Instructional Design MM Monday 6:00-8:40

Objectives 1. Learning perspectives Learning perspectives 2. ToolBook interactions ToolBook interactions

Cognitive Psychology Pedagogy Learning theory Communication theory What is instructional design? Consult with client Draw a plan/prototype Revise plan Consult with client An idea or need??? Build ELearning

Needs Assessment

Analysis of the learning context involves two steps: 1. justification of a need for instruction to help learners reach learning goals and 2. description of the learning environment in which the instruction will be used.

Needs Assessment Designers conduct a needs assessment to find out: Whether instruction should be designed/ and developed. If there actually is a need for new instruction to be developed.

Analysis of Learning Context Substantiation of need for instruction Does an instructional need exist for training on changing a flat tire? Perhaps if tires were made better we wouldn’t need to change them.

Ways to Substantiate Need 1. List the goals/needs. Ask yourself the question, "what should learners be able.“ (e.g., change tire without getting hurt). 2. Determine to what extent the goal/need you identified in step 1 is being met. 3. Determine the discrepancy between "what is" and "what should be“. If there is a discrepancy, then you have a need.

Ways to Substantiate Need 1. Prioritize discrepancies or needs. 2. Rate how important or critical the needs are. The following questions can be asked: What are the biggest gaps/needs? (people can’t get hurt) What goals and associated needs are most important? How many individuals are affected by the need? How much is it costing to not reduce or eliminate the discrepancy/need? What are the consequences of not meeting the goal or eliminating the need? How probable is it that you can reduce/eliminate the discrepancy/need ?

Ways to Substantiate Need Determine which discrepancy/need requires instruction. There are numerous reasons why learners may not be performing well and not all of those reasons required training or the development of an eLearning program.

Description of the Learning Environment In what environment will the e-Learning program be placed. Must understand learners, imaterials, trainers, instructional equipment and facilities, and the organization (school, company). Think about the environment in which the program will be used (e.g., Web). If there is a learning need:

Influences on ID Learning Theory

Influences on ID

Psychological Basis Three Perspectives Behaviorism Cognitivism Constructivism

Learning What is... Behaviorism Behavioral psychology, also known as Skinnerian or stimulus-response psychology, is based on the premise that learning results from the pairing of responses with stimuli. Behavioral psychology studies external, observable behaviors in trying to explain why behaviors occur. Much of what we do today in education is based on behaviorism.

Drill and Practice (Example 2)Example 2

Information Processing - Cognitivism Cognition is categorized by transformation of information from stimuli in the environment to a response by the learner.

From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 27. Hoboken, NJ: Wiley. (Adapted from Gagné’s 1974 elaboration of Atkinson & Shiffrin’s 1968 “multi-store” model.) Fig. 2.3 An Information Processing Model of Learning and Memory Information Processing - Cognitivism

Working memory

Working memory

Information Processing - Cognitivism G D O

DOG

Information Processing - Cognitivism Dog LTM STM My dog’s name was Sparkie Sparkie loved trees. We try to relate new information to knowledge we already possess. The more we can relate new information to things we already know, the more memorable the information becomes and/or the easier it is to learn.

Metaphor - often make interfaces easier to learn.

Prior knowledge We are already familiar with a calculator in the real world.

Information Processing - Cognitivism LTM STM I was born in March on the 14 th and I graduated college in What do these number mean, what do these number mean? How can I remember? Encoding

Cognitive theory of multimedia learning

Cognitive theory of multimedia learning (Mayer, 1997) consisting of three main ideas: (a) dual coding, in which visual and verbal materials are processed in different processing systems (Clark & Paivio, 1991; Paivio, 1986), (b) limited capacity, in which the processing capacities of visual and verbal memory systems are severely limited (Baddeley, 1992; Mousavi, Low, & Sweller, 1995), and (c) generative learning, in which meaningful learning occurs when learners mentally select relevant information and build coherent connections (Mayer, 1999; Wittrock, 1990).

Cognitive theory of multimedia learning Three main ideas (continued): 1. Two separate channels (auditory and visual) for processing information (referred to as Dual-Coding theory); 2. Each channel has a limited (finite) capacity; 3. Learning is an active process of filtering, selecting, organizing, and integrating information based upon prior knowledge.

Limited capacity People can hold a few images and a few sounds in working memory at one time (cognitive load theory). Span tests show the average memory span is small, from 5 to 7 “chunks” of information. We constantly make decisions about the allocation of our processing resources.

Learning is an active process We are not like tape recorders. We don’t passively collect information. We are constantly selecting, organizing and integrating information with past knowledge. The result of this processing is the creation of a mental model of the information presented.

Learning is an active process Three major processes essential for active learning are: 1. selecting relevant material, 2. organizing the selected material and 3. integrating that material into existing knowledge structures. These processes take place within our fairly limited working memory.

Cognitive theory of multimedia learning Mayer’s theory states that learners must engage in five cognitive processes: 1) selecting relevant words for processing in verbal working memory 2) selecting relevant images for processing in visual working memory 3) organizing selected words into a verbal mental model 4) organizing selected images into a visual mental model 5) Integrating verbal and visual models and connecting them to prior knowledge

Cognitive theory of multimedia learning Design principles – provide: Provide coherent verbal, pictorial information Guide learners to select relevant words and images, and Reduce the load for a single processing channel.

Multimedia presentations Cognitive theory of multimedia learning

When possible, words should be presented as auditory narration rather than as visual on-screen text. Words should be presented auditorily rather than visually.

Cognitive theory of multimedia learning “…people learn more deeply from words and pictures than from words alone” (Mayer, p. 47).

Dual-Coding Theory of Multimedia Learning Mayer and Gallini (1990) found across three studies that coordination of words and pictures improved problem-solving transfer.

Cognitive theory of multimedia learning “…in short-term memory tasks, auditory presentation almost always resulted in higher recall than did visual presentation" (Penney, 1989).

Cognitive theory of multimedia learning Students who learned with concurrent narration and animations outperformed those who learned with concurrent on- screen text and animations.

Constructivism

Constructivism is concerned with the process of how we construct knowledge. How we construct knowledge depends upon what the learners already know, which depends on their experiences.

Constructivism If we construct our own reality through interpreting experiences in the world, then professors cannot map their interpretations completely onto learners, because they don't share a set of common experiences and interpretations. Rather, reality (or at least what we know and understand of reality) resides in the mind of each knower, who interprets the external world according to his or her own experiences, beliefs, and knowledge.

Constructivism Constructivist learning occurs when learners actively construct meaningful mental representations from presented information. (Richard E. Mayer)

Constructivism When I say tree, you think… Grass Dog Christmas Rain forest Each of us is likely to a unique meaning.

Screen Sample

Software types Drill and practice Tutorials (Ex 1) (Ex 2)Ex 1Ex 2 Simulations Games Problem solving programs