Instructional Design Today: What We Really Need to Know as Practitioners, Res...Karl Kapp
What is the best way to design instruction for today's technology tools, for standup instruction, and for workday e-learning? What do practitioners need to know right now to develop effective instruction? What does research and practice tell us about effective instruction? This session will show you how instructional strategies can be applied to a variety of technologies to produce effective, efficient instruction that changes behavior and influences learners. Discover how the instructional design process can be modified to fit today's fast-paced need for quick, effective instruction. Follow an abbreviated instructional design process -Apply the keys to creating instruction that changes behavior -Match the right content to the right instructional strategies
This presentation uses M. D. Merrill's (2007) first principles of instruction as a theoretical lens for understanding that librarians must lead the way to improving school enviornments using effective, theory-based design of problem-based instruction that includes acquistion of knowledge and information literacy skills. This is a presentation at the 2013 Kansas Library Association-Kansas Association of School Librarians annual conference in Topeka, KS.
Instructional Design Today: What We Really Need to Know as Practitioners, Res...Karl Kapp
What is the best way to design instruction for today's technology tools, for standup instruction, and for workday e-learning? What do practitioners need to know right now to develop effective instruction? What does research and practice tell us about effective instruction? This session will show you how instructional strategies can be applied to a variety of technologies to produce effective, efficient instruction that changes behavior and influences learners. Discover how the instructional design process can be modified to fit today's fast-paced need for quick, effective instruction. Follow an abbreviated instructional design process -Apply the keys to creating instruction that changes behavior -Match the right content to the right instructional strategies
This presentation uses M. D. Merrill's (2007) first principles of instruction as a theoretical lens for understanding that librarians must lead the way to improving school enviornments using effective, theory-based design of problem-based instruction that includes acquistion of knowledge and information literacy skills. This is a presentation at the 2013 Kansas Library Association-Kansas Association of School Librarians annual conference in Topeka, KS.
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
Identifies and details the differences between the four principle styles of teaching (the Presenter, the Facilitator, the Conductor, and the Mentor) as per the model of a Staircase for Education. Further breakdown investigates how these pedagogies differ by taxonomy, tagline, pedagogy, online, classroom, blended, setting, thinking, approach, faculty role, teaching techniques, emphasis, questions, assessment, curriculum, process, preparation, planning, research, group size, and learner: maturity, incentive, competence, consumption or production.
Conférence co-animée avec David A. Kolb lors du colloque l'apprentissage expérientiel pour l'enseignement de architecture et de la conception des espaces habités
To begin, this SS discusses the seven steps of a successful process for entrepreneurial innovation and six skills sets and many characteristics of the successful entrepreneur using light bulbs as examples and an ongoing theme. Next, it differentiates between interdisciplinary cooperation and transdisciplinary collaboration. Then, it addresses disruptive and co-creative innovation as crowdsourced from a global network employing online collaboration tools in virtual makerspaces. Finally, in an effort to return universities to their rightful roles as innovation hubs, it suggests how to embed innovation in the undergraduate curriculum.
Skills for industry 4.0 , learnagility, practical intelligence, deliberate practice, competency, Industrie 4.0, 21st century skills, higher order thinking skills,
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Group Assessment in Higher Education - Possibilities & ChallengesDavid Morrison-Love
This presentation explores some of the challenges, opportunities and ways of designing effective group work for students in Higher Education. It draws upon particular structures and examples that have been successfully employed by courses in the School of Education at the University of Glasgow.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
Identifies and details the differences between the four principle styles of teaching (the Presenter, the Facilitator, the Conductor, and the Mentor) as per the model of a Staircase for Education. Further breakdown investigates how these pedagogies differ by taxonomy, tagline, pedagogy, online, classroom, blended, setting, thinking, approach, faculty role, teaching techniques, emphasis, questions, assessment, curriculum, process, preparation, planning, research, group size, and learner: maturity, incentive, competence, consumption or production.
Conférence co-animée avec David A. Kolb lors du colloque l'apprentissage expérientiel pour l'enseignement de architecture et de la conception des espaces habités
To begin, this SS discusses the seven steps of a successful process for entrepreneurial innovation and six skills sets and many characteristics of the successful entrepreneur using light bulbs as examples and an ongoing theme. Next, it differentiates between interdisciplinary cooperation and transdisciplinary collaboration. Then, it addresses disruptive and co-creative innovation as crowdsourced from a global network employing online collaboration tools in virtual makerspaces. Finally, in an effort to return universities to their rightful roles as innovation hubs, it suggests how to embed innovation in the undergraduate curriculum.
Skills for industry 4.0 , learnagility, practical intelligence, deliberate practice, competency, Industrie 4.0, 21st century skills, higher order thinking skills,
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Group Assessment in Higher Education - Possibilities & ChallengesDavid Morrison-Love
This presentation explores some of the challenges, opportunities and ways of designing effective group work for students in Higher Education. It draws upon particular structures and examples that have been successfully employed by courses in the School of Education at the University of Glasgow.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
Instructional Strategy
We can divide models of instructional design broadly into two categories
MARCO: Models which concern themselves with the design and planning of an entire module or programme
MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session
1. Consult your textbook for more resources:
Reiser and Dempsey (2012)
Trends and Issues in Instructional Design and Technology
QUICK REVIEW OF
INSTRUCTIONAL DESIGN MODELS
2. Behaviorist vs. Constructivist
Behaviorist-Objectivist Constructivist-Interpretivist
Approach Approach
•Sequential, linear, top-down, •Non-linear, chaotic, organic,
systematic reflective, and collaborative
•Behavioral objectives •Objectives emerge from
•Designed by professional design and development
instructional designers •Context is crucial – not
•Careful sequencing and content
teaching of subskills •Emphasis on learning and
•Pre-selected knowledge is understanding in meaningful
goal for learning contexts
•Summative evaluation for •Formative evaluation through
collecting objective data subjective data
3. B.F. Skinner
Wrote article called: The Science of Learning
and the Art of Teaching (1954)
Believed that increasing human learning could
increase if instructional materials were
effectively designed.
Programmed instructional materials should:
present instruction in small steps
require overt responses to frequent questions
provide immediate feedback
allow for learner self-pacing
Learner would receive positive reinforcement
with the feedback they received
TIP Theories – Operant Conditioning More on Skinner
4. Programmed Instruction
Data regarding the effectiveness of the
materials were collected
Instructional weaknesses were
identified
Materials were revised accordingly
Trial and revision procedure provided
formative evaluation B.F. Skinner’s
Teaching Machine for
Still found in current instructional Programmed
design models. Instruction
More on Programmed Instruction
5. Robert Mager
Preparing Objectives for Programmed
Instruction (1962)
now in its third edition
Describes how to write objectives that include
a description of desired learner behaviors
the conditions under which the behaviors
are to be performed
the standards (criteria) by which the
behaviors are to be judged
Current instructional designers still require
these three elements in course objectives Robert Mager
TIP Theories – Criterion Referenced
Instruction
12. Constructivism
“An epistemological and ontological conception
of what reality, knowledge, the mind, thought,
and meaning are” (Reiser & Dempsey).
“Reality is constructed by individuals and social
groups based on their experiences with and
interpretations of the world” (Reiser & Dempsey).
Constructivists contrast with Objectivists
13. J. L. Bruner – Cognitive Theory
Child processes information and builds increasingly
complex models of the world
Motivation based on intrinsic value, curiosity, and
cooperation/reciprocity
The way problems are structured must address a
child’s intellectual development and maturation
Three modes of how things are represented:
• Enactive - touch, feel, manipulate objects
• Iconic - images that stand for perceptual events
• Symbolic representation – language and ideas
15. Jean Piaget Cognition
Three Types of Knowledge
• Physical, Social, Logical
Developmental Concept Learning
• Assimilation – what makes sense in child’s
environment
• Accommodation – new in context with known
• Adaptation – adjusts to the environment and learns
the consequences of specific actions
• Organization – integrates schemata and develop more
complex logic
16. Piaget: Stages of Cognitive
Development
Sensorimotor Stage - Birth to two
• Objects exist outside of their visual field - object
permanence
• Learn strictly through sensory experience within their
environment - KINESTHETIC
Pre-operational Stage - Ages 2 - 7
• Period of Language Development
• Egocentrism - only see self perceptions
• Categorize by single obvious feature
17. Piaget Stage Theory
Concrete Operational Stage
• Ages 7 - 12
• Develop ability to handle complex logic and
make comparisons
• Hypothesize and reason ONLY about things
they’ve experienced themselves
Formal Operational Stage –
• Age 12 - Adult
• Abstract thinking ability
• Offer interpretations and draw conclusions
• Formulate hypotheses
18. Vygotsky - ZPD
Social Cognitive Development
Zone of Proximal Development – ZPD
19. Zone of Proximal Development
Vygotsky
ZPD
The difference Student’s
between what a learner
can do without help Current
and what he or she can Achievement
do with help Capable of
Tap into prior Learning with Instruction
knowledge
ZPD
Aim instruction just
beyond that point
Avoid teaching beyond
the ZPD Beyond reach
20. Benjamin Bloom
Taxonomy of Educational
Objectives (1956)
Various types of learning
outcomes within the
cognitive domain
Objectives could be Evaluation
classified according to Synthesis
type of learner behavior Analysis
described Application
A hierarchical relationship Comprehension
exists among the various
Knowledge
types of outcomes
22. Bloom’s
Taxonomy
Knowledge - recall information in original form
Comprehension - show understanding
Application - use learning in a new situation
Analysis - show s/he can see relationships
Synthesis - combine and integrate parts of prior
knowledge into a product, plan, or proposal that is
new
Evaluation - assess and criticize on basis of
standards and criteria
24. Seymour Papert
Constructionist learning based on
constructivism
Learning is an active process, learners are
actively constructing mental models and
theories of the world around them.
“Constructionism holds that learning can
happen most effectively when people are
actively making things in the real world”
(Wikipedia).
Developed logo computer programming
Book - “Mindstorms: Children, Computers, and
Powerful Ideas” More on
Read “Gears of my Childhood” - Papert
http://www.papert.org/articles/GearsOfMyChildhood.html Works
25. Cognitive Apprentice
Modeling -- involves an expert's carrying out a task so that
student can observe and build a conceptual model of the
processes that are required to accomplish the task.
Coaching - consists of observing students while they carry
out a task and offering hints, feedback, modeling,
reminders, etc.
Articulation - includes any method of getting students to
articulate their knowledge, reasoning, or problem-solving
processes.
Reflection - enables students to compare their own problem-
solving processes with those of an expert or another student.
Exploration - involves pushing students into a mode of
problem solving on their own.
http://udel.edu/~jconway/EDST666.htm#cogappr
26. Cognitive Apprenticeship
Modeling by experts - problem
solving activities
Community of practice
Set desired goals and create a
learning community
Provide scaffolds that aid pupils in
applying problem-solving
strategies
Model and coach students
27. ICON Model – Interpretation
Construction ICON Model
Observation: Students make observations of authentic artifacts anchored
in authentic situations
Interpretation Construction: Students construct interpretations of
observations and construct arguments for the validity of their
interpretations
Contextualization: Students access background and contextual
materials of various sorts to aid interpretation and argumentation
Cognitive Apprenticeship: Students serve as apprentices to teachers
to master observation, interpretation and contextualization
Collaboration: Students collaborate in observation, interpretation and
contextualization
Multiple Interpretations: Students gain cognitive flexibility by being
exposed to multiple interpretations
Multiple Manifestations: Students gain transferability by seeing
multiple manifestations of the same interpretations
28. Four Phase Cycle of David Merrill
Instruction
Learning is promoted when:
learners observe a demonstration
learners apply the new knowledge
learners engage in a task-centered instructional strategy
learners activate relevant prior knowledge or experience
learners integrate their new knowledge into their
everyday world Reiser & Dempsey, 2006
29. Information is NOT Instruction
"If you don't provide adequate practice, if you don't have
an adequate knowledge structure, if you don't provide
adequate guidance, people don't learn"
(Merrill, 1998)
David Merrill’s Key to Learning
provide structured knowledge
provide practice
provide guidance
Online Principles
Acknowledge learner’s prior experience and preconceptions
Help learners transform facts and concepts into usable knowledge.
Help learners monitor their own learning and learn independently
Provide learner-centered environment online
David Merrill
30. Keller's ARCS Model for
Motivation
Attention - gaining and Confidence
keeping the learner's attention Need to feel confident in the
Through the senses program’s purpose and
Through inquiry - thought objectives
provoking questions Need to believe they can
Through variety - variance in succeed and that this is
exercises and use of different worthwhile for them
media Satisfaction – What’s the
Relevance reward?
Training needs to relevant. Need to feel rewarded from the
"What's in it for me?" learning experience.
Need entertainment or a sense
of achievement.
Need to achieve satisfaction in
what they have learned
Need see that their new skills
can be immediately useful and
beneficial on their job.
31. Community of Inquiry
Social Supporting Cognitive
Discourse
Presence Presence
Educational
Experience
Setting Selecting
Climate Content
Blended Learning
in Higher
Education
D. Randy Garrison Teaching
and Norman D.
Vaughan (2008)
Presence
Structure/Process
Community of Inquiry Framework
32. Communities of Practice
“Communities of practice are groups of
people who share a concern or a passion
for something they do and learn how to do
it better as they interact regularly.”
Etienne Wenger
33. Communities of Practice in
Education
Internally: How to organize educational experiences
that ground school learning in practice through
participation in communities around subject matters?
Externally: How to connect the experience of students
to actual practice through peripheral forms of
participation in broader communities beyond the walls of
the school?
Over the lifetime of students: How to serve the lifelong
learning needs of students by organizing communities of
practice focused on topics of continuing interest to
students beyond the initial schooling period?
Etienne Wenger
34. Understanding by Design
Desired Results: What will Identify
the student learn? desired
results
Acceptable Evidence: How
will you design an
assessment that accurately Determine
determines if the student acceptable
evidence
learned what he/she was
supposed to learn?
Plan learning
Lesson Planning: How do experiences
you design a lesson that and
results in student learning? instruction
35. Don Clark’s ADDIE Backwards Design
http://www.nwlink.com/~donclark/hrd/ADDIE/ADDIE_backwards_planning_model.html
37. Developing our Intelligences
Stage 1: Awaken - trigger the
intelligence
Stage 2: Amplify - strengthen
by practice
Stage 3: Teach - learn and
acquire specific knowledge
Stage 4: Transfer the
intelligence to real life -
Knowing how to live in the real
world
38. Kirkpatrick’s Model of
Course Evaluation
Level 1 Evaluation—Reaction
how participants in a training program
react to it
Level 2 Evaluation—Learning
the amount of learning that has
occurred due to a training program
Level 3 Evaluation—Behavior
measures the transfer that has
occurred in learners' behavior due to
the training program
Level 4 Evaluation—Results
assess training in terms of results or
overall impact for education,
business, military, etc. settings
39. Resources
Reiser and Dempsey History of Instructional Design
(Website)
Instructional Design Central
TIP Theories
Wikipedia
Instructional Design Models
A Journey into Constructivism
Piaget’s Constructivism and Papert’s Constructionism:
What’s the Difference?
Edutopia – Seymour Papert and Project-based Learning
ICON Model
Applying Learning Theories to Online Instructional Design
Cognitive Apprenticeships