1. CEIT 323 Instructional Design/ Development Model & Analysis Stage Assoc.Prof. Kürşat Çağıltay

2. Reminder Turn-in your signed group contract, TODAY! Meet with your team facilitator/coach, –TODAY! And every TUESDAY! Set your concept topic Set a discussion group Start Analysis process Turn-in assignments on time (otherwise you will loose points – 10% per day) Visit course web site and make readings

4. Questions What is model/methodology? Why do we need it? What is Instructional Design Model? Why do we need it?

5. Process models Identifies major types of activities and provides definitions for them Describes the primary sequencing of activities during the development and completion of a design Illustrates the relationships between activities during the development and completion of a design Organizes the view of an activity for the purpose of those involved in that activity

6. In a Typical Instructional Design Process model Activities can be identified by means of a list … –Analysis … collecting data that will impact the design of instruction –Design … creating the "blueprints" of the instructional experience –Development … turning the plans of the design phase become the reality of instructional materials and activities –Implementation … the instruction in practice –Evaluation … certifying that learning has actually occurred and identifying ways to improve future applications of the instructional activities and materials

7. Using a model for instructional design Process models Use of models Using an ID model in this class

8. Use of models Models help to teach and to learn. Using models … –Simplifies the view of a complex activity –Gives structure to the actions of a novice team working together –Ensures that important activities are not overlooked or grossly misplaced –Connects experienced action to abstract understanding

9. Inst. Design Models are Like Maps

10. Use of models Models help to answer these questions: –What should we do first? Next? –What have we overlooked? –Which activities are needed in order to provide information for other activities? –How do we know when we should move from one activity to another? –What do we need to know at certain times in a project? –How can we communicate efficiently with each other about our design activities?

11. Use of models Models help experienced designers … –Communicate efficiently with each other about their design activities –Discriminate between activities that may look and feel similar to one another, to avoid getting stuck or distracted –Explain what they do to others who need to understand it (clients, participants, other professionals, learners)

12. Using a model for instructional design Process models Use of models Using an ID model in this class

13. Simple ID model ADDIE model is convenient and easy-to- remember. Many professionals agree that the primary activities described by the model are necessary and basic in instructional design.

14. An ID model analysis design implementation development evaluation A D D I E

15. We will use: Rapid Prototyping An Alternative Instructional Design Strategy Set Objectives Construct Prototype (Design) Utilize Prototype (Research) Install and Maintain System Assess Needs and Analyze Content

16. Project 1 Design and Development of a Multimedia Based Concept Learning System

17. Project 1 Deliverables Analysis Report (October 18, Tuesday)

18. What is Concept Concept is a category used to group similar ideas or things. It is a way to organize knowledge. A group of things that have something in common can be considered a concept. Learning concepts may involve either recall or application.

19. How do I choose an appropriate concept to teach for my project? Make sure it really is a concept and not a procedure. –If the idea of "how to" is embedded in it (how to set up a tent, how to bake a cake, how to iron, how to wrap a gift, etc.), then it is a procedure, not a concept. Remember that a concept is essentially a category. Next, make sure the concept is appropriate for this project and for your target audience.

20. Simple shapes Preschool childrenKindergarten, after- school care Cells and their parts Elementary schoolScience course Color, hue, saturation High school studentsArt club Rectangle (or circle) Elementary schoolMathematics course Natural resources Elementary school children Science course BacteriumCollege freshmenScience course GovernmentMiddle schoolSocial science course FruitsElementary schoolScience course Concept Learners/Target group Context/Grade

21. Topics Pick a Mathematics concept from the list Grade levels –4, 5, 6, 7, 8

22. What is Analysis? Why and How?

23. What happens in the Analysis Phase Provides the framework for the rest of the ID process. Uncover the problem, locate the source of the problem, and start to hypothesize solutions to fix the problem. Research what is needed to solve problem? (Needs Analysis) List instructional goals & the steps that need to be taken for the goals to be accomplished.

24. Objectives/Goals statements that define what the learners will be able to do at the end of an instructional lesson. Needed to develop a plan of action and create instructional materials Help establish where instruction should start Ensure instruction is effective by measuring if they are met

25. How do I create effective objectives? 3 Questions to ask: 1.What are my instructional goals? 2.How do I make sure my goals are met? 3.How can I ensure learner acquisition (achievement)?

26. Needs Analysis Understand: –What is relevant to your learners –Why do they need it –What will improve performance –What do they need? Misconceptions? Hard to understand issues? Through observations, interviews, focus groups, surveys Teachers and students

27. Learner Analysis Analyze the Target Population: –Personal characteristics: Age, Gender, SES, Culture –Entry Behaviors –Prior Knowledge of the topic area –Attitudes toward the content and the potential delivery system –Academic motivation –Educational and ability levels –General learning preferences / styles –Group characteristics –Computer or web expertise, if applicable Through observations, interviews, focus groups, developmental psychology literature Teachers, students, parents

28. Content Analysis What to teach Relationship with other concepts Critical points, misconceptions Analyze the documents (textbook, Talim Terbiye Web site) Ask content experts (teachers or teacher candidates) to judge the accuracy and completeness of the materials

29. Context Analysis of Learning Environment Compatibility of site with instructional requirements –Home, classroom, lab, internet cafe,... Adaptability of delivery approaches Learning-site constraints affecting design and delivery – Physical and Social aspects

30. Analysis Report Headings Executive Summary Goals for the instruction Process to be used for this analysis Needs analysis (performance) – SME input Content analysis (task) - SME input –Visit “Talim Terbiye Kurulu” web site –Textbooks and other resources Learner analysis – SME input –Talk to students and teachers Context analysis – SME input Instructional approach and justification for the approach Timeline and practical planning for the analysis References

31. Analysis Report Progress 11 October: Bring draft report to the meeting 18 October: Submit it

32. Questions / Comments

33. Time to start working on concepts Meet with your team facilitators