1. Designing instruction is a systematic process
Analysis
-Performance Gap
-Learners/context
-Instructional Goal
-Content/Task
Implement / Evaluate
Instructional Strategies
Delivery and Management Strategies
Design/ Develop
A key aspect of the instructional design process is alignment among
identified learning gaps
established learning goals and curriculum
created instructional activities and resources
Implementation and testing of instruction
assessing learning outcomes
October 2008
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2. Instructional designers’ thoughts on learning … foundational knowledge to design instruction
Engagement in
learning
Learning
Instructional
events to focus
specific processing
Constant Info
Processing of
All experiences
Mental
Input Processing Output
Internal
Foundation
of Human
Experience V A K O G
External
V–Visual A–Auditory K–Kinesthetic O–Olfactory G–Gustatory
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3. Instructional designers’ thoughts on learning … foundational knowledge to design instruction7
SENSORY REGISTER 2
Executive Control
RETRIEVAL 3 3 6
Short
Term
Memory
Working
Memory
Long-term
Memory 4 4 4 8 7 7 9 1 5 6 6
Data Lost
6 – respond to information
7 – reinforce new knowledge
8 – retrieve stored information
9 – generalize information to new situations
1 – reception (receive information)
2 – expectancy
3 – retrieval of prior knowledge
4 - selective perception
5 – encode information
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4. Thinking about how learning works … Align Instructional events with learning process (Gagne)
If learning is equivalent to information processing … then,
The overriding principles of the nine event of instruction include:
1. Different instruction is required for different learning outcomes.
2. Learning hierarchies define which intellectual skills are to be learned and a sequence of instruction.
Cognitive process
Instructional Event
reception 1
gain attention
expectancy 2
inform learners of the objective
Retrieval (prior knowledge) 3
stimulate recall of prior learning
selective perception 4
present new information
semantic encoding 5
provide learning guidance
responding 6
elicit performance
reinforcement 7
provide feedback
retrieval 8
assess performance
generalization 9
enhance retention and transfer
October 2008
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5. The process of designing instruction: Phases of instructional design
Identify and Analyze learning / performance problems
Design
Develop
Implement
Evaluate
Iterative, linked
continuous process
Evaluate
Analyze
Implement
Design
Develop
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6. Analysis: What triggers instructional needs?
Thinking like an Instructional Designer
November 2006
Data from stakeholders .. Suggesting current and expected levels of knowledge or skills are out of balance
Observations suggesting learners are not making learning and performance progress with given instruction
Gaps between current knowledge and expected knowledge.
- I was going to put in a bullet point called, “What is a needs assessment” but I didn’t know if you would just cover that because it is an obvious thing you would need to cover with them….my other thought was that they might already know what that is since they assess all the time in their job. Pursue this as you wish.
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7. Analysis: Thinking about target learner needs
Thinking like an Instructional Designer
November 2006
Analysis: Thinking about target learner needs
Identify gaps and why gaps exist …
Identify what content is required to fill gaps
Identify environmental conditions that may be affecting learning
Identify gaps that can be resolved through instructional and informational interventions
Identify barriers to learning, e.g., access to tools, disincentives, these are not solved through instruction, rather require some educational setting intervention, e.g., more resources, lighting, room setup
-I think this is a hard difference to portray to them. What is the difference between a General Needs Assessment and a Needs Assessment of Targeted Learners? I did not know exactly how to do this… I mean, should we have another activity here asking the following questions:
-Who are your target learners?
-Describe your targeted learners and their environment.
-What info about your learners and their environments is unknown to you?
-Identify one or more methods by which you could obtain the most important info.
-Identify a group for pilot testing.
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8. Design & Development: Identifying goals and objectives
Thinking like an Instructional Designer
November 2006
Develop general or broad goals to address the identified learning gaps … instructional goals help guide curriculum development
Develop specific measurable learning objectives that address each of the goals … learning objectives become the guides for instructional strategies
Learning objectives can include…
cognitive (knowledge)
affective (attitudinal)
psychomotor (skill & performance) outcomes
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9. Design & Development: Thinking like an instructional designer
… Linking instruction, learning, assessment, and
instructional strategies ..
Instructional goals
Learning objectives
Assessment
Facilitate learning in basic earth science topic: volcanoes
Students will be able to describe what a volcano is and where most volcanoes are found
Create a report describing volcanoes using key terms with a world map showing locations of active regions
Students will be able to demonstrate how volcanoes erupt
Create a model of a volcano showing how it erupts, give oral presentation
Instructional strategies: Present brief motivational overview of volcanoes, provide materials for self study on more details of volcanology, engage students in teams to define terms and develop description of eruptions, debrief students, engage students in creating models and reports, conduct student presentations of models and reports
October 2008
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10. Design & Development: Creating Instructional Strategies
Thinking like an Instructional Designer
Design & Development: Creating Instructional Strategies
November 2006
Once learning objectives have been defined… content is identified, organized, and sequenced
Instructional strategies are chosen to align learning objectives, content, and instruction to achieve the type of planned learning outcomes.
For example, learning a skill (psychomotor) is best learned through modeling and hands-on practice rather than lecture …
Developing knowledge (cognitive) on the relationship between the muscular and skeletal systems may require a series of activities to help learners memorize terms (recall facts), identify anatomical features (recall facts), describe functions and relationship (concepts) …
Changing an attitude may require exposure to multiple perspectives of an issue …
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11. Thinking like an Instructional Designer
Implementation
November 2006
This phase is comprised of several components:
Plan testing and implementation
Identify and address barriers to implementation
Procure support
Identify and procure resources required
Identify teacher training and information needs
Identify learning assessment logistics
Introduce (pilot testing) and collect data
Refine and administer
Refine over successive cycles
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12. Evaluation: Two things to think about
Thinking like an Instructional Designer
Evaluation: Two things to think about
November 2006
Evaluating the instruction – how did it work?
Formative evaluation is used to finalize and improve new instruction during pilot testing
Summative evaluation is used with fully developed instruction in implementation to identify the value the instruction has in closing performance gaps
Assessing learning – changes in learner based on participation in instruction
-Describe formative and summative evaluation to them if you feel the need it…. I really did not know what else to provide for this section… It depends on what type of curriculum they implement for what type of evaluation they will conduct.
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13. In summary, how do we … Think like an Instructional Designer?
evaluate
Strategically
Iteratively
Using a Systematic
process
Applying knowledge of learning, seeking to understand a learning gap, designing solutions that address learning and facilitate and measure expected learning outcomes, being persistent in implementing and continuously improving instruction …
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14. A few parting comments: … linking instruction to learning
The best designed instruction is only as good as its focus on resolving a learning gap.
The development of good instruction is the result of systematically identifying learning gaps and designing instructional solutions for those gaps.
Learning is facilitated when
Learners are engaged in solving real-world problems,
Existing knowledge is activated as a foundation for new knowledge,
New knowledge is demonstrated to the learner,
New knowledge is applied by the learner, and
New knowledge is integrated into the learner’s world [Merrill’s (2001) 5 instructional principles.]
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15. What competencies do Instructional Designers need?
What skills and competencies should an instructional designer develop?
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16. IBSTPI®’s internationally validated instructional designer competencies
International Board for Standards of Training Performance and Instruction ® …
Professional Foundations - communication, research and theory in ID, ethical and legal practices.
Planning and Analysis – needs assessment, curriculum design, determining instructional content, describe target audience characteristics, environment, emerging technologies
Design and Development –sequence instructional content and strategies, select, modify, or develop instructional materials, design to diverse audiences, evaluate and assess instruction.
Implementations and Management – plan and manage instructional projects, promote team collaboration, management, implement instructional products and programs.
October 2008
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17. IDDE program Courses aligned around the ibstpi competencies…
Includes cores courses …
IDE 611 Info technologies in instruction
IDE 621 Learning and Instructional Theories
IDE 631 ID I
IDE 632 ID II
IDE 641 Educational Evaluation
IDE 617 Educational Project Management
IDE 712 Analyzing Performance Problem (FEA)
IDE 716 Cap Stone Practicum
Include 4 electives… I 1 of 4 areas
Design and Development (depth)
Interactive technologies and distributed learning
Evaluation
Human Performance Technology / Management
October 2008
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