This document provides a history of instructional design from World War II to the 1990s. It discusses how developments in psychology, education, and technology influenced the emergence of systematic instructional design procedures and the use of instructional media. Key events and theorists discussed include the programmatic instruction movement led by B.F. Skinner, Robert Mager's work on writing objectives, Benjamin Bloom's taxonomy of learning, and Robert Gagne's conditions of learning and nine events of instruction models. The document also outlines the evolution of instructional design models such as ADDIE and discusses how theories like constructivism shaped the field in the 1990s.
This document provides an overview of three major learning theories: behaviorism, cognitivism, and constructivism. It defines each theory and describes their key aspects. Behaviorism focuses on observable behaviors and conditioning, cognitivism emphasizes mental processes and knowledge representation, and constructivism views learning as an active process of constructing knowledge based on experiences. The document also discusses how each theory can be applied in classroom instruction and their critiques. It concludes by relating each theory to different types of educational technology supports.
Instructional design is the systematic process of translating principles of learning and instruction into plans for instructional materials and activities. It involves determining learning outcomes, selecting appropriate content and methods, and evaluating effectiveness. The instructional design process aims to increase learning through careful planning. Effective instructional design draws on learning theories like behaviorism, cognitivism, and constructivism. It considers characteristics of learners, subject matter, and how people learn to create engaging instruction.
This document provides descriptions of various differentiation strategies that teachers can use to meet the diverse needs of students in their classrooms. Some strategies require initial planning but are then easy to implement, while others involve more complex models of instruction. Suggested strategies include alternative assessments, anchoring activities, authentic assessments, choice of books and research topics, cooperative learning structures, curriculum compacting, flexible grouping, graphic organizers, independent studies, and learning contracts. URLs are provided for additional information on some of the strategies.
This document discusses instructional design and constructivism. It begins by defining instructional design and outlining its historical foundations in behaviorism and systems approaches. It then discusses constructivism as an influential learning theory, noting that it poses challenges for instructional design since it is not itself a design theory. The document argues that instructional designers must translate constructivism's principles into pragmatic design approaches focused on moderate constructivism. Overall, it examines the relationship between learning theories like constructivism and their application in instructional design models and processes.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
This chapter discusses instructional planning for technology-enhanced learning. It outlines the Design-Plan-Act (D-P-A) system for planning instruction, which includes three phases: design, plan, and act. In the design phase, teachers use instructional design models like the Dynamic Instructional Design model to consider the learner, objectives, learning environment, teaching strategies, technologies, and evaluation. In the plan phase, teachers create lesson plans. In the act phase, teachers prepare materials and activities through an instructional action plan to implement the lesson. The goal of planning is to build the best possible learning environment by strategically considering all aspects of instruction.
This document provides an overview of three major learning theories: behaviorism, cognitivism, and constructivism. It defines each theory and describes their key aspects. Behaviorism focuses on observable behaviors and conditioning, cognitivism emphasizes mental processes and knowledge representation, and constructivism views learning as an active process of constructing knowledge based on experiences. The document also discusses how each theory can be applied in classroom instruction and their critiques. It concludes by relating each theory to different types of educational technology supports.
Instructional design is the systematic process of translating principles of learning and instruction into plans for instructional materials and activities. It involves determining learning outcomes, selecting appropriate content and methods, and evaluating effectiveness. The instructional design process aims to increase learning through careful planning. Effective instructional design draws on learning theories like behaviorism, cognitivism, and constructivism. It considers characteristics of learners, subject matter, and how people learn to create engaging instruction.
This document provides descriptions of various differentiation strategies that teachers can use to meet the diverse needs of students in their classrooms. Some strategies require initial planning but are then easy to implement, while others involve more complex models of instruction. Suggested strategies include alternative assessments, anchoring activities, authentic assessments, choice of books and research topics, cooperative learning structures, curriculum compacting, flexible grouping, graphic organizers, independent studies, and learning contracts. URLs are provided for additional information on some of the strategies.
This document discusses instructional design and constructivism. It begins by defining instructional design and outlining its historical foundations in behaviorism and systems approaches. It then discusses constructivism as an influential learning theory, noting that it poses challenges for instructional design since it is not itself a design theory. The document argues that instructional designers must translate constructivism's principles into pragmatic design approaches focused on moderate constructivism. Overall, it examines the relationship between learning theories like constructivism and their application in instructional design models and processes.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
This chapter discusses instructional planning for technology-enhanced learning. It outlines the Design-Plan-Act (D-P-A) system for planning instruction, which includes three phases: design, plan, and act. In the design phase, teachers use instructional design models like the Dynamic Instructional Design model to consider the learner, objectives, learning environment, teaching strategies, technologies, and evaluation. In the plan phase, teachers create lesson plans. In the act phase, teachers prepare materials and activities through an instructional action plan to implement the lesson. The goal of planning is to build the best possible learning environment by strategically considering all aspects of instruction.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Educational technology refers to technologies used by educators to support teaching and learning. It includes tools that teachers use to create effective instructional experiences. Learning theories explain how people learn in different ways, influenced by psychological, environmental, and personal factors. Constructivism posits that learners construct knowledge based on their experiences. Teachers must understand learning theories and student characteristics to effectively incorporate technology into the teaching and learning process.
The document discusses the key concepts of backward design and Understanding by Design (UbD). It explains the three stages of backward design: 1) identify desired results, including establishing goals, desired understandings, essential questions, knowledge, and skills; 2) determine acceptable evidence, such as performance tasks and other assessments; and 3) plan learning experiences and instruction. It provides guidance on unpacking standards and objectives, identifying big ideas and essential questions, and crafting understandings, knowledge, and skills. The document also discusses the six facets of understanding that can be used to design assessments and ensure true understanding rather than just knowledge.
The document summarizes several instructional design models: Rapid Instructional Design (RID), Bloom's Learning Taxonomy, Gagne's Nine Events of Instruction, and Merrill's First Principles of Instruction. RID uses four phases - preparation, presentation, practice, and performance. Bloom's taxonomy categorizes learning into cognitive, affective, and psychomotor domains. Gagne's model outlines nine instructional events including gaining attention and providing feedback. Merrill's principles emphasize problem-centered and demonstration-based learning.
This document provides an overview of a presentation on transformative curriculum development. It discusses defining curriculum and transformation, and developing a shared understanding of these concepts. It also covers curriculum responsiveness, constructing transformative curricula, and the challenges of curriculum alignment. The purpose of higher education and dominant ideas shaping curriculum at NMMU are debated. Transformation is linked to addressing societal needs through curriculum content and activities. Constructive alignment between learning outcomes, teaching, and assessment is emphasized.
This document discusses how technology can help students meet Common Core State Standards and prepare for Smarter Balanced Assessments. It outlines the ISTE NETS standards for students and how they relate to creativity, communication, research, critical thinking, digital citizenship, and technology operations. It also examines how the CCSS incorporate skills like gathering and evaluating information from diverse media, using technology to research and present knowledge, and interpreting visual and quantitative information. Examples are provided for how technology can be integrated into language arts and math lessons. The document stresses the importance of using TPACK to effectively integrate technology in a way that helps teach CCSS content knowledge.
This document outlines a 3-day training on redesigning courses for online and active learning. Day 1 covers learning theories and course design principles. It discusses assessment strategies and effective teaching models. Day 2 focuses on e-learning tools for content delivery, collaboration, and individual learning styles. Day 3 presents online learning tools for facilitation, discussion boards, and emerging technologies, as well as assessing and grading online. The document provides examples of active learning techniques and principles of backward course design starting with learning outcomes. It emphasizes the importance of formative assessment and using rubrics to provide feedback to students.
This document discusses upgrading school curriculum content and structure for the 21st century. It recommends provoking students by cultivating global and personal perspectives using interdisciplinary designs. Content should develop career skills and real-world application while expanding technology and complexity to match student age and ability. Subjects like social studies, sciences, languages, arts and math should fuse traditional divisions and organize around problems. School schedules, student groupings, teacher teams and physical/virtual learning spaces also need reinventing to connect students globally and challenge old assumptions. The goal is flexible, innovative and virtual education led by cross-disciplinary professionals to develop critical thinking for our changing world.
This document discusses non-digital or conventional instructional support materials. It defines instructional materials as print and non-print items used to impart information to students. Some examples of non-digital materials discussed include writing boards, flip charts, zigzag boards, nature tables, textbooks, posters, dioramas, drawing kits, and display boards. Guidelines for designing effective conventional materials focus on unity, simplicity, legibility, consistency, and clarity. Both non-digital and digital tools can enhance teaching when used appropriately.
Professor Mike Keppell presented on learning design in Australia and whether it is mature enough to meet the needs of new generation learners. He discussed how learning design needs to empower teachers and learners as designers by engaging learners through interactive, networked, and student-generated content. Learning-oriented assessment that involves students and provides forward-looking feedback is also important. Keppell argued that the design mindset needs to change to privilege these elements as well as mobile access and personalized learning strategies.
The document discusses the role of technology and diversity in the science classroom. It provides examples of how teachers can use technology for classroom management, instruction, and student use. It also discusses differentiation and assistive technology to support diverse learners. Resources are shared on using technology to modify lessons and provide equitable access to science for all students.
The document discusses research on millennial generation college student expectations for their educational experiences and interactions with faculty. It describes student attitudes about wanting entertainment and fun in their courses along with challenges in relating to instructors. The research also examines theories of student development and recommends course designs focused on significant learning through application and developing students' human dimension.
The document discusses planning learning activities in Stage 3 of the Understanding by Design framework. It introduces the WHERETO method for designing lesson plans, which considers where the content is headed, how to engage students, opportunities for students to explore and experience the content, revising and reflecting on learning, evaluating student work and progress, tailoring instruction to individual students, and organizing content for optimal effectiveness. It also discusses using the 6 facets of understanding to brainstorm learning activities and considering challenge-based or design-based learning approaches. Finally, it contrasts coverage versus uncoverage of content, with the goal of uncovering true understanding rather than superficial coverage of material.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
Three Phase Instructional System – A New Approach To Instructional Modeliosrjce
A model of teaching is also a model of learning i.e., to help learners acquire information, ideas, skill
and attitude in meaningful way. The way teaching is conducted has a deep impact on the learner’s ability to
learn. No model is the best fit for all situations. A successful model creates the necessary environment for
facilitating learns. The main aim of the present paper is an attempt for designing successful instructional model.
The model contains a three phase instructional system i.e. pre learning session, learning session, post learning
session.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
This document discusses resource-based learning. It covers the changing nature of resources due to digitization and the emergence of learning objects. It discusses the components of resource-based learning including context, tools, and scaffolds. It examines the epistemological foundations and assumptions of resource-based learning models. Finally, it reviews some research on resource-based learning and discusses issues such as developing literacy and ensuring effective resource use.
This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills. It summarizes 13 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Carol Kuhlthau's ISP model, Big6, Super3, Savvy Seven Research Model, and others. The models outline the different stages students go through when conducting research or searching for information to complete an assignment.
The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
This document discusses several theories of instructional materials development. It describes instructional design as the systematic development of instruction to ensure quality learning based on analysis of needs and goals. Several theories are covered, including behaviorist theories that focus on reinforcement, cognitive theories like Gagne's conditions of learning, humanist theories emphasizing personal development, and social/situated learning theories involving observation and modeling. Cybernetic theories view learning as involving error detection and feedback. Common instructional design models including the ADDIE model of analysis, design, development, implementation, and evaluation phases and the rapid prototyping and situated instruction models.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Educational technology refers to technologies used by educators to support teaching and learning. It includes tools that teachers use to create effective instructional experiences. Learning theories explain how people learn in different ways, influenced by psychological, environmental, and personal factors. Constructivism posits that learners construct knowledge based on their experiences. Teachers must understand learning theories and student characteristics to effectively incorporate technology into the teaching and learning process.
The document discusses the key concepts of backward design and Understanding by Design (UbD). It explains the three stages of backward design: 1) identify desired results, including establishing goals, desired understandings, essential questions, knowledge, and skills; 2) determine acceptable evidence, such as performance tasks and other assessments; and 3) plan learning experiences and instruction. It provides guidance on unpacking standards and objectives, identifying big ideas and essential questions, and crafting understandings, knowledge, and skills. The document also discusses the six facets of understanding that can be used to design assessments and ensure true understanding rather than just knowledge.
The document summarizes several instructional design models: Rapid Instructional Design (RID), Bloom's Learning Taxonomy, Gagne's Nine Events of Instruction, and Merrill's First Principles of Instruction. RID uses four phases - preparation, presentation, practice, and performance. Bloom's taxonomy categorizes learning into cognitive, affective, and psychomotor domains. Gagne's model outlines nine instructional events including gaining attention and providing feedback. Merrill's principles emphasize problem-centered and demonstration-based learning.
This document provides an overview of a presentation on transformative curriculum development. It discusses defining curriculum and transformation, and developing a shared understanding of these concepts. It also covers curriculum responsiveness, constructing transformative curricula, and the challenges of curriculum alignment. The purpose of higher education and dominant ideas shaping curriculum at NMMU are debated. Transformation is linked to addressing societal needs through curriculum content and activities. Constructive alignment between learning outcomes, teaching, and assessment is emphasized.
This document discusses how technology can help students meet Common Core State Standards and prepare for Smarter Balanced Assessments. It outlines the ISTE NETS standards for students and how they relate to creativity, communication, research, critical thinking, digital citizenship, and technology operations. It also examines how the CCSS incorporate skills like gathering and evaluating information from diverse media, using technology to research and present knowledge, and interpreting visual and quantitative information. Examples are provided for how technology can be integrated into language arts and math lessons. The document stresses the importance of using TPACK to effectively integrate technology in a way that helps teach CCSS content knowledge.
This document outlines a 3-day training on redesigning courses for online and active learning. Day 1 covers learning theories and course design principles. It discusses assessment strategies and effective teaching models. Day 2 focuses on e-learning tools for content delivery, collaboration, and individual learning styles. Day 3 presents online learning tools for facilitation, discussion boards, and emerging technologies, as well as assessing and grading online. The document provides examples of active learning techniques and principles of backward course design starting with learning outcomes. It emphasizes the importance of formative assessment and using rubrics to provide feedback to students.
This document discusses upgrading school curriculum content and structure for the 21st century. It recommends provoking students by cultivating global and personal perspectives using interdisciplinary designs. Content should develop career skills and real-world application while expanding technology and complexity to match student age and ability. Subjects like social studies, sciences, languages, arts and math should fuse traditional divisions and organize around problems. School schedules, student groupings, teacher teams and physical/virtual learning spaces also need reinventing to connect students globally and challenge old assumptions. The goal is flexible, innovative and virtual education led by cross-disciplinary professionals to develop critical thinking for our changing world.
This document discusses non-digital or conventional instructional support materials. It defines instructional materials as print and non-print items used to impart information to students. Some examples of non-digital materials discussed include writing boards, flip charts, zigzag boards, nature tables, textbooks, posters, dioramas, drawing kits, and display boards. Guidelines for designing effective conventional materials focus on unity, simplicity, legibility, consistency, and clarity. Both non-digital and digital tools can enhance teaching when used appropriately.
Professor Mike Keppell presented on learning design in Australia and whether it is mature enough to meet the needs of new generation learners. He discussed how learning design needs to empower teachers and learners as designers by engaging learners through interactive, networked, and student-generated content. Learning-oriented assessment that involves students and provides forward-looking feedback is also important. Keppell argued that the design mindset needs to change to privilege these elements as well as mobile access and personalized learning strategies.
The document discusses the role of technology and diversity in the science classroom. It provides examples of how teachers can use technology for classroom management, instruction, and student use. It also discusses differentiation and assistive technology to support diverse learners. Resources are shared on using technology to modify lessons and provide equitable access to science for all students.
The document discusses research on millennial generation college student expectations for their educational experiences and interactions with faculty. It describes student attitudes about wanting entertainment and fun in their courses along with challenges in relating to instructors. The research also examines theories of student development and recommends course designs focused on significant learning through application and developing students' human dimension.
The document discusses planning learning activities in Stage 3 of the Understanding by Design framework. It introduces the WHERETO method for designing lesson plans, which considers where the content is headed, how to engage students, opportunities for students to explore and experience the content, revising and reflecting on learning, evaluating student work and progress, tailoring instruction to individual students, and organizing content for optimal effectiveness. It also discusses using the 6 facets of understanding to brainstorm learning activities and considering challenge-based or design-based learning approaches. Finally, it contrasts coverage versus uncoverage of content, with the goal of uncovering true understanding rather than superficial coverage of material.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
Three Phase Instructional System – A New Approach To Instructional Modeliosrjce
A model of teaching is also a model of learning i.e., to help learners acquire information, ideas, skill
and attitude in meaningful way. The way teaching is conducted has a deep impact on the learner’s ability to
learn. No model is the best fit for all situations. A successful model creates the necessary environment for
facilitating learns. The main aim of the present paper is an attempt for designing successful instructional model.
The model contains a three phase instructional system i.e. pre learning session, learning session, post learning
session.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
This document discusses resource-based learning. It covers the changing nature of resources due to digitization and the emergence of learning objects. It discusses the components of resource-based learning including context, tools, and scaffolds. It examines the epistemological foundations and assumptions of resource-based learning models. Finally, it reviews some research on resource-based learning and discusses issues such as developing literacy and ensuring effective resource use.
This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills. It summarizes 13 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Carol Kuhlthau's ISP model, Big6, Super3, Savvy Seven Research Model, and others. The models outline the different stages students go through when conducting research or searching for information to complete an assignment.
The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
This document discusses several theories of instructional materials development. It describes instructional design as the systematic development of instruction to ensure quality learning based on analysis of needs and goals. Several theories are covered, including behaviorist theories that focus on reinforcement, cognitive theories like Gagne's conditions of learning, humanist theories emphasizing personal development, and social/situated learning theories involving observation and modeling. Cybernetic theories view learning as involving error detection and feedback. Common instructional design models including the ADDIE model of analysis, design, development, implementation, and evaluation phases and the rapid prototyping and situated instruction models.
The instructional design process involves five steps (ADDIE): analysis, design, development, implementation, and evaluation. It ensures instruction is focused on specific goals, appropriate for learners, and includes relevant content delivered through effective organization and sequencing to enhance learning. Evaluation determines if instruction supported learning objectives. While traditionally instructional, the process is shifting to a more constructional design that better accommodates today's technology-savvy learners.
Theories & models of instructional development Ijaz Ahmad
This document discusses theories and models of instructional system design. It begins by defining instructional design and describing it as a systematic process involving teaching methods, learners, materials, and the learning environment to achieve learning goals. It then covers various learning theories that influence instructional design like behaviorism, cognitivism, and constructivism. Specific instructional design models are also summarized like the ADDIE model, Gagne's nine events of instruction, and macro vs micro level models. The document emphasizes that there is no single best approach and the design must consider the unique objectives and audience.
ID&T, or instructional design and technology, is defined as the analysis of learning problems and the design, development, implementation, and evaluation of instructional processes and resources intended to improve learning. There are seven key characteristics of instructional design including being student-centered, goal-oriented, and empirical. The two core components are the use of systematic instructional design procedures, such as the ADDIE model of analyze, design, develop, implement, and evaluate, and the use of media for instructional purposes. Learning theories that underpin instructional design include behavioral, cognitive, constructivist, and connectivist approaches.
The document summarizes key instructional design models and theorists including:
- Behaviorist vs constructivist approaches to instructional design
- B.F. Skinner's work on programmed instruction and operant conditioning
- Robert Mager's work on writing objectives that specify desired behaviors, conditions, and standards
- Early instructional design models like Glaser's instructional system and the Dick and Carey model
- The original ADDIE model and its evolution over time
- Constructivism and theorists like Bruner, Piaget, and Vygotsky
- Bloom's taxonomy and its revision
- Papert's constructionism and cognitive apprenticeship models
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
The history of instructional design transitioned from a focus on skills development and knowledge acquisition in the 1950s-1960s based on behaviorism, to a more learner-centered approach influenced by constructivism in the 1990s-present. Contemporary trends integrate social media, cloud-based services, and data-driven personalization to improve the learner experience. Major developments included programmed instruction in the 1950s, models identifying learning domains in the 1960s, and the rise of computer-based learning and online learning from the 1970s-2000s.
The document discusses the process of developing instructional materials. It describes the designer's role in determining delivery methods and components. An instructional package typically includes materials, assessments, and course information. When evaluating existing materials, the designer considers criteria like goals, learner fit, context, learning objectives, and technical quality. The development process involves reviewing objectives, contexts, materials surveys, adapting existing options, prototyping, and evaluation. Rough drafts in simpler formats aid review and testing before final production.
The document outlines the five domains of educational technology: design, development, utilization, management, and evaluation. It provides details on each domain, including their definitions, key aspects, and examples. The domains follow a cycle from establishing a framework in design to assessing the effectiveness of learning materials in evaluation. Taken together, the domains cover the full process of planning, creating, implementing, and assessing educational technology.
The ICARE ID model was developed in 1997 at San Diego State University by Bob Hoffman and Donn Ritchie. It consists of five phases: Introduction, Connect, Apply, Reflect, and Extend. Each phase uses specific tactics to engage students with the content. The ICARE model provides a flexible and pedagogically-based approach to instructional design that builds connections between learning content and real-world scenarios.
This document provides an overview of week 1 in an educational technology course. It discusses the history of educational technology and how it has evolved from a focus on devices to applying tools for educational purposes. It also summarizes key learning theories that support two instructional models: directed instruction, which emphasizes skills building; and constructivism, which focuses on problem solving and authentic tasks. The document outlines guidelines and theorists for each model to help teachers design effective technology-integrated instruction.
Instructional Design for Distance Educationhaiglerc
Instructional design is a systematic process used to plan effective distance education courses. It involves analyzing learning needs, developing instructional materials, and ensuring quality. The key aspects of instructional design include understanding learners' characteristics and abilities, selecting appropriate media and visuals, establishing an interactive learning environment, and addressing time constraints. Proper planning is essential for successful distance education and requires analyzing learner demographics, sequencing content, and creating resources to support learning.
The document discusses three approaches to educational technology: hardware, software, and systems. The hardware approach focuses on using physical devices and equipment to aid teaching and learning. The software approach applies principles of psychology and behavioral science to modify learning. The systems approach views education as a system and provides a systematic way to design an effective and economical educational system through setting goals, analyzing resources, devising plans, and continuous evaluation. Instructional development is also discussed as a systems approach that applies scientific principles to plan, design, create, implement and evaluate effective instruction.
This document discusses models of curriculum evaluation. It describes five models:
1) Provus' Discrepancy Evaluation Model which compares program performance to standards.
2) Tyler's model which involves establishing goals and objectives and comparing student performance to objectives.
3) Stufflebeam's CIPP Model which evaluates the context, inputs, processes, and products of a curriculum.
4) Stake's Congruency-Contingency Model which examines antecedents, transactions, and outcomes.
5) Eisner's Educational Connoisseurship Model which uses qualitative observation and interpretation to evaluate a curriculum.
The document discusses using technology in lesson planning and development. It identifies three interrelated elements of lesson planning - what to teach (academic content), how to teach (teaching methods), and what students have learned (assessments). It provides examples of how technology can support each element, such as using the internet, presentation software, and digital tools for assessments. The document also discusses approaches to lesson planning like Understanding by Design and how technology can support meeting educational standards and assessing student learning.
Instructional Design for Distance Educationswatts9124
The document discusses the instructional design process. It explains that instructional design systematically plans instruction using learning and instructional theory to ensure quality. It also helps instructors decide how to use technology. Principles of instructional design include systematic processing and designing instruction to cause learning. When planning, instructors should understand learner characteristics like age, background, interests and education levels to create productive learning environments. The essential content, media selection, and learning environment must also be considered in the instructional design process to support learning outcomes.
The document discusses best practices for writing learning objectives that are aligned with instruction and assessment. It emphasizes that objectives should have three parts: a measurable action verb, the condition or context of the performance, and the criteria or standard for acceptable performance. Learning objectives should be specific, measurable, and focus on what students will be able to do rather than just know. They provide the targets and expectations for what students will learn. Objectives should incorporate a range of cognitive levels and be assessable.
This document discusses formative and summative assessment in lesson planning. It explains that all parts of a lesson - the learning goal, objectives, activities, and assessments - must be aligned. Formative assessments measure student progress, while summative assessments measure if objectives and standards were met. The document provides examples of formative assessments like summaries, lists, and collaborative activities. It also discusses using rubrics for summative assessments to holistically evaluate student performance on complex tasks. Overall, the document emphasizes the importance of alignment throughout the lesson planning process and using both formative and summative assessments to evaluate student learning.
The document discusses Universal Design for Learning (UDL) and how technology can support learning for all students. UDL aims to provide multiple means of representation, action and expression, and engagement. This allows for different learning styles and individual needs. Technology can tap into the three primary brain networks - recognition, strategic, and affective - to gather facts, organize ideas, and engage students. When applied in educational settings, UDL and technology provide equitable access to learning and allow students to demonstrate knowledge in varied ways.
The document discusses higher order thinking skills and Bloom's Taxonomy. It explains that Benjamin Bloom created a taxonomy of learning objectives in 1956 that classified educational goals from simple recall to more complex thinking skills. The original taxonomy included knowledge, comprehension, application, analysis, synthesis, and evaluation. This was later revised to remove synthesis and replace it with creating. The document also discusses Webb's Depth of Knowledge (DOK) levels which range from recall and reproduction to extended strategic thinking. It provides examples of question stems aligned with each level of Bloom's Taxonomy and DOK to illustrate higher order thinking skills.
Essential Questions for Enduring UnderstandingCarla Piper
This document discusses essential questions, Understanding by Design, and Common Core standards. It provides information on Bloom's taxonomy, framing essential questions, the three stages of UbD (desired results, evidence, and learning plan), ensuring enduring understanding, integrating performance tasks and projects, and research and digital literacy skills in the Common Core. The overall purpose is to help educators design curriculum and assessments focused on developing student understanding.
1. The document discusses the California English Language Development (ELD) Standards which were designed to support English Learners and be used in tandem with the Common Core State Standards for English Language Arts.
2. The ELD Standards outline three proficiency levels - Emerging, Expanding, and Bridging - that English Learners progress through as they develop English language and literacy skills.
3. Key shifts in the 2012 version of the ELD Standards include a focus on meaningful interaction, understanding how English works, using foundation skills, and engaging with complex texts and content across the disciplines rather than isolated skill development.
Essential questions and enduring understandings of Visual ArtsCarla Piper
This document provides information on essential questions and enduring understandings for visual arts education. It discusses how essential questions spark curiosity about important ideas that have no single answer. Enduring understandings represent big ideas in a discipline that have value beyond the classroom. The document provides examples of essential questions for visual arts and discusses how to plan arts lessons to result in enduring understandings. It also outlines the California Visual Arts Standards and includes enduring understandings and essential questions for each standard.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes two sections - one outlining the text types for grades K-5, including literature, informational texts, and their subgenres. The second section outlines the text types for grades 6-8, covering similar genres. It also includes links to parent overview brochures about the standards for grades 3-5 and 6-8.
This document provides examples of mind maps and summaries for social studies/history courses in California from Kindergarten to 8th grade. It outlines the key topics and concepts covered in each grade level, such as learning and working together in Kindergarten, the physical setting and history of California in 4th grade, ancient civilizations in 6th grade, medieval and early modern times in 7th grade, and the growth and conflict in United States history in 8th grade. Digital examples and links to online mind maps are also provided for various grade levels to help teach the concepts.
Essential Questions and DOK Thinking Levels - EDSU 533Carla Piper
This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to drive student inquiry, describes the levels of Bloom's revised taxonomy from remembering to creating. It also outlines the three stages of understanding by design - identifying desired results, determining acceptable evidence, and planning learning experiences. Finally, it discusses Webb's DOK levels and provides examples of question stems for assessing different levels of cognitive demand.
This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to engage students in higher-order thinking. It also explains the three stages of understanding by design: identifying desired results, determining acceptable evidence of learning, and planning instructional experiences. Finally, it outlines the four DOK levels and provides sample question stems for each level to assess different types of cognitive demand.
California World Language Standards UpdateCarla Piper
The document outlines guidelines for revising the California World Language Standards from 2009. The revisions aim to implement 21st century world language education that promotes multilingualism through dual immersion programs. It also aims to reflect the standards and principles of influential documents like the ACTFL World-Readiness Standards. The revised standards will include an introduction linking language learning to college and career readiness. It will also have a section specific to supporting dual immersion programs.
Essential Questions and DOK (Depth of KnowledgeCarla Piper
This document discusses essential questions, Bloom's taxonomy, understanding by design, backwards design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to drive student inquiry, designing assessments to evaluate different levels of thinking, and using the backwards design process to align objectives, activities, and evaluations. Examples are given throughout to illustrate key concepts for various subject areas like history, arts, and how they relate to standards like Common Core.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses selecting an appropriate theme that addresses history/social science standards and common core standards. The theme should be engaging for students and allow exploration of concepts through activities like field trips. Lessons should integrate skills from multiple subjects and utilize primary sources. At least six lessons are required, with four fully developed, along with a final project-based assessment. Guidance is provided on developing lesson plans, a curriculum map, and assessments to document student learning of the key ideas of the unit.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students. The theme should integrate different subject areas and allow students to learn through hands-on experiences. Examples of potential themes for different grade levels are provided. The document outlines criteria for selecting lessons, activities, assessments and resources to develop the curriculum unit.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. Themes should be developmentally appropriate and hook students' interests. Lessons should integrate different subjects and develop understanding. Sample California themes are provided for grades 3-6. Guidance is given for selecting themes, developing essential understandings, involving students, and assessing learning through authentic final projects. Lessons should incorporate a variety of activities, intelligences, and depth of knowledge levels.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students, and can be explored in depth. It recommends organizing the curriculum around one of California's approved social studies themes for different grade levels. The document provides examples of potential activities and lessons, and stresses assessing student learning through authentic projects rather than tests.
The document discusses language literacy, learning, and education standards. It summarizes:
1) The College and Career Readiness Anchor Standards are divided into four literacy strands to help students demonstrate independence, build knowledge, comprehend and critique texts, value evidence, and understand other perspectives.
2) The Common Core State Standards (CCSS) for English Language Arts/Literacy emphasize balancing literary and informational texts, increasing text complexity, writing using evidence, text-based questions, and academic vocabulary.
3) The 2012 California English Language Development (ELD) Standards aim to provide fewer, clearer standards to help English Learners (ELs) interact meaningfully and develop English proficiency while gaining content knowledge.
Running records are a tool used by teachers to assess reading skills. The teacher records the strategies and behaviors a student uses while reading out loud. This helps the teacher understand the student's reading process and determine their strengths and areas for improvement.
1. History of
Instructional Design
Part One
EDUU566
Based on Reiser & Dempsey, 2006 & Reiser, 2001
Carla Piper, Ed. D.
Course Developer
2. What is Instructional Design?
• Involves the analysis of learning and
performance problems
• Includes design, development, implementation,
evaluation and management of instructional and
non-instructional processes and resources
• Intended to improve learning and performance in
a variety of settings including educational
institutions and the workplace
• Uses systematic instructional design (ISD)
procedures and employ a variety of instructional
media to accomplish their goals.
(Reiser, 2001 p. 57)
3. History of Instructional Media
• Primary physical means of instruction prior
to the 20th Century
– The teacher
– The chalkboard
– The textbook
• Influence of technology
– the use of media for instructional purposes
– the use of systematic instructional design
procedures or instructional design
4. World War II
Psychologists and Educators
• Conducted experimental research
• Developed training materials for the military
• Influenced the types of training materials that
were developed
• Based on their work on instructional principles
• Examined research and theory on instruction,
learning, and human behavior
5. American Institutes for Research
• Established after WWII
• Started seeing training as a system
• Developed a number of innovative analysis, design, and
evaluation procedures
• Programmed instruction movement (mid-1050s through
the mid-1060s)
• Major factor in the development of the systems
approach.
6. 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
More on Skinner
• TIP Theories – Operant Conditioning
7. 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 Instruction
design models.
More on Programmed Instruction
8. 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
• TIP Theories – Criterion Referenced Robert Mager
Instruction
• How to Write Learning Objectives -
http://depts.washington.edu/eproject/objectives.htm
9. Benjamin Bloom
• Taxonomy of Educational
Objectives (1956)
• Various types of learning
outcomes within the
cognitive domain
Evaluation
– Objectives could be
Synthesis
classified according to type
of learner behavior Analysis
described Application
– A hierarchical relationship Comprehension
exists among the various Knowledge
types of outcomes
10. The Criterion-Referenced Testing Movement
of the 1960s
• Norm-referenced tests common before the early 1960s
– spread out the performance of learners
– bell curve - determine the norm or average scores in a
population
– some students do well on a test and others do poorly
• Criterion-referenced tests
– determine how well an individual can perform a particular
behavior or set of behaviors
– Individual performance not compared to the performance of
others
• Glaser (1963) used criterion-referenced measures
– assess student entry-level behavior
– determine the extent to which students had acquired the
behaviors an instructional program was designed to teach
12. The Systems Approach – 1970s
• U.S. Military developed instructional design
model for training
• Instructional improvement centers were created
in higher education
– To help faculty use media and instructional design
procedures to improve the quality of their instruction
• Marks the beginning of graduate programs in
instructional design
• Professional organizations formed – Educational
Technology and Research Development
• Current ASAT Website – Army Automated
Systems Approach
20. Don Clark’s ADDIE Timeline
http://www.nwlink.com/~donclark/history_isd/addie.html
21. Don Clark’s ADDIE Backwards Design
http://www.nwlink.com/~donclark/hrd/ADDIE/ADDIE_backwards_planning_model.html
22. 1980s – Computer-based Instruction
• Applied principles of cognitive psychology in the
instructional design process
• Increasing interest in the use of microcomputers
for instructional purposes
• Instructional design professionals turned their
attention to producing computer-based
instruction
• Began to develop new models of instructional
design to accommodate the interactive
capabilities
• ERIC Digest – Roblyer (1989)
23. Robert Gagne
• The Conditions of Learning (1965 currently in 4th
edition)
• Described five domains or types of learning
outcomes
– verbal information
– intellectual skills
– psychomotor skills
– attitudes
– cognitive strategies
• Each require a different set of' conditions to
promote learning
• TIP Theories – Conditions of Learning
24. Gagne’s Nine Events of Instruction
1. Gain attention (reception)
2. Inform learners of objectives (expectancy)
3. Stimulate recall of prior learning (retrieval)
4. Present the content (selective perception)
5. Provide "learning guidance" (semantic
encoding)
6. Elicit performance (responding)
7. Provide feedback (reinforcement)
8. Assess performance (retrieval)
9. Enhance retention and transfer
(generalization). Tip Theories
26. The 1990s - Constructivism
• Constructivist theory of learning and instruction
• The instructional principles require learners to:
– solve complex and realistic problems
– work together to solve those problems
– examine the problems from multiple perspectives
– take ownership of the learning process (rather than
being passive recipients of instruction)
– become aware of their own role in the knowledge
construction process
• Designers create "authentic learning tasks that reflect
the complexity of the real-world environment in which
learners will be using the skills they are learning”
27. 1990s Developments
• New electronic • Rapid prototyping
performance support – developing a prototype product in
systems the very early stages
– information base with – going through a series of rapid
essential work tryout and revision cycles until an
information acceptable version of the product is
– intelligent coaching produced
and expert • CAD –Computer-aided Design
advisement systems
– customized support
tools that automate
and simplify job tasks
• Increased interest in
using the Internet for
distance learning
28. Cognitive Information Processing (CIP) Theory
• Memory is basis for information processing
• Three stages of memory
– Sensory
• perceive organizations in patterns in environment
• recognize and code patterns
– Short term
• hold information briefly
• try to make sense of information
• make connections with information in long term memory
– Long term
• enables learner to remember
• Helps learner apply information to real-life applications
• The importance of feedback
– Provides learner with knowledge about the correctness of his/her
response or adequacy of performance
– Allows learner to correct response or improve performance
Reiser (2006), p. 38
29. CIP and Stages of Memory
http://www.edpsycinteractive.org/topics/cogsys/infoproc.html
31. Books Papers
Office
Schema Theory Chairs Laptop
Desk
• “Knowledge presented in long term memory as packets
of information called schemata” (Reiser, 2006, p. 39).
• Schemata –organize information in categories in
“systematic, predictable ways”
• Automated schemata free learner’s working memory
capacity
• Roles and scripts for interpreting the world and making
predictions about environment (Widmayer, 2007).
• Each individual’s schema is unique and dependent on
experiences and cognitive processes.
32. Cognitive Load
• Working memory needs to be kept to a minimum of “7
chunks of information at the same time”
• Goal is to facilitate the changes in long term memory
• “Need to group or chunk information in smaller portions
so working memory is not overloaded and information
can be passed to long term memory more efficiently
allowing learning to occur”
33. Situated Learning Theory
• Learning occurs in a community Individual
of practice (Wenger)
Information
• Relies on social and cultural
aspects of learning
• Students in community of
Passive Active
practice
– Enter as individual newcomer and
begin to engage in the practices of
the community
– Become old timers in the community
and refine practices Experience
– Sustain the interconnected Social
community and become effective
and valuable leaders
http://www.learningandteaching.info/learning/situated.htm
34. Need for Instructional Designers
• Distance learning programs
– need for high quality Internet based instruction
– can not simply be on-line replicas of the instruction
delivered in classrooms
• Trend toward knowledge management
– identifying, documenting, and disseminating explicit
and tacit knowledge within an organization in order to
improve the performance of that organization
– database programs, groupware, and intranets allow
organizations to "manage" (i.e., collect, filter, and
disseminate) knowledge and expertise
35. Resources
• Survey of Instructional Design Models (1997) -
http://www.ericdigests.org/1998-1/survey.htm
• Instructional Design Models
• TIP Theories
• Wikipedia
• Reiser, R.A. (2001). History of Instructional
Design (Website)
• Reiser & Dempsey (2006). Trends and Issues in
Instructional Design and Technology.