Instructional Systems

Instructional Systems Consists of a set of interrelated components that work together, effectively and reliably, within a particular framework to provide learning activities necessary to accomplish a learning goal.

The Components and Characteristics of Most Instructional Systems

Components of an Instructional System Objectives Methods Environment Media Equipment People

Characteristics of an Instructional System Direction Synchronization Costs Group Size Time Location

Cooperative Learning Recognition that life outside the classroom requires more collaborative activities Social Activities have value in making learning meaningful

Cooperative Learning - Advantages Active Learn Social Skills Interdependence Individual Accountability

Cooperative Learning – Limitations Student Compatibility Student Dependency Time Consuming Individualists Logical Obstacles

Computer-Based Cooperative Learning Can lesson logistical issues with Cooperative Learning Managing information Allocating individual responsibilities Presenting instructional materials Administering Tests

Online Collaborative Learning Students Sharing Data Collectively create a report Meet with an expert

Games An activity in which participants follow prescribed rules as the strive to obtain a challenging goal Difference from reality makes it entertaining Usually entails competition Goals should be challenging to create interest, but not unachievable.

Advantages Attractive Novel Atmosphere Time on Task

Limitations Competition Distraction Poor design

Integration Games can be effective for Attainment of Cognitive Objectives Adding Motivation Small Group Instruction Basic Skills Vocabulary Building

Adapting the Content of Instructional Games Familiar games can be adapted by adding an instructional component to a familiar game Spelling Rummy Reading Concentration Word Bingo

Simulations An Abstract or simplification of some real word process Provide realistic practice in realistic Context.

Advantages Realistic Safe Simplified

Limitations Time Consuming Over simplification

Integration Particularly well suited for Training in Motor skills Instruction in human interaction and social skills Development of decision making skills.

Simulation and Problem-Based Learning Most Simulations attempt to immerse students in a problem. Students are more likely to apply learning to real world situations.

Simulators A Device employed to represent a physical system in a scaled down form Flight simulators CPR

Simulation Games Combine factors of both Games and Simulations Role playing and modeled on reality Striving for a goal, secific rules Promote Holistic learning

Concepts: Instruction, Simulation, Game SG IG ISG IS

Simulation/Gaming and ASSURE Model Analyze Learners State Objectives Select Media and Materials Select relevant practice of skills stated in objectives? valid representation of reality? Modify see frame games

Simulation/Gaming and ASSURE Model  Utilize Media and Materials preview prepare the environment prepare the audience Require Learner Participation see “How to...Conduct Debriefing” Evaluate/Revise

Programmed Instruction Based on Skinners Operant Conditioning Performance must be followed by a reinforcer Linear or branching programming

Linear and Branching Programs 1 2 2a 3a 3 4 5 6a 6 7 7a 1 2 3 4 5 6

Advantages Self Pacing Practice and Feedback Reliable Effective

Limitations Program Design Tedious Lack of social interaction

Integration Work in almost every subject area Can provide additional instruction Highly motivated Slow learners

Programmed Tutoring Programmed Instruction with a tutor Form of branched instruction

Advantages Self Pacing Practice and feedback Social Reinforcers Reliable Effective

Limitations Labor intensive Development costs

How To . . . Design Instructional Simulations/Games 8. REVISE 1.Select Content and Scope 4. Develop GAME MODEL A) scenario B) roles, motives C) constraints and resources (including information) 5. Develop Rules 6. Construct PROTOTYPE 7. Try Out PROTOTYPE 2. Specify Audience 3. Specify Objectives A) procedures for play B) Scoring D) transactions E) consequences

How To . . . Conduct a Debriefing: The Four-D Procedure Step 1. Decompressing (Feelings) “How did you fell when . . . ?” Step 2. Describing (Facts) “What happened when you . . . ?” “What real-life situation does this resemble?” Step 3. Drawing Comparisons (Transfer) “How does the scoring system compare with real life costs and payoffs?” Step 4. Deriving Lessons (Application) “How can you apply these learnings to real life?”