1. Instructional Design
JMA 503

2. Objectives
Review Instructional Analysis Analysis of the Learning Tasks
Learning objectives
Instructional strategies
Toolbook
Projects

3. Gagne’s five categories of learning outcomes
1. Verbal information (declarative knowledge, knowing that - The capital of PA is Harrisburg.)

4. Gagne’s five categories of learning outcomes
2. Intellectual skills (procedural knowledge – knowing how)
Concrete concepts (e.g., identifying a specific type of tree or leaf)
Defined Concepts (e.g., democracy, socialism)
Principles (e.g., If the subject is plural, then the plural verb form is used.)
Problem solving (multiple rules/principles)

5. Gagne’s five categories of learning outcomes
3. Cognitive strategies (learning how to learn - strategies learners use to assist them with the selection, acquisition, construction, and integration of knowledge) 4. Attitudes, and 5. Psychomotor skills.

6. Gagne’s five categories of learning outcomes
Understanding of these learning outcomes can aid in:
the identification of prerequisite objectives,
designing effective instructional strategies, and
designing appropriate tests.

7. Determine types of learning
Bloom’s Taxonomy
Recall/Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

8. Bloom’s Taxonomy Knowledge/recall
Names of states, East-west distances, time zones
Knowledge/recall
observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Question Cues: list, define, tell, describe,
identify, show, label, collect,
examine, tabulate, quote,
name, who, when,
where, etc.
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge

9. Bloom’s Taxonomy Knowledge/recall
What state is to the immediate West of PA?
Is a much different question compared to…
Traveling east to west on RT 70 through Ohio at 65 MPH what is estimated travel time to reach the state west of Ohio?

10. Bloom’s Taxonomy
Southern states are warm in the winter so, if I go the southern route, I’ll have warm weather.
Comprehension
understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Question Cues: summarize, describe,
interpret, contrast, predict,
associate, distinguish,
estimate, differentiate,
discuss, extend
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge

11. Bloom’s Taxonomy -Using map and geographic information to plan route
-Using a spreadsheet to calculate costs.
-Use weather data to chart trip path.
Application
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Questions Cues: apply, demonstrate, calculate,
complete, illustrate, show,
solve, examine, modify,
relate, change,
classify, experiment,
discover
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge

12. Bloom’s Taxonomy Analysis seeing patterns organization of parts
-In the past 4 years Blue Ridge Mountains have had severe weather events in the first two weeks of November = avoid Blue Ridge in November
-Gas is 3 cents cheaper in the eastern states… maybe because it doesn’t have to be shipped so far…
Analysis
seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Question Cues: analyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge

13. Bloom’s Taxonomy
If I use route 39 through state A and route 29 through state B, I will get to state C 1 day earlier than planned because I will travel fewer miles.
Synthesis
use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Question Cues: combine, integrate, modify,
rearrange, substitute, plan,
create, design, invent,
compose,
formulate, prepare,
generalize, rewrite
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge

14. Bloom’s Taxonomy
I used route 39 through state A and while it was less miles to travel, traffic slowed me down. Do not use route 39 on the way home.
Evaluation
compare /discriminate ideas
assess value of theories
make choices on reasoned argument
verify value of evidence
recognize subjectivity
Question Cues: assess, decide, rank,
grade, test, measure,
recommend, convince,
select, judge, explain,
discriminate, support, conclude, compare, summarize
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge

15. Learning Objectives

16. Learning objectives
A learning objective is a statement that tells what learners should be able to do when they have completed a segment of instruction.
Must be observable so learners 1) know that they have learned and 2) what they have learned.

17. Learning objectives
Objectives are valuable to all members of learning system.
Guide designer in making decisions about:
what content to include,
what strategy to use, and
how learners should be evaluated.
Serve as focus of communication for designers, content experts, graphic artists, and programmers , and others working to produce instruction.

18. Learning objectives Components of an objective: Audience
Behavior: description of terminal behavior.
Condition: description of conditions of demonstration of action.
Degree: description of the standard or criterion.

19. Learning objectives
The front passenger-side tire on Jeep 2000 Grand Cherokee has gone flat. The 75+ year old male driver will jack the vehicle up with 100% accuracy and within 5 minutes.

20. Learning objectives
Audience
Condition
The front passenger-side tire on Jeep 2000 Grand Cherokee has gone flat. The 75+ year old male driver will jack the vehicle up with 100% accuracy and within 5 minutes.
Standard/Degree
Terminal behavior

22. Start Evaluate & Revise Models Phase I Analysis Phase II Design
Phase III
Develop &
Implement
Evaluate & Revise

23. Analysis

24. Instructional Strategy
Now that we have identified what the learner/user needs to know, do, and/or feel…
Strategy guides us in teaching it…

25. Instructional Strategy
Instruction strategies include presentation of knowledge, practice activities, learner guidance, questioning…

26. Instructional Strategy
When training benefits counselors at Company X, the information might be sequenced so facts, rules, regulations are presented first followed by examples that help the counselor integrate and use the information in unique instances.

27. Instructional Strategy
Organizational – instructional sequence.
Management – scheduling/allocation of resources.
Delivery – instructional medium (Web, TV, Book, instructor, etc.).

28. Instructional Strategy
Organizational – instructional sequence.
Management – scheduling/allocation of resources.
Delivery – instructional medium (Web, TV, Book, instructor, etc.).

29. Instructional Strategy
Strategies must support mental operations

30. Instructional Strategy
Strategies must support mental operations
Gain/focus learner attention
Microwave

31. Instructional Strategy
Strategies must support mental operations
Recall prior knowledge
Personalize

32. Instructional Strategy
Strategies must support mental operations
Elicit Practice

33. Instructional Strategy
Gagne’s Events of Instruction:
Gain attention
Inform learner of objectives
Stimulate recall
Present material
Provide guidance
Elicit performance
Assess performance
Enhance retention and transfer
Blackboard Instructional Strategy (7) pages

34. Events of instruction

35. Events of instruction
Think of your instruction as having an introduction, body, conclusion, and assessment.

36. Instructional Strategy
How do the Events of Instruction relate to e-learning.

37. Gain attention
Relevant animation opens program to gain learner attention and interest.
An engaging story or example is presented at the beginning.
Ducky

38. Gain attention
Screen display is personalized to help make learning meaningful to the individual.
Program responds to learner’s queries, etc.

39. Inform learner of objectives
Screen display informs learner of the program objectives and what he/she will gain from the program
The screen also presents information about how relevant the material is to the learner and what he/she will gain from it.

40. Stimulate Recall
Using a question to relate the learning materials to something with which the learner is already familiar.
Using metaphor of microwave oven.

41. Present materials
Screen presents content about microwaves.

42. Elicit performance and provide feedback
Screen presents practice questions and gives learners feedback

43. Assess performance
Provide learner information about how well or poorly he/she did in the program.
Provide information about remediation.

44. Enhancing retention and transfer
Provide learner information about how to transfer skills developed in program to novel situations.
Present a case that requires learners to apply what they’ve learned to a unique situation.

45. Concept map
Return