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Micro Instructional Design for Problem-Based and Game-Based Learning
The document discusses micro instructional design specifically for problem and game-based learning, emphasizing the connection between training, evaluation, and business performance. It outlines key principles of instruction, the progression of problem portrayals, and the integration of game-based elements into learning. Additionally, it addresses organizational considerations and the need for adaptation in learning methodologies and assessments to effectively implement problem-based learning approaches.
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Micro Instructional Design for Problem-Based and Game-Based Learning
- 1. Micro Instructional Design for Problem& Game-Based Learning
- 2. LTMS Andy Petroski Director ofLearning Technologies Assistant Professor of Learning Technologies Harrisburg University apetroski@harrisburgu.edu @apetroski Harrisburg University CAELT
- 3. who are youand what are you looking for?
- 4. connect training toLevel 3 eval connect training to business performance Macro vs. Micro ID Principles of Instruction Problem-Based Learning Game-Based Learning
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- 8. what is qualityinstruction? effective efficient engaging
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- 23. economics Macroeconomics is focusedon the movement and trends in the economy as a whole, while in microeconomics the focus is placed on factors that affect the decisions made by firms and individuals. The factors that are studied by macro and micro will often influence each other, such as the current level of unemployment in the economy as a whole will affect the supply of workers which an oil company can hire from, for example. http://www.investopedia.com/terms/m/macroeconomics.asp
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- 26. macro vs. micro Analysis Evaluation Implementation Design Development Pebble-in-the-Pond From First Principlesof Instruction, David Merrill
- 27. Problem: Identify aproblem and design a prototype demonstration and application for a portrayal of this problem.
- 28. Progression: Design asimple to complex progression of problem portrayals and design a functional prototype demonstration or application for each portrayal in the progression.
- 29. Component Skills: Determinea distribution of component skills across the progression of portrayals and design a functional prototype demonstration and application for each component skill.
- 30. Enhance Strategies: Designa structural framework for the problems in the progression. Design peer sharing, discussion, collaboration and critique.
- 31. Finalize Design: Designan appropriate interface, navigation and supplemental materials for your functional prototype.
- 32. Evaluation: Design assessmentopportunities and conduct a formative evaluation of your functional prototype.
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- 34. problem and problemprogression From First Principles of Instruction, David Merrill
- 35. problem and problemprogression From http://edutechwiki.unige.ch/en/First_principles_of_instruction
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- 39. design considerations Design Element Analysis CourseStructure Consideration Uncover problem, not information Problem progression, not modules Assessment Consider the problem as an assessment or consider problembased assessments Event Incorporate watch me, reflection and creation into the learning experience to extend beyond the event (social learning) Format A problem-based approach can apply to any training format
- 40. organizational considerations Org Element Consideration Culture Willthe culture accept a change to problem-based learning? Learning and Manager Expectations How will you change learner/manager expectations and prepare them for a different approach? Assessment How is assessment currently viewed in the org and how will a problem-based approach alter or challenge the current state? Technology Is your LMS prepared to track and report on problem-based learning? Methodology / Skills How can your learning team adapt to a problem-based approach and what new skills will need to be developed?
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- 46. other opportunities Graduate course LTMS636: Micro Instructional Design Fall 2014 Workshop Solve a Problem & Play a Game January 28, 2014 More info: www.harrisburgu.edu/learningtechnologies
- 47. LTMS Andy Petroski Director ofLearning Technologies Assistant Professor of Learning Technologies Harrisburg University apetroski@harrisburgu.edu @apetroski Harrisburg University CAELT
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