This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.

1. MEDA 5700
The Instructional Role of Educational Media
and Educational Technology – Week 2
Michelle Childress, M.S. Ed.
―WHY DO PEOPLE FALL ASLEEP IN CLASS? IT HAS NOTHING TO DO
WITH HOW MUCH SLEEP THEY GOT THE NIGHT BEFORE, WHETHER
OR NOT THEY ARE SICK, OR IF THEY ARE HUNG OVER. THE
ANSWER CAN BE SUMMED UP IN TWO WORDS. PERCEIVED
MEANINGLESSNESS. THIS IS A KEY TO DESIGNING ENGAGING
LEARNING EXPERIENCES.‖

2. OBJECTIVES FOR THE COURSE
 Possess a working vocabulary and
comprehension of Instructional Design (ID) terms
 Learn how to design instruction for classrooms,
businesses, and many other organizations
 Shape Instructional Design materials through an
understanding of design principles and the
development of appropriate practices
 Critique current literature in the field of
Instructional Design
 Develop, follow, and assess your personal model
for Instructional Design

3. OVERVIEW FOR WEEK 2
1) Review this PowerPoint (PPT) presentation and read
Chapter 1 in your text.
2) Read Attachment #1 – Design Models (found on D2L)
3) Print and complete Attachment #2 – Your Designer
Competencies (found in D2L) and put with your files/notes
from this class. It is not necessary to submit this to me.
4) Complete Activity #1 and #2 (directions found in this PPT;
slide 22 and 24) and submit to the D2L Dropbox by the due
date on your course calendar.
5) Questions? Contact me via email. I check my email on a
daily basis (often multiple times each day).

4. THE BIG PICTURE

5. OVERALL QUESTIONS TO CONSIDER AS AN
INSTRUCTIONAL DESIGNER
1) What will students/participants learn? (Learning Outcomes)
2) How will you know if students/participants learned?
(Assessment)
3) How will you assist students/participants to learn? (Teaching)
4) How will technology help students/participants learn?
(Technology)
5) How will technology use help you reexamine outcomes,
assessment, and teaching?
Teacher Decision Cycle, Shambaugh & Magliaro

6. GUIDING STANDARDS FOR TEACHING
 The teacher understand the concepts, tools for inquiry, and
structures for the content being taught and is capable of creating
meaningful learning experiences.
 The teacher understands how students learn and develop and
can provide learning opportunities to support intellectual, social,
and personal development.
 The teacher uses an understanding of both individual and group
motivation and behavior to create an environment which
encourages positive social interaction, active engagement in
learning, and self-motivation.

7. AN INSTRUCTIONAL DESIGNER’S TOOLKIT
 Definitions and Terms
 Learning Theories
 Design Models

8. DEFINITIONS AND TERMS
What is design?
“A problem-solving process which
is aimed at changing existing solutions into preferred ones.” – Simon
“A goal-directed process to achieve a special purpose.” – Cross
http://www.instructionaldesign.org
A gathering of instructional design
information: glossary, models, and
notable designers.
graphic created with http://www.wordle.com

9. DEFINITIONS AND TERMS
What is instructional design?
―An intellectual process to help teachers
systematically analyze learners‘ needs
and construct structured ‗possibilities‘ to
responsively address those needs.‖
– Shambaugh & Magliaro, 1997

10. LEARNING THEORIES
What is learning? What is teaching?

11. LEARNING THEORIES
What is learning?
Over the last century, three theoretical approaches have provided
the primary guidance for instructional practice.
 Behaviorism (response acquisition)
 Cognitive psychology (knowledge acquisition)
 Constructivism (knowledge construction)

12. BEHAVIORAL THEORY
Behavior theory, or response acquisition, dominated the study of
human learning during the first half of the century.
 Behavioral psychology has the perspective that learning is the
acquisition of responses to features in our environment.
 Learning is achieved through frequent responding and
immediate reinforcement of appropriate behaviors.
 Humans acquire complex processes over time through
gradual shaping of desired responses through reinforcement.

13. BEHAVIORAL THEORY
DESIGN CONSIDERATIONS
 Allows for individual pacing and progress
 Subject matter has organization which must be programmed
to create an appropriate content sequence -- ‗teach first things
first‘
 Tasks are created which have to be
mastered in a correct sequence of
observed actions (i.e. math problems)
 Specific objectives specify the tasks to be mastered. Learning
is demonstrated by objective measures in which behavior is
defined and assessed by a predetermined behavioral indicator

14. COGNITIVE THEORY
Beginning in the 1960s, learning was defined as knowledge
acquisition which has been dominated by the information-
processing model of human memory.
 Cognitive learning theory examines mental models and
processes (i.e. thinking, remembering, and problem-solving).
 Key memory structures and processes were identified—
comparing the human memory system to way a computer
processes memory and recall.
 New information is built onto existing knowledge structures
with internal executive control being required to enable the
entire system to function efficiently.

15. COGNITIVE THEORY
DESIGN CONSIDERATIONS
 Instruction is structured and promotes thinking activities to
support the development of experts
 Learning strategies are taught which help the student
efficiently process new information or solve a problem
 Organizers and other instructional aids are used as to
structure conceptual knowledge needed to be acquired
 A conceptual assessment is created which is
specific to ensure learner efficiency and
assess learning

16. CONSTRUCTIVISM THEORY
Since the 1980s, learning has been depicted as knowledge
construction within a constructivist framework, where learning
resides primarily with the learner.
 There is an assumption that all thinking is embedded in
particular settings and this, along with learning tools and
tasks, must be considered when designing instruction
 There are different types of constructivism—‘radical‘ views
understanding as totally individual; ‗Piagetian‘ sees social
interaction as a catalyst; and ‗social constructivism‘
emphasizes the social world to define reality and knowledge
 Learning goals and activity are the focus within the teacher-
student interaction.

17. CONSTRUCTIVISM THEORY
DESIGN CONSIDERATIONS
 Learners are at the center of the design activity and
they are taught to organize new knowledge in
memory
 The curriculum centers around ‗real‘ problems
which emerge for the learners during the course
 Communities of learners exist; teachers and peers
assume the role of facilitators
 Teachers help students engage in authentic
activities which are situated in real practice (i.e.
reciprocal teaching and cooperative learning)
 Assessment solves real-life problems and promotes
self-reflection; learner responsibility is maximized

18. FIVE MAJOR THEMES OF CURRENT
CONCEPTS OF LEARNING
1) Organizing knowledge in memory (short-term or working
memory and long-term memory)
2) Solving problems (develop strategies)
3) Developing learners (developmental differences)
4) Learning how to learn (metacognition)
5) Living and learning in the world (social and cultural context)
6) Learning principles (based on learning theories)

19. LEARNING THEORIES & VIEWS OF TEACHING
Learning Theories
Behavioral Theory Cognitive Theory Constructivist Theory
Response acquisition knowledge acquisition knowledge construction
Behavioral Manager Decision-Maker Reflective Practitioner
Views of Teaching

20. WHAT IS TEACHING?
HOW IS LEARNING TRANSFERRED FROM THE CLASSROOM TO OUTSIDE
APPLICATIONS
Learner-Centered Knowledge-Centered
 Teacher learns about the  Teacher fosters students‘
students‘ backgrounds, use and understanding of
interests, and concerns and current knowledge
adapts instruction to meet  Teacher understands
student interests developmental differences
 Teacher is also a learner in students and designs
actively engaged in inquiry appropriate instruction
for answers
 Teacher is responsive to
student needs and makes
adjustments for learner
difficulties

21. WHAT IS TEACHING?
HOW IS LEARNING TRANSFERRED FROM THE CLASSROOM TO OUTSIDE
APPLICATIONS
Assessment-Centered Community-Centered
 Teacher monitors students‘  Develop a community vision
learning with assessment shared by students
 Teaching goals are aligned  Interpersonal skills become
with assessment decisions an important content
 Feedback is consistent, learning tool for groups of
constructive, and prompt students
 Teacher must help students
learn the value of diversity
in a learning community
 Empowerment of people

22. ACTIVITY #1 – EFFECTIVE TEACHING
Task Rationale: This task provides a means of
examining your views on teaching.
Task Guidelines:
1. List the top three features that characterize effective
teaching.
2. List three qualities of effective teaching that you would like to
develop as a teacher.
3. Elaborate briefly on the reasons why you chose your three
features of effective teaching.
4. Submit this assignment in the designated D2L Dropbox
area. (Use 12 size font, double spacing, and correct use of
grammar and spelling.) See the due date on the course
calendar.

23. DESIGN MODELS
 Teaching models give teaches a conceptual and
practical technology from which to teach
 Teaching models help to understand the content to
be taught as well as reflect upon one‘s views of
learning, the learner, and the role of the teacher
(Shambaugh & Magliaro)
 A design model helps to serve as a visual
representation of the instructional process

24. ACTIVITY #2 – DESIGN MODELS
Task Rationale: This task provides an introduction
and evaluation task for different design models.
Task Guidelines:
1. Review the eight design models from the attachment #1 found on
D2L (p.31 – 41).
2. Indicate the similarities and differences within the models.
3. Indicate the models that are easy or difficult to follow.
4. Select one model that you could or would use as an Instructional
Designer and explain your reasons for the selection.
5. Submit this assignment in the designated D2L Dropbox area. (Use
12 size font, double spacing, and correct use of grammar and
spelling.) See the due date on the course calendar.

25. Credits:
 PowerPoint: Dr. Tammy Barnes and Allyn & Bacon
Publishers, 2006 version of textbook: Instructional Design: A
Systematic Approach for Reflective Practice (Shambaugh and
Magliaro)
Images: Clipart Etc – Florida‘s Educational Technology
Clearing House [http://etc.usf.edu/clipart/sitemap/sitemap.php]