1. Instructional design principles and models Mart Laanpere, M.Sc. in educational technology Tallinn University of Educational and Social Sciences http://dec50.vm.stuba.sk/~mart/IDMODELS.HTM

2. Today’s schedule 9.00 Lecture: Instructional design principles and models 10.30 Coffee break 10.45 Lecture continues, ending up with a group assignment 12.15 Lunch break 13.35 Sponsor’s spotlight: Newbridge Technologies 14.30 Lab: Case studies (sharing experiences) 16.00 Coffee break 16.15 Lecture: Front-end analysis 16.45 Lab: Working in groups on target group analysis 17.45 End of today’s program 18.30 Dinner 20.30 Evening lecture: Encryption (Newbridge)

3. Instructional design: the basics Clarifying the terms: n Instruction, teaching, education, training n Instructional design n Performance support n Educational technology

4. Discuss...... in small groups the variety of ways the people learn. Try to come up with as many verbs as possible, to end the sentence: People learn by...

5. Theories of learning and instruction n From philosophy: objectivist vs. constructivist n From psychology: behaviorist, gestalt, social, cognitive, developmental n Implicit learning theories: transmission, transaction, transformation n One of the key issues: what are the outcomes of learning, how they can be predicted and measured

6. Taxonomies of learning outcomes Bloom (1956) : –recall and recognition –comprehension –analysis –synthesis –evaluation Merrill (1987) : factprocedure conceptprinciple find use know

7. Reflect... … what are, in your personal opinion, two main factors, which are most affecting the learning outcomes?

8. Instructional design models n Procedural and conceptual models n Based on theory (learning theory, systems theory) or practice (company, military, software development) n Media, production, cookbook, design and systems models n Three examples

9. The model of Gagné & Briggs Instructional events n Gaining learners’ attention n Informing the learner of the objective n Stimulating recall of prerequisites n Presenting stimulus material n Providing learning guidance n Eliciting performance n Providing feedback n Assessing performance n Enhancing retention and transfer “…instruction is a set of events external to the learner, which are designed to support the internal processes of learning.”(Gagné)

10. The model of Leshin, Pollock, Reigeluth 1.Analyze problem 2.Analyze domains 3.Analyze & sequence tasks 4.Analyze & sequence supporting content 5.Specify learning events & activities 6.Perform interactive message design 7.Evaluate instruction Analyzing needs Selecting & sequencing content Developing lessons Evaluating instruction

11. Jonassen: CCC Construction Context Collaboration Social negotiation of meaning Authentic activities Personal construction of knowledge Metacognition Reflective self- evaluation Real-world problems Coaching

12. Group assignment Try out a Web-based lesson ‘Smart searching’ at http://www.digitalthink.com Discuss with your groupmates underlying (implicit) learning theory. What kind of learning outcomes should learners achieve by completing this lesson?