1. Linda Barclay Teaching with Technology Idea Exchange UVSC, June 2006 Theoretical Bases of An Instructional Design Template

2. Our Challenge  Create an instructional template that:  Can be used to teach different types of material  Can be used to teach different types of subject matter  Can be used easily with different delivery methods  AND Conforms with good principles of instructional design.  Create an instructional template that:  Can be used to teach different types of material  Can be used to teach different types of subject matter  Can be used easily with different delivery methods  AND Conforms with good principles of instructional design.

3. Your Successful Lesson Designs  What characteristics did your most successful lessons have?  What general principles underlie these lessons?  How can you generalize them to other lessons?  What characteristics did your most successful lessons have?  What general principles underlie these lessons?  How can you generalize them to other lessons?

4. Presentation Overview  Wire Framework: M. David Merrill’s Review of Major Current Instructional Design Theories  Demonstration: A Suggested Modular Instructional Design Template  Application: Your Creation of a Template  Integration: Share Your Template  Conclusion  Wire Framework: M. David Merrill’s Review of Major Current Instructional Design Theories  Demonstration: A Suggested Modular Instructional Design Template  Application: Your Creation of a Template  Integration: Share Your Template  Conclusion

5. The Wire Framework  “First Principles of Instruction,” M. David Merrill, Utah State University (2004)

6. First Principles of Instruction  Dr. Merrill reviewed many current major instructional design theories.  Important questions:  Do all of these design theories have equal value?  Are they merely alternative ways to approach instructional design?  Do they have fundamental, underlying principles in common?  If so, what are they?  Dr. Merrill reviewed many current major instructional design theories.  Important questions:  Do all of these design theories have equal value?  Are they merely alternative ways to approach instructional design?  Do they have fundamental, underlying principles in common?  If so, what are they?

7. First Principles of Instruction  Dr. Merrill identified four distinct phases of learning:  Activation of Prior Experience  Demonstration of Skills  Application of Skills  Integration of Skills into Real World Activities  Dr. Merrill identified four distinct phases of learning:  Activation of Prior Experience  Demonstration of Skills  Application of Skills  Integration of Skills into Real World Activities

8. First Principles of Instruction  Are there first principles which facilitate these distinct phases of learning?  Principles: Relationships that are always true under appropriate conditions, regardless of program, practice, or delivery method.  Parsimony dictates that there should only be a few instructional design principles that can support a wide variety of instructional programs and practices.  Are there first principles which facilitate these distinct phases of learning?  Principles: Relationships that are always true under appropriate conditions, regardless of program, practice, or delivery method.  Parsimony dictates that there should only be a few instructional design principles that can support a wide variety of instructional programs and practices.

9. First Principles of Instruction  If they exist, first principles should:  Facilitate learning in direct proportion to their explicit implementation.  Be applicable to any delivery system or instructional architecture.  Be design rather than learning oriented.  If they exist, first principles should:  Facilitate learning in direct proportion to their explicit implementation.  Be applicable to any delivery system or instructional architecture.  Be design rather than learning oriented.

10. First Principles  Learning is facilitated when:  The learner is engaged in solving a real world problem.  New knowledge is built upon the foundation of the learner’s existing knowledge.  New knowledge is demonstrated to the learner.  The learner has a chance to apply and practice the new knowledge.  The learner is assisted in integrating the new knowledge into his or her world and to solving a new real world problem.  Learning is facilitated when:  The learner is engaged in solving a real world problem.  New knowledge is built upon the foundation of the learner’s existing knowledge.  New knowledge is demonstrated to the learner.  The learner has a chance to apply and practice the new knowledge.  The learner is assisted in integrating the new knowledge into his or her world and to solving a new real world problem.

11. First Principles First Principles  Solve a Real World Problem  Build Upon Prior Knowledge  Demonstrate  Apply and Practice  Integrate New Knowledge  Iterate  Solve a Real World Problem  Build Upon Prior Knowledge  Demonstrate  Apply and Practice  Integrate New Knowledge  Iterate

12. Example Sources  UVSC Humanities 1010 face-to-face  UVSC Humanities 1010 website  UVSC Community Education Beginning Sewing face-to-face  UVSC Humanities 1010 face-to-face  UVSC Humanities 1010 website  UVSC Community Education Beginning Sewing face-to-face

13. Solve a Real World Problem  Concrete task or problem the learner can solve as a result of completing the instruction  Not an abstract learning objective  Concrete task or problem the learner can solve as a result of completing the instruction  Not an abstract learning objective

14. Solve a Real World Problem  Show the whole task or problem; OR  Show the components and help the learner use the components in solving the whole complex task or problem; OR  Show a progression of progressively more difficult problems  Show the whole task or problem; OR  Show the components and help the learner use the components in solving the whole complex task or problem; OR  Show a progression of progressively more difficult problems

15. Solve a Real World Problem  Example: Beginning Sewing  Concrete, physical procedure-based instruction  Example Problems:  Make a ruffled ornament. Make a ruffled ornament Make a ruffled ornament  Make a pair of elastic waist pants. Make a pair of elastic waist pants Make a pair of elastic waist pants  Example: Beginning Sewing  Concrete, physical procedure-based instruction  Example Problems:  Make a ruffled ornament. Make a ruffled ornament Make a ruffled ornament  Make a pair of elastic waist pants. Make a pair of elastic waist pants Make a pair of elastic waist pants

16. Solve a Real World Problem  Example: Humanities 1010  Abstract, factual, value-based instruction  Example Problem:  Orchestral Mediums Orchestral Mediums Orchestral Mediums  Example: Humanities 1010  Abstract, factual, value-based instruction  Example Problem:  Orchestral Mediums Orchestral Mediums Orchestral Mediums

17. Build Upon Prior Knowledge  Begin teaching where the learner is.  Some knowledge acquisition is sequential.  Prior sequential elements must be mastered before subsequent elements.  Begin teaching where the learner is.  Some knowledge acquisition is sequential.  Prior sequential elements must be mastered before subsequent elements.

18. Build Upon Prior Knowledge  Activate existing relevant knowledge  Help learner to identify existing relevant knowledge OR  Give learner basic fundamental knowledge if he or she has none that can be used as a foundation for new knowledge.  Activate existing relevant knowledge  Help learner to identify existing relevant knowledge OR  Give learner basic fundamental knowledge if he or she has none that can be used as a foundation for new knowledge.

19. Build Upon Prior Knowledge  Use an advance organizer or “wire framework”  Graphic  Symbolic  Linguistic  Focus on the important, not the unusual.  Use an advance organizer or “wire framework”  Graphic  Symbolic  Linguistic  Focus on the important, not the unusual.

20. Build Upon Prior Knowledge  Example: Beginning Sewing  Concrete, physical, procedure-based instruction  Example Advance Organizers:  Making a Ruffled Ornament Making a Ruffled Ornament Making a Ruffled Ornament  Making a Fitted Skirt Making a Fitted Skirt Making a Fitted Skirt  Example: Beginning Sewing  Concrete, physical, procedure-based instruction  Example Advance Organizers:  Making a Ruffled Ornament Making a Ruffled Ornament Making a Ruffled Ornament  Making a Fitted Skirt Making a Fitted Skirt Making a Fitted Skirt

21. Build Upon Prior Knowledge  Example: Humanities 1010  Abstract, factual, value-based instruction  Example Advance Organizer:  Greek Mythology - verbal Greek Mythology Greek Mythology  Romanesque v. Gothic Arches - graphical Romanesque v. Gothic Arches Romanesque v. Gothic Arches  Example: Humanities 1010  Abstract, factual, value-based instruction  Example Advance Organizer:  Greek Mythology - verbal Greek Mythology Greek Mythology  Romanesque v. Gothic Arches - graphical Romanesque v. Gothic Arches Romanesque v. Gothic Arches

22. Build Upon Prior Knowledge Return

23. DemonstrateDemonstrate  Demonstration must be consistent with the learning goal.  Concepts: show examples and nonexamples  Procedures: demonstrate steps  Processes: show visualizations  Behavior: model the behavior  Demonstration must be consistent with the learning goal.  Concepts: show examples and nonexamples  Procedures: demonstrate steps  Processes: show visualizations  Behavior: model the behavior

24. Demonstrate Concepts  Concepts:  Show specific examples and nonexamples  Do not use generalities  Use multiple representations  Explicitly compare multiple representations  Concepts:  Show specific examples and nonexamples  Do not use generalities  Use multiple representations  Explicitly compare multiple representations

25. Demonstrate Concepts  Concepts:  Examples of gothic arches:  Cologne Cathedral  Tours Cathedral  Nonexamples of gothic arches:  Baths of Caracalla  Church of St. Appollinaire, Ravenna  Worms Cathedral  Explicit Comparison  Concepts:  Examples of gothic arches:  Cologne Cathedral  Tours Cathedral  Nonexamples of gothic arches:  Baths of Caracalla  Church of St. Appollinaire, Ravenna  Worms Cathedral  Explicit Comparison

26. Cologne Cathedral

27. Tours Cathedral

28. Baths of Caracalla, Rome

29. Church of St. Apollinaire, Ravenna

30. Cathedral at Worms, Germany

31. ComparisonComparison

32. DemonstrateDemonstrate  Procedures:  Demonstrate steps one at a time.  Provide written materials to demonstrate procedure.  Example: Beginning Sewing  Lapped Zipper Application Lapped Zipper Application Lapped Zipper Application  Procedures:  Demonstrate steps one at a time.  Provide written materials to demonstrate procedure.  Example: Beginning Sewing  Lapped Zipper Application Lapped Zipper Application Lapped Zipper Application

33. DemonstrateDemonstrate  Behavior: Modeling  Example: Humanities 1010:  Demonstrate how to “capture” a poem.  Purpose -- issue  Central message -- main idea or story  Validations/Applications -- evidence  Values -- values  Susan Gong, “Learning and Teaching for Exponential Growth”  Behavior: Modeling  Example: Humanities 1010:  Demonstrate how to “capture” a poem.  Purpose -- issue  Central message -- main idea or story  Validations/Applications -- evidence  Values -- values  Susan Gong, “Learning and Teaching for Exponential Growth”

34. DemonstrateDemonstrate  Direct learners to relevant information.  Example:  Orchestral Mediums (website) Orchestral Mediums Orchestral Mediums  Website can link to other on-line resources  Website can link to other on-site resources  Orchestral Mediums (PowerPoint) Orchestral Mediums Orchestral Mediums  PowerPoint can refer learner to books and other resources  Direct learners to relevant information.  Example:  Orchestral Mediums (website) Orchestral Mediums Orchestral Mediums  Website can link to other on-line resources  Website can link to other on-site resources  Orchestral Mediums (PowerPoint) Orchestral Mediums Orchestral Mediums  PowerPoint can refer learner to books and other resources

35. DemonstrateDemonstrate  Media  Can be helpful.  Can be a hindrance.  Irrelevant media, unrelated to the learning goal, increases cognitive load and can make learning more difficult.  Media  Can be helpful.  Can be a hindrance.  Irrelevant media, unrelated to the learning goal, increases cognitive load and can make learning more difficult.

36. DemonstrateDemonstrate  Gratuitous illustrations do not help learning and are often ignored.  Or worse -- sometimes they are NOT ignored!  Gratuitous illustrations do not help learning and are often ignored.  Or worse -- sometimes they are NOT ignored!

37. DemonstrateDemonstrate  Demonstrate the new knowledge to be learned rather than telling about it.  Example: Humanities 1010 - Introduction to Musical Theater  Talk about the innovative dance sequence in “Oklahoma!”  Long dance sequence that summarizes story rather than spotlighting the star  Music summarizes most important tunes  Cowboy boots and levis used for costumes  Demonstrate the new knowledge to be learned rather than telling about it.  Example: Humanities 1010 - Introduction to Musical Theater  Talk about the innovative dance sequence in “Oklahoma!”  Long dance sequence that summarizes story rather than spotlighting the star  Music summarizes most important tunes  Cowboy boots and levis used for costumes

38. DemonstrateDemonstrate  Demonstrate the new knowledge to be learned rather than telling about it.

39. Apply and Practice  Provide practice in class.  Provide practice out of class.  Follow the practice with corrective feedback and an indication of progress.  Provide practice in class.  Provide practice out of class.  Follow the practice with corrective feedback and an indication of progress.

40. Apply and Practice  For Factual Information:  Practice recalling and recognizing information  Example: Humanities 1010:  Greek Mythology web page Greek Mythology Greek Mythology  Greek Mythology Revolution Activity Greek Mythology Revolution Activity Greek Mythology Revolution Activity  Architectural Tour of Provo Architectural Tour of Provo Architectural Tour of Provo  For Factual Information:  Practice recalling and recognizing information  Example: Humanities 1010:  Greek Mythology web page Greek Mythology Greek Mythology  Greek Mythology Revolution Activity Greek Mythology Revolution Activity Greek Mythology Revolution Activity  Architectural Tour of Provo Architectural Tour of Provo Architectural Tour of Provo

41. Apply and Practice  For parts - of:  Learners should practice locating, naming, and describing each part  Example: Beginning Sewing  Sewing Machine Revolution Activity Sewing Machine Revolution Activity Sewing Machine Revolution Activity  For parts - of:  Learners should practice locating, naming, and describing each part  Example: Beginning Sewing  Sewing Machine Revolution Activity Sewing Machine Revolution Activity Sewing Machine Revolution Activity

42. Apply and Practice  For kinds - of (concepts):  Learners should identify new examples of each kind

43. Apply and Practice  For how-to (procedures)  Learners should do the procedure.  Multiple practice opportunities (3x)  Graduated practice opportunities  Example: Beginning Sewing  Lapped Zipper Application Lapped Zipper Application Lapped Zipper Application  For how-to (procedures)  Learners should do the procedure.  Multiple practice opportunities (3x)  Graduated practice opportunities  Example: Beginning Sewing  Lapped Zipper Application Lapped Zipper Application Lapped Zipper Application

44. Apply and Practice  For what-happens (process)  Learners should predict a consequence of a process given conditions, or find faulted conditions given an unexpected consequence.  Sorry, no example today.  For what-happens (process)  Learners should predict a consequence of a process given conditions, or find faulted conditions given an unexpected consequence.  Sorry, no example today.

45. Apply and Practice  Follow practice with corrective feedback.  Example: Humanities 1010  Music Quiz Music Quiz Music Quiz  Example: Beginning Sewing  Follow practice with corrective feedback.  Example: Humanities 1010  Music Quiz Music Quiz Music Quiz  Example: Beginning Sewing

46. Apply and Practice  Remember that errors are a natural consequence of problem solving.  Help the learner  Learn how to identify the error  Recover from the error  Avoid the error in the future  In grading, allow the learner to make errors and receive corrective feedback before major assessment occurs so that learner can make effective course correction.  Remember that errors are a natural consequence of problem solving.  Help the learner  Learn how to identify the error  Recover from the error  Avoid the error in the future  In grading, allow the learner to make errors and receive corrective feedback before major assessment occurs so that learner can make effective course correction.

47. IntegrateIntegrate  The learner must teach or otherwise publicly demonstrate the new knowledge.  This provides the motivation to learn.  Examples:  Beginning Sewing: Construct a Fitted Skirt  Humanities 1010: Provo Architectural Tour  The learner must teach or otherwise publicly demonstrate the new knowledge.  This provides the motivation to learn.  Examples:  Beginning Sewing: Construct a Fitted Skirt  Humanities 1010: Provo Architectural Tour

48. IntegrateIntegrate  Humanities 1010:  Three Person Teaching Problem exercise:  Poetry unit  Creative Process Project presentations -- opportunity for learners to create, invent, and explore new and personal ways to use the new knowledge  Humanities blogs -- opportunity to reflect on, discuss and defend new knowledge  Class discussion  Formal written assignments  Humanities 1010:  Three Person Teaching Problem exercise:  Poetry unit  Creative Process Project presentations -- opportunity for learners to create, invent, and explore new and personal ways to use the new knowledge  Humanities blogs -- opportunity to reflect on, discuss and defend new knowledge  Class discussion  Formal written assignments

49. IntegrateIntegrate  Beginning Sewing:  Small projects  Completed garment  Three Person Teaching Problem -- learners help each other  Discussion of problems that arise during garment construction:  What is the problem?  What do we need to do to fix the problem?  What do we do in the future to avoid repeating the problem?  Beginning Sewing:  Small projects  Completed garment  Three Person Teaching Problem -- learners help each other  Discussion of problems that arise during garment construction:  What is the problem?  What do we need to do to fix the problem?  What do we do in the future to avoid repeating the problem?

50. Modular Instructional Design Template  1. Solve a Real World Problem  2. Build Upon Prior Knowledge  3. Demonstrate  4. Apply and Practice  5. Integrate  6. Iterate  1. Solve a Real World Problem  2. Build Upon Prior Knowledge  3. Demonstrate  4. Apply and Practice  5. Integrate  6. Iterate

51. Instructional Design Template  Template can be used to produce instruction that can successfully be delivered  Face-to-face  On-line  Modularity of the instructional design works well with modularity of web design  Template can be used to produce instruction in a variety of disciplines  Template can be used to produce instruction that can successfully be delivered  Face-to-face  On-line  Modularity of the instructional design works well with modularity of web design  Template can be used to produce instruction in a variety of disciplines

52. ConclusionConclusion  How can I apply this template in face-to- face instruction?  Provide real world problem  Activate prior knowledge  Demonstrate  Limited to textbook materials and class presentation  Can also include “adjunct” class time - concerts, etc.  Limitations become especially severe with multimedia-based demonstrations  How can I apply this template in face-to- face instruction?  Provide real world problem  Activate prior knowledge  Demonstrate  Limited to textbook materials and class presentation  Can also include “adjunct” class time - concerts, etc.  Limitations become especially severe with multimedia-based demonstrations

53. ConclusionConclusion  How can I apply this template in face-to- face instruction?  Apply and Practice  Homework assignments  In-class quizzes  Integrate  Class discussion  Writing assignments  Assessments  How can I apply this template in face-to- face instruction?  Apply and Practice  Homework assignments  In-class quizzes  Integrate  Class discussion  Writing assignments  Assessments

54. ConclusionConclusion  I can use the same template to supplement face-to-face teaching with on-line resources:  I can still address real world problems.  Previous knowledge can be activated.  Advance organizers  Links to prerequisite or remedial information  Demonstration  More examples can be presented than in class.  Video materials can be presented  I can use the same template to supplement face-to-face teaching with on-line resources:  I can still address real world problems.  Previous knowledge can be activated.  Advance organizers  Links to prerequisite or remedial information  Demonstration  More examples can be presented than in class.  Video materials can be presented

55. ConclusionConclusion  I can use the same template to supplement face-to-face teaching with on-line resources:  Demonstration  Wiki and links to external sources can direct learner to more information and examples than can be covered in class.  Multimedia resources can be easily provided for pre-class preparation.  I can use the same template to supplement face-to-face teaching with on-line resources:  Demonstration  Wiki and links to external sources can direct learner to more information and examples than can be covered in class.  Multimedia resources can be easily provided for pre-class preparation.

56. ConclusionConclusion  I can use the same template to supplement face-to- face teaching with on-line resources:  Application and Practice  Pre-class quizzes/assignments are possible.  Immediate feedback on these assignments are possible.  Drill and practice games are possible.  Multimedia application and practice is much easier.  Integration  Forum threads  I can use the same template to supplement face-to- face teaching with on-line resources:  Application and Practice  Pre-class quizzes/assignments are possible.  Immediate feedback on these assignments are possible.  Drill and practice games are possible.  Multimedia application and practice is much easier.  Integration  Forum threads

57. ConclusionConclusion  Additionally,  Absent students can access class materials, including multimedia.  Class time does not have to be taken up with announcements and quizzes.  Quizzes/assignments due and graded before class can provide a springboard for discussion in class.  Additionally,  Absent students can access class materials, including multimedia.  Class time does not have to be taken up with announcements and quizzes.  Quizzes/assignments due and graded before class can provide a springboard for discussion in class.

58. Application:Application:  What do you want to teach?  Use the template to outline a lesson in your subject area.  What do you want to teach?  Use the template to outline a lesson in your subject area.

59. Integrate: Share Your Template  How are you going to implement your new lesson?