Systematic Design of Instruction 1

Instructional Analysis Dick & Carey, Ch. 1 Gagne, Briggs & Wager, Ch. 2 Instructional Analysis Development and Delivery of Instruction Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics Walter Dick, Lou Carey, James Carey . Model was originally proposed in 1978 1.Identify Instructional Goals - Describe what learners are expected to perform a the end of the instruction. Instructional goals are generally broad statements of what you are trying to accomplish. They should describe what the learners should perform, not what you are going to do. 2. Conduct Instructional Analysis – Identify the exact performance gap between the present performance and the desired performance. This informs you what the learners need to learn in order to perform. Identify the steps the learner must be able to perform in order to accomplish the tasks that lead to the desired performance. 3. Identify Entry Behaviors – Identify the general characteristics of the learners, including skill, experience, motivation levels and basic demographics which relate to the skills and topics that will be taught. You need enough detail to identify the correct starting point of the instruction so the learners don’t waste time reviewing material they already know and does not omit content they need to know. The goal is to start the learning process at a level they understand so they can scaffold the instruction by providing a structure they can build on. 4. Write Performance Objectives – A description of the tasks or skills to be learned, the standards or criteria and the conditions under which the task of skill must be performed. 5. Develop Assessment Instruments – Tests and other assessments or evaluations are created that will: a. ensure the learners meet the necessary pre-requisites for performing the new skills. b. identify the learner’s progress in meeting the performance objectives during the learning process. c. evaluate the learning process itself to ensure it is structurally sound. Develop Instructional Strategy – Create a blueprint of the learning activities that will transfer, develop, and reinforce the skills and knowledge formulated in the performance objectives. Sequence the items in the blueprint in the order that will provide the best learning environment. Develop and Select Instructional Materials – Using the blueprint created in step 6 fully develop the instructional content and activities. Reuse as existing materials whenever possible. Design and Conduct Formative Evaluation(Assessment) Use iterative design methods such as prototyping, small group trials, or interviews with prospective learners so that you can identify areas in the instructional material that need improvement before releasing the instruction for use. Design and Conduct Summative Evaluation – Judge the worthiness of the entire program with the focus being on the outcome: Did it work as intended? Evaluate after each class or activity to see if it can be improved. 10. Revise instruction – Use the data from the two types of assessment to examine the validity of the instructional material and revise as needed. Assessment and Revision

Course Goals

Course Goals General statement of what students will be able to do when course is completed Sources of goals: Institution, department, or program goals Needs assessment from program review Industry/customer need Mandate from the professional organization New technology Inspiration for Life Long Learning

Apply the equations of equilibrium to analyze forces on rigid bodies Course Goals CE300 Statics Apply the equations of equilibrium to analyze forces on rigid bodies

Instructional Analysis Entry Level Characteristics Course Goals Entry Level Characteristics

Entry Level Characteristics Knowledge and skills students must bring prior to beginning instruction Identify where the knowledge and skills are obtained (prerequisites) Other characteristics of the learners

Entry Level Requirements CE300 Statics Verbal Skills English Vector Calculus Calculus Computer Skill Comp. Science Trig./Geom./Algebra High School Forces and FBDs Physics

Instructional Analysis Identify the learning required in the course being designed: Major concepts Subordinate concepts and skills Diagram depicting these skills and the relationship between them A Map of the Content Domain

Instructional Analysis Equilibrium Forces Rigid Bodies Solving Forces Types of Forces Equations of Equilibrium Members Vector math Trigonometry Geometry Free body Diagrams English/SI Units Particles Rigid Bodies Two force members Types of Constraints Concentrated Distributed Moments Couples 2-D Equilibrium 3-D Equilibrium Non-concurrent & Concurrent forces Types of Structures Specific Forces Where Forces Are Applied Newton’s Laws Friction Weight Internal Shear/Moment Diagrams Trusses Frames Cables Arches Line of Action Centroids Moment of Inertia Radius of Gyration

How the Course Fits Into the Curriculum Calculus Physics Computer Science Prerequisites Strength of Materials Struct. Analysis Soils Adv. Struct Concrete Design Steel Adv. Str. of Materials Follow-on Courses Statics

Instructional Analysis Entry Level Characteristics Course Goals Course Objectives Entry Level Characteristics

Write Course Objectives Specific statements of what learners will be able to do Based on instructional analysis and entry level characteristics Bloom’s Taxonomy

Write Course Objectives CE300 Statics Calculate external reactions for rigid bodies in 2D equilibrium Draw free body diagrams for rigid bodies in 2D equilibrium Analyze a truss Calculate internal pin reactions in a frame Calculate internal cable forces for discrete and uniformly loaded systems Solve static dry friction problems Calculate external reactions of rigid bodies in 3D equilibrium

Instructional Analysis Criterion-ReferencedTests Course Goals Course Objectives Entry Level Characteristics

Develop Criterion Referenced Test Items Measure learners’ accomplishment of the course objectives. Use absolute (not relative) standards of achievement. Could include: Homework Quizzes/Exams Design problems Final Exam Oral presentations Group Exercises Laboratory exercises Project Deliverables

Instructional Analysis Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics

A Model Instructional Strategy Provide an orientation: Why is this important? How does it relate to prior knowledge? Provide learning objectives. Provide information. Stimulate critical thinking about the subject. Provide models. Provide opportunities to apply the knowledge: In a familiar context. In new and unfamiliar contexts. Assess the learners’ performance and provide feedback. Provide opportunities for self-assessment.

Implementing the Model For a block of instruction (2-5 lessons): Student preparation Instructor-led lecture and discussion In-class individual and group problem-solving, with assessment and feedback Homework, with assessment and feedback One or more exam problems A transition from: Instructor leading to students performing Lower to upper levels of Bloom’s Taxonomy

Bloom’s Taxonomy Evaluation Synthesis Analysis Application For the Cognitive Domain Bloom’s Taxonomy Evaluation judge, critique, justify, verify, assess, recommend Synthesis create, construct, design, improve, produce, propose Analysis compare, contrast, classify, categorize, derive, model Application calculate, solve, determine, apply Comprehension Knowledge explain, paraphrase list, recite

Instructional Analysis Development and Delivery of Instruction Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics

Develop and Deliver Instruction Develop instruction Select textbooks Supplemental notes Refine homework and design problems Organize individual classes Prepare labs Develop physical models, computer simulations, videos, etc. Arrange field trips, guest lecturers, etc. Course syllabus

Develop and Deliver Instruction Classroom presentations Office hours / Additional Instruction Administer exams and projects Grade Conduct labs

Instructional Analysis Development and Delivery of Instruction Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics Assessment and Revision

Assessment and Revision Course Assessment Student performance with respect to Course Objectives Classroom Assessment Techniques Course surveys Instructor self-assessment Time surveys Data comparison with previous years

Instructional Analysis Dick & Carey, Ch. 1 Gagne, Briggs & Wager, Ch. 2 Instructional Analysis Development and Delivery of Instruction Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics Walter Dick, Lou Carey and James Carey Originall Assessment and Revision