This document discusses using the 5E instructional model to improve instructional design, particularly when incorporating learning technologies. The 5E model includes Engage, Explore, Explain, Elaborate, and Evaluate phases. It promotes a constructivist approach with student-centered activities that have learners think like scientists. Challenges to implementing the 5E model with technologies are addressed, such as ensuring sufficient exploration before explanation. More research is needed on best practices for using the 5E model and technologies together, including meaningful tasks and teachers' and students' roles.

1. Improving Instructional
Design via 5E Model
Jennifer Miler
PhD Learning Technology Student
University of North Texas

2. Integration New Student Centered
Information
Constructivist Learning
Theory and 5E Model

3. Activities promoting students to
THINK like a scientist.

4. Working Evaluation Model of
Student Understanding

5. “Assessment is a process of
determining "what is."
“Evaluation uses information based on
the credible evidence generated through
assessment to make judgments of relative
value.”
Gardiner, L. F. (n.d.). The National Academy for Academic Leadership: Assessment and evaluation in higher
education: Some concepts and principles. The National Academy for Academic Leadership. Retrieved from
http://www.thenationalacademy.org/readings/assessandeval.html

6.  Designed to tap into “prior knowledge”
Engage

7. Learning Technology ENGAGES

8.  Student Interaction
 Research: Critical activities to explore variety of
perspectives (Media Literacy)
 Defend a Perspective
 Debate or Discourse is encouraged
Explore

9. Learning Technologies Promote 21st
Century Research and Collaboration

10.  Interactive Discussion
 Introduce Scientific Language
 Analog Vs. Target Concept
 Questioning
Explain

11. Learning Technologies Foster
Explanation

12.  Give students the freedom to apply their
knowledge to give meaning.
 Develops creators, innovators, and
entrepreneurs.
Elaborate

13. Learning Technologies Fostering
CREATORS.

14.  Knowing which tools to use and feeling
overwhelmed
◦ Solution: Instructional coaching
 Time
◦ Solution: Start class with engagement
 Why do I need to know this?
 Asking challenging questions
◦ Solution: allow for at least some
Exploration before Explanation
Instructional Dilemmas with 5E

15.  Students can’t apply knowledge on exam
◦ Solution: Build exercises that require
students to practice Elaboration and apply
concepts to new situations
 Evaluation shows lack of understanding,
too late to correct and change anything
◦ Solution: Collect form of evaluation evidence
every class period.
◦ Reminder evaluation is not assessment.
Instructional Dilemmas with 5E

16.  Meaningful use and hands on approaches
using technology needed. More research
needed in this area.
 Recent studies show uses of mobile
technologies in an outdoor environment
following 5E to guide and motivate
students effective.
 Natural-Science, outdoor, inquire-based
learning facilitated with handheld device
lends itself to 5E
Effects of Mobile Learning and 5E
Learning Cycle

17.  Best practice scenarios
 Procedures for using 5E with learning
technologies
 Development of meaningful tasks or
applications
 Roles of teacher/students using learning
technologies and 5E instructional model
Further Research Needed

18. In times of change, it is the learners that will inherit the earth
while the learned will find themselves beautifully equipped for a
world that no longer exists. Eric Hoffer

19. Orgill, M., & Thomas, M. (2007). Analogies and the 5E model.
SCIENCE TEACHER-WASHINGTON-. Retrieved from
http://www.nsta.org/store/product_detail.aspx?id=10.250
5/4/tst07_074_01_40
Tanner, K. D. (2010). Approaches to Biology Teaching and
Learning Order Matters Using the 5E Model to Align
:
Teaching with How People Learn, 9, 159–164.
doi:10.1187/cbe.10
Liu, T., Peng, H., Wu, W., & Lin, M. (2009). The effects of
mobile natural-science learning based on the 5E learning
cycle: a case study. Educational Technology & Society, 12,
344–358. Retrieved from
http://www.ifets.info/download_pdf.php?j_id=45&a_id=10
06
Works Cited