1. MIT6001 IT in Education—An Overview (2 nd term) #5: Developing Systematic Instructions December 21, 2005

2. Dale ’ s Cone of Experience http://web.utk.edu/~mccay/apdm/selusing/selusing_d.htm http://web.utk.edu/~mccay/apdm/selusing/selusing_d.htm

3. Instructional Design Other names:Other names: –Instructional Systems Design (ISD) –Instructional Systems Design & Development (ISDD) –Systems Approach to Training (SAT) –Instructional Design (ID). A step-by-step system for the evaluation of students’ needsA step-by-step system for the evaluation of students’ needs The design and development of training materials, and the evaluation of the effectiveness of the training interventionThe design and development of training materials, and the evaluation of the effectiveness of the training intervention World War IIWorld War II Dick and Carey at Florida Stat Univ. in 1960sDick and Carey at Florida Stat Univ. in 1960s

4. First Principles of Instruction Prof. David Merrill at BYU-Hawaii (Elder Merrill) http://cito.byuh.edu/merrill/

5. Does Your Instruction Rate 5 Stars? Prof. M. David Merrill

6. Tell & Ask Instruction (T&A) Tell-&-Ask instruction  Information-Only  T&A instruction gets no stars

7. First Principles of Instruction Many instructional design theories and models have fundamental underlying principles in common?Many instructional design theories and models have fundamental underlying principles in common? A principle is a relationship that is always true under appropriate conditions regardless of program or practice.A principle is a relationship that is always true under appropriate conditions regardless of program or practice.

8. Where did we get Strategies for Effective Learning ? Analyze instructional theories and models to extract general first principles. Identify the cognitive processes associated with each principle. Identify empirical support for the principles Describe the implementation of the principles in a variety of different instructional theories and models. Identify prescriptions for effective instructional strategies associated with these principles

9. Effective Instructional Strategies Learning is facilitated when … the learner is engaged in solving a real-world problem. new knowledge builds on the learner’s existing knowledge. new knowledge is demonstrated to the learner. new knowledge is applied by the learner. new knowledge is integrated into the learner’s world.

10. Instructional Phases

11. 5 Star Rating Scale This rating scale is based on First Principles of Instruction. ( http://cito.byuh.edu/merrill/text/workshops/5FirstPrinciples.PDF )http://cito.byuh.edu/merrill/text/workshops/5FirstPrinciples.PDF The rating system consists of 5 stars, one each for Problem, Activation, Demonstration, Application, and Integration. Each star has three levels, bronze, silver, and gold depending on whether detailed criterion are met for each category. World class instruction rates 5 Gold Stars.

12. Problem Is the courseware presented in the context of real world problems?

13. Problem or task level? Is the student engaged at the problem or task level not just the operation or action level?

14. Problem Is the courseware presented in the context of real world problems? Does the courseware show learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course? Is the student engaged at the problem or task level not just the operation or action level? Does the courseware involve a progression of problems rather than a single problem?

15. Activation Does the courseware attempt to activate relevant prior knowledge or experience?

16. Activation Does the courseware attempt to activate relevant prior knowledge or experience? Does the courseware direct the student to recall, relate, describe, or apply knowledge from relevant past experience that can be used a foundation for the new knowledge? Does the courseware provide relevant experience that can be used as a foundation for the new knowledge? If students already know some of the content of the subject matter to be taught, does the courseware provide a diagnostic pretests?

17. Demonstration Does the courseware demonstrate (show examples) of what is to be learned rather than merely tell information about what is to be learned?

18. Tell vs. Show TELL is used to present general information to the student – –tell facts, tell parts, tell a definition, tell steps in a procedure, tell events in a process. SHOW is used to present specific information – –Show instances of a concept, show a demonstration of a procedure, show a visualization of a process.

19. Consistent demonstration Are the demonstrations (examples) consistent with the content being taught? Facts and associations for information-about? Part location with respect to whole for parts-of? Examples and non-examples for kind-of (concepts)? Demonstrations for how-to (procedures)? Visualizations for what-happens (processes)? Modeling for behavior? The consistency criterion should be applied first. If demonstrations are inconsistent then it doesn't matter if there is learner guidance or if the media is relevant.

20. E.g. Mongolian Surgical DVD

22. Learner guidance? Are at least some of the following learner guidance techniques employed? – –The learner is directed to relevant information? – –Multiple representations are used for the demonstrations? – –Multiple demonstrations are explicitly compared?

23. Relevant media Is the media relevant to the content and is it used to enhance learning?

24. Demonstration Does the courseware demonstrate (show examples) of what is to be learned rather than merely tell information about what is to be learned? Are the demonstrations (examples) consistent with the content being taught? Are learner guidance techniques employed? Is media relevant to the content and is it used to enhance learning?

25. Application Does the learner have an opportunity to practice and apply their newly acquired knowledge or skill?

26. Two primary practice modes: ASK and DO ASK is appropriate when we want the student to recall information that was presented – –remember information about, – –remember a definition, – –remember the steps in a procedure, – –remember the events in a process.

27. Ask All needs can be solved with some form of training intervention. (T/F) What is the primary purpose of data collection during needs analysis? (MC) What is the output of a task analysis? (MC) What is the relationship between an instructional goal and a need? (MC) A need statement should describe … (MC) What is the main purpose of a Needs Analysis Report? (MC) Which of the following is a valid need statement? (MC) Which data collection method would be best for focusing on how participants feel about their jobs? (MC) Who should review a Needs Analysis Report? (MC) Which of the following is a good reason to use a questionnaire to collect data? (MC)

28. Let me do it! DO is appropriate when we want the student to be able to use their knowledge or acquire a skill. – –analyze an instance to find the properties that determine its class membership, – –perform a procedure, – –predict a consequence, – –find faulted, missing or inadequate conditions (trouble shooting) in a process, – –design an artifact. – –Let me do it ! Let me do it !

29. Consistent Practice Are the application (practice) and the posttest consistent with the stated or implied objectives? Information-about practice -- recall or recognize information. Parts-of practice -- locate, name, and/or describe each part. Kinds-of practice -- identify new examples of each kind. How-to practice -- do the procedure. What-happens practice -- predict a consequence of a process given conditions, or find faulted conditions given an unexpected consequence. The consistency criterion should be applied first.

30. Varied sequence of problems Does the courseware require the learner to apply new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?

31. Coaching In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually withdrawn?

32. Application Does the learner have an opportunity to practice and apply their newly acquired knowledge or skill? – –Are the application (practice) and the posttest consistent with the stated or implied objectives? – –Does the courseware require the learner to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance? – –In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually withdrawn?

33. Integration Does the courseware provide techniques that encourage the learner to integrate (transfer) the new knowledge or skill into their everyday life?

34. Demonstrate Does the courseware provide an opportunity for the learner to publicly demonstrate their new knowledge or skill?

35. Reflect Does the courseware provide an opportunity for the learner to reflect-on, discuss, and defend his or her new knowledge or skill? E.g. Web-based electronic portfolioE.g. Web-based electronic portfolio

36. Create Does the courseware provide an opportunity for the learner to create, invent, or explore new and personal ways to use his or her new knowledge or skill? E.g. Video ethnography: Custom Studies:E.g. Video ethnography: Custom Studies: –Balanced Literacy Balanced LiteracyBalanced Literacy –Elementary Math (China) Elementary Math (China)Elementary Math (China)

37. Integration Does the courseware provide techniques that encourage the learner to integrate (transfer) the new knowledge or skill into their everyday life? – –Does the courseware provide an opportunity for the learner to publicly demonstrate their new knowledge or skill? – –Does the courseware provide an opportunity for the learner to reflect-on, discuss, and defend his or her new knowledge or skill? – –Does the courseware provide an opportunity for the learner to create, invent, or explore new and personal ways to use his or her new knowledge or skill?

38. Five Star Instructional Design A Problem to solve – –show the problem – –task or problem level – –progression of problems Activate Knowledge – –recall experience – –provide experience – –diagnostic pretest Demonstrate Knowledge – –consistent * – –learner guidance – –relevant Media Apply Knowledge –consistent * –progression with feedback –coaching gradually withdrawn Integrate Knowledge –demonstrate –reflect –create

39. World Class Instruction Very few courses that are currently being offered meet these 5 star criteria. However, the 5 Star criteria are based on the best that is known from research and theory about what constitutes an excellent, world-class course. Against these standards most courses could be significantly improved. Does your instruction rate 5 Gold Stars?

40. Assignment Identify an instructional unit (a lesson, a course module, etc.) that you or another teacher have designed and evaluate it using the following Five- Star Instructional Design Rating form: http://ited.fed.cuhk.edu.hk/courses/mit6001/Lessons/5StarRating.docIdentify an instructional unit (a lesson, a course module, etc.) that you or another teacher have designed and evaluate it using the following Five- Star Instructional Design Rating form: http://ited.fed.cuhk.edu.hk/courses/mit6001/Lessons/5StarRating.doc http://ited.fed.cuhk.edu.hk/courses/mit6001/Lessons/5StarRating.doc Fill in all parts of the form. You must type in some reflection at the “Comment” section of the form.Fill in all parts of the form. You must type in some reflection at the “Comment” section of the form. To select a score in the form, just highlight it.To select a score in the form, just highlight it. Post the completed form to your electronic portfolio.Post the completed form to your electronic portfolio. If possible, include your lesson materials in the electronic portfolio.If possible, include your lesson materials in the electronic portfolio.

41. Example Video Ethnography for Action ResearchVideo Ethnography for Action ResearchVideo Ethnography for Action ResearchVideo Ethnography for Action Research

42. ADDIE http://www.e-learningguru.com/articles/art2_1.htm http://www.itrc.wvu.edu/coursedev/preproduction/addie.html http://www.tc.umn.edu/~jlambrec/CI5336/Spring2001/Addie-Model.htm http://www.e-learningguru.com/articles/art2_1.htm http://www.itrc.wvu.edu/coursedev/preproduction/addie.html http://www.tc.umn.edu/~jlambrec/CI5336/Spring2001/Addie-Model.htm http://www.e-learningguru.com/articles/art2_1.htm http://www.itrc.wvu.edu/coursedev/preproduction/addie.html http://www.tc.umn.edu/~jlambrec/CI5336/Spring2001/Addie-Model.htm Analysis --> Design --> Development --> Implementation --> EvaluationAnalysis --> Design --> Development --> Implementation --> Evaluation

43. ADDIE: Analysis the process of defining what is to be learned State the learning problem that justifies this project.the process of defining what is to be learned State the learning problem that justifies this project. What are your content area learning objectives?What are your content area learning objectives? What is the timeline for this project?What is the timeline for this project? Identify priorities and constraints that collaborative partners might need to be aware of.Identify priorities and constraints that collaborative partners might need to be aware of. Needs assessment, Problem identification, Task analysisNeeds assessment, Problem identification, Task analysis Sample output: Learner profile, Description of constraints, Needs, Problem Statement, Task analysisSample output: Learner profile, Description of constraints, Needs, Problem Statement, Task analysis

44. ADDIE: Design the process of specifying how it is to be learned Is there interactivity? If so, how is it used?the process of specifying how it is to be learned Is there interactivity? If so, how is it used? Write objectives, Develop test items, Plan instruction, Identify resourcesWrite objectives, Develop test items, Plan instruction, Identify resources Describe the user options that are available throughout the program.Describe the user options that are available throughout the program. Will there be feedback from the software to the user? If so, where?Will there be feedback from the software to the user? If so, where? Will the content progress from simple to complex issues?Will the content progress from simple to complex issues? Sample output: Measurable objectives, Instructional strategy, Prototype specificationsSample output: Measurable objectives, Instructional strategy, Prototype specifications

45. ADDIE: Development the process of authoring and producing the materialsthe process of authoring and producing the materials Work with producers, Develop workbook, flowchart, programWork with producers, Develop workbook, flowchart, program Who will be involved in this project and what responsibilities will each person have?Who will be involved in this project and what responsibilities will each person have? Output: Storyboard, Script, Exercises, Computer assisted instructionOutput: Storyboard, Script, Exercises, Computer assisted instruction

46. ADDIE: Implementation the process of installing the project in the real world contextthe process of installing the project in the real world context E.g. Teacher training, TryoutE.g. Teacher training, Tryout Prior to full-scale implementation it is usually helpful to demo the software with a small group so that their feedback can be used to revise and improve the software. How will you accomplish this?Prior to full-scale implementation it is usually helpful to demo the software with a small group so that their feedback can be used to revise and improve the software. How will you accomplish this? Sample output: Student comments, dataSample output: Student comments, data

47. ADDIE: Evaluation the process of determining the adequacy of the instructionthe process of determining the adequacy of the instruction Record time data, Interpret test results, Survey graduates, Revise activities How will you know if the instructional objectives have been achieved?Record time data, Interpret test results, Survey graduates, Revise activities How will you know if the instructional objectives have been achieved? What method will you use for collecting feedback from the users of the software regarding the interface, sequencing of information, and its content?What method will you use for collecting feedback from the users of the software regarding the interface, sequencing of information, and its content? Recommendations, Project report, Revised prototypeRecommendations, Project report, Revised prototype