs might hinder coherence Importance of supportive interactions ,[object Object],Design goals Engagement : overarching structure with narrative qualities Incremental accomplishment : LOs should relate to and build upon one another Peer collaboration : use of LOs within social contexts Design and sketch for an aesthetic learning experience Flexible scenarios : plan for flexible combinations of LOs (learning paths)

Beauty: narrative diagram ,[object Object],[object Object],Phase One (~20 LOs) Phase Two (~40 LOs) Phase Three (~20 LOs) Conclusion Opening Catharsis Mid-Point Plot point Two Plot Point One Rising Engagement

Beauty: narrative diagram ,[object Object],[object Object],Conclusion Success Assignment to explore Earth’s peoples and geography Evacuation plan evaluated and deemed worthy or improved Learners report what they’ve learned and advise Learners help plan evacuation Learn of asteroid in the path of Earth Opening Catharsis Mid-Point Plot point Two Plot Point One Phase One (~20 LOs) Phase Two (~40 LOs) Phase Three (~20 LOs) Rising Engagement  how to turn this grand view into a product?

Transition to precision ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning objects structure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning objects structure History History Basics History Core HB1 HB2 HB3 HB4 ( not detailed here ) History Finale HC2 HC3 HC4 HC5 HC7 HC6 HC8 HC1 At least 2 basic LOs needed for accessing core LOs.

Learning objects structure ,[object Object]

Tasks and activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Learn of asteroid in the path of Earth Plot Point One Many ID languages support this (E2ML, coUML, poEML, IMS/LD, …)

Asteroid Impact: Activity plan Instructor Student Group Announce asteroid assignment Build small groups Take notes on personal research Research previous asteroid impacts Collect group-specific assignment Research geographic impact aspects Write report Notes Assignment Report Present & discuss reports Grade reports Facilitate student work HC1 HC2 GC1 GC5

Precision through refinement ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Call for Participation ,[object Object],[object Object],[object Object],[object Object]

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