1. INSTRUCTIONAL DESIGN MODELS & THEORIES OF LEARNING

2. WELCOME o Facilitator name Position at university Contact info

3. LEARNING OUTCOMES By the end of this module, you should be able to: o Identify key characteristics of selected commonly-used instructional design models o Identify three main learning theories (behaviorism, cognitivism, constructivism) and their relationships to instructional design models o Recommend key steps for course/module design using instructional design and learning theory

4. AGENDA o What is instructional design (ID)? o Commonly used ID models Gagne’s nine events of instruction ADDIE ARCS Backward design o A brief overview of learning theories (behaviorism, cognitivism, constructivism)

5. WHAT IS INSTRUCTIONAL DESIGN?

6. DISCUSSION o What is your understanding of instructional design?

7. WHAT IS INSTRUCTIONAL DESIGN? Grounded in theories of learning, ID is the process of analyzing learning goals and needs, and the systematic development of learning activities, materials, and assessment strategies to ensure learners achieve established learning outcomes.

8. BENEFITS OF INSTRUCTIONAL DESIGN o Serves the learning needs and success of students through effective presentation of content and fostering of interaction o Allows instructor to anticipate and meet potential concerns/ambiguities (when teaching online, it is potentially more difficult to “adjust on the fly” than it is in a classroom) o May help ensure the quality of a course o Gives structure to the student's process of working through course material

9. INSTRUCTIONAL DESIGN MODELS

10. Video o Instructional design models

11. GAGNE’S NINE EVENTS OF INSTRUCTION 1. Gain attention 2. Inform learners of objectives 3. Stimulate recall of prior learning 4. Present the content 5. Provide learning guidance 6. Elicit performance (practice) 7. Provide feedback 8. Assess performance 9. Enhance retention and transfer to the job

12. ADDIE Analysis Design D D Development D D Implementation I I Evaluation E E A A

13. ARCS A ttention R elevance C onfidence S atisfaction

14. BACKWARD DESIGN “Deliberate … design requires us as teachers … to make an important shift in our thinking … (it) involves thinking … about (1) the specific learning sought, and (2) the evidence of such learning, before thinking about what we, as the teacher, will do or provide in teaching and (3) learning activities.” (Wiggins and McTighe, 1998)

15. BACKWARD DESIGN Wiggins and McTighe, Understanding by Design “To put it in an odd way, too many teachers focus on the teaching and not the learning.” (Ibid.)

16. BACKWARD DESIGN Constructive Alignment Learning Outcomes Feedback and Assessment Methods Teaching and Learning Activities

17. BACKWARD DESIGN Fink’s Integrated Course Design model: 1. Analyze learning context (situation) 2. Analyze learning content 3. Analyze characteristics of learners and teachers (learning process)

18. BACKWARD DESIGN Fink’s Integrated Course Design model (continued): 4. Decide on goals focusing on active learning 5. Decide on assessment and feedback 6. Decide on learning activities 7. Make sure all elements are integrated (aligned) and the course is coherent

19. DEEP AND SURFACE APPROACHES TO LEARNING Video o Impact of course design on students’ approaches to learning

20. GROUP ACTIVITY: ID MODELS o Choose two or three elements or characteristics from any of the ID models that you would like to incorporate in your online module or course. o What is the reason for your choice? Include rationale for how your choice will encourage students to adopt a deep approach to learning.

21. THEORIES OF LEARNING

22. How do people learn? Educational psychology Behaviorist theories (1950s, 1960s) Cognitivist theories (1960s, 1970s) Constructivist theories (1980s)

23. BEHAVIORISM Study of observable behavior Learning - Rote memorization - Absorbing information (learner’s mind as a ‘blank box’) - Motivated by positive and negative reinforcement Teaching (instructor- centered) - Positive and negative reinforcement - Lectures - Outcome-based - Drill and practice - Testing - Immediate feedback

24. COGNITIVISM Study of mindLearning - Problem solving - Organize information for successful information processing - Recall of prior knowledge - Breaking down complex problems into components Teaching (instructor- centred) - Lectures - Chunking of content - Graphic organizers, charts - Pre-tests/post-tests - Mnemonic devices, visual aids

25. CONSTRUCTIVISM Study of construction of meaning Learning - Focus on the whole rather than components - Active learners who construct knowledge socially with peers and teachers Teaching (learner- centred) - Mini-lectures - Scaffolding (ZPD) - Reflective practice - Debates and role-playing - Case studies - Experiential learning - Collaborative learning

26. CONNECTIVISM o A new theory of learning for the ‘networking’ age (George Siemens and Stephen Downes)

27. THEORIES OF LEARNING Videos o Behaviorism, cognitivism, constructivism o Constructivism and online course design

28. GROUP DISCUSSION o Do you agree/disagree with any of the views and opinions about the three learning theories expressed in the video? o How do you apply elements from the three learning theories in your courses?

29. GROUP ACTIVITY: SYLLABUS RE-DESIGN o Working in your groups, discuss how this syllabus could be re-designed for an online course. (missing elements/information? redundant elements? best ways to display it in an online course? sequencing?)

30. TAKE HOME REFLECTION o With the learning theories we just discussed in mind, reflect on your own learning and teaching experiences. o Which learning theories best explain your own learning style? Why? What theories do you recognize in your teaching style? Explain.

31. SUMMARY o Benefits of instructional design o Key characteristics of commonly-used instructional design models (Gagne’s Nine Events, ADDIE, ARCS, Backward Design) o Behaviorism, cognitivism, constructivism, connectivism o Applying instructional design and theories of learning to online course design

32. THANK YOU o Questions? o Comments? o Help? Contact information – facilitator’s and department’s

33. REFERENCES 1. Ally, M. (2004). Foundations of educational theory for online learning. In Terry Anderson and Fathi Elloumi (Eds.). Theory and Practice of Online Learning. Athabasca, AB: Athabasca University Press. 2. Dee Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Retrieved from http:// www.deefinkandassociates.com/GuidetoCourseDesign Aug05.pdf. 1. Downes, S. (2012). Connectivism and Connective Knowledge. Retrieved from http://www.downes.ca/files/Connective_ Knowledge-19May2012.pdf.

34. REFERENCES 4. Drexler, Wendy. 2008, November 26. Networked Student. Retrieved from http://www.youtube.com/watch?v=XwM4ieFOotA. 5. Hannum, W. (2005). Learning Theory Fundamentals. Retrieved from http://www.theoryfundamentals.com/gagne.htm 6. Harasim, L. (2012). Learning Theory and Online Technologies: How New Technologies are Transforming Learning Opportunities. New York, NY: Routledge Press. 6. Keller, J.M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York, NY: Springer. 7. Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. San Francisco, CA: Jossey-Bass.

35. REFERENCES 9. Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/Connectivism.htm. 10. Siemens, G. (2002). Instructional Design in Elearning. Retrieved from http://www.elearnspace.org/Articles/InstructionalDesign.htm. 11. Wiggins, G., McTighe, J. (2005). Backward Design. In Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Ch. Retrieved from: http://www.ubdexchange.org/resources/backwards.html.