1. Instructional Systems

2. Instructional Systems
Consists of a set of interrelated components that work together, effectively and reliably, within a particular framework to provide learning activities necessary to accomplish a learning goal.

3. The Components and Characteristics of Most Instructional Systems

4. Components of an Instructional System
Objectives
Methods
Environment
Media
Equipment
People

5. Characteristics of an Instructional System
Direction
Synchronization
Costs
Group Size
Time
Location

6. Cooperative Learning
Recognition that life outside the classroom requires more collaborative activities
Social Activities have value in making learning meaningful

7. Cooperative Learning - Advantages
Active Learn
Social Skills
Interdependence
Individual Accountability

8. Cooperative Learning – Limitations
Student Compatibility
Student Dependency
Time Consuming
Individualists
Logical Obstacles

9. Computer-Based Cooperative Learning
Can lesson logistical issues with Cooperative Learning
Managing information
Allocating individual responsibilities
Presenting instructional materials
Administering Tests

10. Online Collaborative Learning
Students Sharing Data
Collectively create a report
Meet with an expert

11. Games
An activity in which participants follow prescribed rules as the strive to obtain a challenging goal
Difference from reality makes it entertaining
Usually entails competition
Goals should be challenging to create interest, but not unachievable.

12. Advantages
Attractive
Novel
Atmosphere
Time on Task

13. Limitations
Competition
Distraction
Poor design

14. Integration Games can be effective for
Attainment of Cognitive Objectives
Adding Motivation
Small Group Instruction
Basic Skills
Vocabulary Building

15. Adapting the Content of Instructional Games
Familiar games can be adapted by adding an instructional component to a familiar game
Spelling Rummy
Reading Concentration
Word Bingo

16. Simulations An Abstract or simplification of some real word process
Provide realistic practice in realistic Context.

17. Advantages
Realistic
Safe
Simplified

18. Limitations
Time Consuming
Over simplification

19. Integration Particularly well suited for Training in Motor skills
Instruction in human interaction and social skills
Development of decision making skills.

20. Simulation and Problem-Based Learning
Most Simulations attempt to immerse students in a problem.
Students are more likely to apply learning to real world situations.

21. Simulators
A Device employed to represent a physical system in a scaled down form
Flight simulators
CPR

22. Simulation Games Combine factors of both Games and Simulations
Role playing and modeled on reality
Striving for a goal, secific rules
Promote Holistic learning

23. Concepts: Instruction, Simulation, GameSG IG
ISG IS

24. Simulation/Gaming and ASSURE Model
Analyze Learners
State Objectives
Select Media and Materials
Select
relevant practice of skills stated in objectives?
valid representation of reality?
Modify
see frame games

25. Simulation/Gaming and ASSURE Model
Utilize Media and Materials
preview
prepare the environment
prepare the audience
Require Learner Participation
see “How to...Conduct Debriefing”
Evaluate/Revise

26. Programmed Instruction
Based on Skinners Operant Conditioning
Performance must be followed by a reinforcer
Linear or branching programming

27. Linear and Branching Programs1 2 2a 3a 3 4 5 6a 6 7 7a 1 2 3 4 5 6

28. Advantages
Self Pacing
Practice and Feedback
Reliable
Effective

29. Limitations
Program Design
Tedious
Lack of social interaction

30. Integration
Work in almost every subject area
Can provide additional instruction
Highly motivated
Slow learners

31. Programmed Tutoring Programmed Instruction with a tutor
Form of branched instruction

32. Advantages Self Pacing Practice and feedback Social Reinforcers
Reliable
Effective

33. Limitations
Labor intensive
Development costs

34. How To . . . Design Instructional Simulations/Games
8. REVISE
1.Select Content
and Scope
4. Develop
GAME MODEL
A) scenario
B) roles, motives
C) constraints
and resources
(including
information)
5. Develop
Rules
6. Construct
PROTOTYPE
7. Try Out
PROTOTYPE
2. Specify
Audience
3. Specify
Objectives
A) procedures
for play
B) Scoring
D) transactions
E) consequences

35. How To . . . Conduct a Debriefing: The Four-D Procedure
Step 1. Decompressing (Feelings)
“How did you fell when ?”
Step 2. Describing (Facts)
“What happened when you ?”
“What real-life situation does this resemble?”
Step 3. Drawing Comparisons (Transfer)
“How does the scoring system compare with real life costs and payoffs?”
Step 4. Deriving Lessons (Application)
“How can you apply these learnings to real life?”