George Hack, PhD, MEd Clinical Assistant Professor

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Presentation transcript:

Instructional Design in Teaching: How Good Design Transforms Educational Research George Hack, PhD, MEd Clinical Assistant Professor College of Public Health & Health Professions http://blendedlearning.phhp.ufl.edu/phhp-instructional-design-helps/

OBJECTIVES Advocate for teaching as a research activity. Advocate for instructional design as a faculty development activity.

Instructional Development Model Logistics Task Analysis Needs Analysis Curricular Goals Instructional Design is a subset of Curricular Development and is influenced by the greater system dynamics Instructional Design is NOT the same as Course Management, Curricular Development, Training Development, Instructional Development, etc. Management Institutional Req. Instructional Design Faculty Development Evaluation

Instructional Design Model Deliver & Get Feedback Assess Needs Blending & Sequencing Assess Needs Analyze Learners Instructional Design Model State Goals Analyze Resources Analyze & Revise Design Learning Activities Develop Assessment Strategies Develop Objectives

Deliver & Get Feedback Assess Needs Analyze Learners State Analyze Blending & Sequencing Assess Needs Analyze Learners State Goals Analyze Resources Analyze & Revise Design Learning Activities Develop Assessment Strategies Develop Objectives

Deliver & Get Feedback Assess Needs Analyze Learners State Analyze Blending & Sequencing Assess Needs Analyze Learners State Goals Analyze Resources Analyze & Revise Design Learning Activities Develop Assessment Strategies Develop Objectives

Statement of the Problem and Research Question Assess Needs Statement of the Problem and Research Question

Identify the Population and Sample Assess Needs Analyze Learners Identify the Population and Sample

Assess Needs Analyze Learners State Goals Define the Construct

Assessing the Research Setting Assess Needs Analyze Learners State Goals Analyze Resources Assessing the Research Setting

Deliver & Get Feedback Assess Needs Analyze Learners State Analyze Blending & Sequencing Assess Needs Analyze Learners State Goals Analyze Resources Analyze & Revise Design Learning Activities Develop Assessment Strategies Develop Objectives

Operationalize the Construct Assess Needs Analyze Learners State Goals Analyze Resources Develop Objectives Operationalize the Construct

Determine the Research Design Assess Needs Analyze Learners State Goals Analyze Resources Develop Objectives Blending & Sequencing Determine the Research Design

Plan the Treatment Assess Needs Analyze Learners State Goals Analyze Resources Develop Objectives Blending & Sequencing Design Learning Activities Plan the Treatment

Deliver & Get Feedback Assess Needs Analyze Learners State Analyze Blending & Sequencing Assess Needs Analyze Learners State Goals Analyze Resources Analyze & Revise Design Learning Activities Develop Assessment Strategies Develop Objectives

Develop Instruments and Protocol Assess Needs Analyze Learners State Goals Analyze Resources Develop Objectives Blending & Sequencing Design Learning Activities Assessment Strategies Develop Instruments and Protocol

Administer Treatment & Collect Data Assess Needs Analyze Learners State Goals Analyze Resources Develop Objectives Blending & Sequencing Design Learning Activities Assessment Strategies Deliver & Get Feedback Administer Treatment & Collect Data

Deliver & Get Feedback Assess Needs Analyze Learners State Analyze Blending & Sequencing Assess Needs Analyze Learners State Goals Analyze Resources Analyze & Revise Design Learning Activities Develop Assessment Strategies Develop Objectives

Analyze & Interpret the Data Assess Needs Analyze Learners State Goals Analyze Resources Develop Objectives Blending & Sequencing Design Learning Activities Assessment Strategies Deliver & Get Feedback Revise Analyze & Interpret the Data

Educational Scholarship Assess Needs Analyze Learners State Goals Analyze Resources Develop Objectives Blending & Sequencing Design Learning Activities Assessment Strategies Deliver & Get Feedback Revise Educational Scholarship

Thank You!

Kemp develops an instructional design model (1971) Programmed Instruction Movement: Skinner proposes that instruction should occur in small steps (1954, 1958) Kemp develops an instructional design model (1971) The increase in internet capabilities gives rise to more distance learning; instructional designers are needed to design instruction for the unique needs of distance education (1990’s) Instructional design’s impact upon public schools not realized: The field declines somewhat (1980’s) Formative and summative evaluation differentiated (1967) Training seen as a system, task analysis developed (1953) Dick and Carey develop an instructional design model (1978) Rapid Prototyping becomes popular in the development of instructional materials (1990’s) With the emphasis of front-end analysis and non-instructional solutions, the field expands and instructional development evolves (1990’s) Gagne describes conditions for learning, events of instruction, and hierarchies (1965) WW II Team of Researchers (1944) Gagne and Briggs develop a model (1974) Gerlach and Ely develop an instructional design model (1971) Contructivism influences lead to the development of ID models that are more compatible with this philosophy (1990’s) With the rise in microcomputers, many instructional designers turn their attention to computer based instruction (1980’s) Procedures for specifying objectives described: Criterion Referenced Testing emerges (1962,1963)