2. University of Utah Seminar X Systematic Design of Instruction

3. University of Utah Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Development and Delivery of Instruction Assessment and Revision Dick & Carey, Ch. 1 Gagne, Briggs & Wager, Ch. 2 Systematic Design of Instruction 2

4. University of Utah Course Goals Course Goals Systematic Design of Instruction 3

5. University of Utah 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 need –Mandate from the professional organization –New technology 4

6. University of Utah Statics Course Goals Apply the equations of equilibrium to analyze forces on rigid bodies 5

7. University of Utah Course Goals Course Goals Instructional Analysis Entry Level Characteristics Systematic Design of Instruction 6

8. University of Utah 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 7

9. University of Utah Entry Level Requirements Statics Vector Calculus Computer Skill Trig./Geom./Algebra Forces and FBDs Verbal Skills English Calculus Comp. Science High School Physics 8

10. University of Utah 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 9

11. University of Utah Instructional Analysis Equations of Equilibrium Types of Forces Where Forces Are Applied Types of Structures Solving Forces 2-D Equilibrium 3-D Equilibrium Non-concurrent & Concurrent forces Concentrated Distributed Moments Couples Line of Action Centroids Moment of Inertia Radius of Gyration Trusses Frames Cables Arches Vector math Trigonometry Geometry Free body Diagrams English/SI Units Members Particles Rigid Bodies Two force members Types of Constraints Forces EquilibriumRigid Bodies Newton’s Laws Specific Forces Friction Weight Internal Shear/Moment Diagrams 10

12. University of Utah How the Course Fits into the Curriculum Statics Calculus Physics Computer Science Prerequisites Strength of Materials Struct. Analysis Soils Adv. Struct Analysis Concrete Design Steel Design Adv. Str. of Materials Follow-on Courses 11

13. University of Utah Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Systematic Design of Instruction 12

14. University of Utah Write Course Objectives Specific statements of what learners will be able to do Based on instructional analysis and entry level characteristics 13

15. University of Utah Write Course Objectives 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 Statics Demo Classes 14

16. University of Utah Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Systematic Design of Instruction 15

17. University of Utah 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 problemsFinal Exam –Oral presentationsGroup Exercises –Laboratory exercisesProject Deliverables 16

18. University of Utah Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Systematic Design of Instruction 17

19. University of Utah Develop Instructional Strategy Strategy considers: –Pre-instructional activities –Presentation of information –Practice and feedback –Testing –Follow-up activities Strategy Based on: –Knowledge of learning process – –Content to be taught –Characteristics of learners – 18

20. University of Utah 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. 19

21. University of Utah 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 20

22. University of Utah Bloom’s Taxonomy of Educational Objectives Knowledge ComprehensionApplicationAnalysisSynthesisEvaluation list, recite explain, paraphrase calculate, solve, determine, apply compare, contrast, classify, categorize, derive, model create, construct, design, improve, produce, propose judge, critique, justify, verify, assess, recommend For the Cognitive Domain 21

23. University of Utah Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Development and Delivery of Instruction Systematic Design of Instruction 22

24. University of Utah Develop and Deliver Instruction Develop instruction –Select textbooks –Supplemental notes –Refine homework and design problems – –Prepare labs –Develop physical models, computer simulations, videos, etc. –Arrange field trips, guest lecturers, etc. –Course syllabus 23

25. University of Utah Develop and Deliver Instruction Deliver Instruction – –Office hours / Additional Instruction –Administer exams and projects –Grade –Conduct labs 24

26. University of Utah Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Development and Delivery of Instruction Assessment and Revision Systematic Design of Instruction 25

27. University of Utah  Assessment of a Program  Assessment of a Course  Assessment of Teaching  Assessment of Student Learning Types of Assessments 26

28. University of Utah Assessment and Revision Course Assessment –Student performance with respect to Course Objectives – –Course surveys –Instructor self-assessment –Time surveys –Data comparison with previous years 27

29. University of Utah Assessment and Revision Program Assessment –Student performance wrt Program Outcomes –Graduate performance wrt Program Objectives –Maps course contributions to Program Outcomes –Aggregates course assessment results at program level 28

30. University of Utah Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Development and Delivery of Instruction Assessment and Revision Dick & Carey, Ch. 1 Gagne, Briggs & Wager, Ch. 2 Systematic Design of Instruction 29

31. University of Utah Seminar X a Questions? Systematic Design of Instruction 30