1. Instructional Design MM503-61 Monday 6:00-8:40

2. Objectives 1. Definitions (review) Definitions (review) 2. Introduce Analysis - needs assessment Introduce Analysis - needs assessment 3. Learning perspectives Learning perspectives 4. Introduction ToolBook interactions Introduction ToolBook interactions

3. Definitions ID is a systematic process of translating principles of learning & instruction into plans for instructional materials, activities, information resources, and evaluation.

4. What is instruction? Purposeful arrangement of activities and materials for the attainment of specific learning goals (Smith & Ragan, 2005). “Deliberate arrangement of learning conditions to promote the attainment of some intended goal" (Driscoll, 2000).

5. What is instruction? Design and development of instruction is often complex, requiring a systematic development process. Models of instructional design typically encompass analysis, design, development and evaluation phases.

6. What is training? Training is instruction focused toward acquiring specific skills for immediate use. Attending a workshop on HTML, XML, PHP because the client needs a product developed with these technologies in 4 months.

7. What is Learning? Change in one’s: Abilities Attitudes Beliefs Capabilities Knowledge Mental models Patterns of interaction or skills (Spector, 2000).

8. From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 15. Hoboken, NJ: Wiley. Fig. 1.4 Summary Diagram for Chapter 1 (part A) Definitions

9. E-learning (electronic learning): A wide set of applications and processes, such as: Web-based learning, Computer-based learning, Virtual classrooms, and Digital collaboration. American Society for Training and Development (2007)

10. Definitions E-learning (electronic learning): Includes the delivery of content via: Internet, intranet/extranet (LAN/WAN), Audio- and videotape, Satellite broadcast, Interactive TV, CD/DVD-ROM, and more. American Society for Training and Development (2007)

11. Conceptualizing ISD

12. ArchitectureInstructional Design Definitions Conceptualizing ISD

13. What is instructional design? Consult with client Draw a plan Revise plan Consult with client BuildAn idea or need??? Building

14. Architecture Engineering Logistics Mathematics, etc What is instructional design? Consult with client Draw a plan Revise plan Consult with client An idea or need??? Build

15. Cognitive Psychology Pedagogy Learning theory Communication theory What is instructional design? Consult with client Draw a plan/prototype Revise plan Consult with client An idea or need??? Build ELearning

16. Pedagogy Learning theory Psychology Communications Computer Science ID develo ps detaile d specs or blue prints for instruct ion Source: Tufte, Envisioning information Instruction Design

17. Models ADDIE Model

18. Models ADDIE Popular Tends to be inefficient - not iterative. Linear approach works well for static content or content with predetermined end state. Assumes you can know requirements before developing content. http://www.instructionaldesign.org/models/addie_weaknesses.html

19. Source: http://www.instructionaldesign.org/models/dick_carey_model.html Models

20. Dick, Carey, & Carey (2009) present ten components of a systems approach model representing theories, procedures, and techniques used by instructional designers to design, develop, evaluate, and revise instruction. 1. Identify instructional/learning goals 2. Conduct instructional analysis 3. Analyze learners and contexts 4. Write performance objectives 5. Develop assessment instruments 6. Develop instructional strategy 7. Develop and select instructional materials 8. Design and conduct formative evaluation 9. Revise instruction 10. Design and conduct summative evaluation

21. Models A — Analyze learners S — State standards & objectives S — Select strategies, technology, media & materials U — Utilize technology, media & materials R — Require learner participation E — Evaluate & revise Model for using technology in instructions An approach to writing lesson plans. Heinich, Molenda, Russell, Smaldino http://www.instructionaldesign.org/models/assure.html

22. Phase III Develop & Implement Phase I Analysis Phase II Design Evaluate & Revise Start Models Hannafin & Peck – Model for CBT

23. Piskurich, George M. (2006). Rapid instructional design (p.5) Models

24. From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 11. Hoboken, NJ: Wiley. Fig. 1.3 A More Realistic Representation of Instructional Design Practice Models

25. From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 10. Hoboken, NJ: Wiley. Fig. 1.2 An Instructional Design Process Model Models Smith & Ragan: Instructional Design Process Model Smith & Ragan, U of Oklahoma, Instructional Psychology and Technology.

26. Models

27. Example Tire changing activity

28. Example With your partner(s), discuss the following questions and develop a short plan for how you will proceed. 1) How do you proceed? What are you first steps? 2) What do you need to know? About the problems (traffic fatalities related to flat tires) The instructional system The learning environment The learners 3) How do you proceed to get answers to these questions? http://www.jma.duq.edu/classes/gibbs/jma503-61

29. Springhouse ID Case http://www.youtube.com/watch?v=qiUrI_kbTfs

30. From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 10. Hoboken, NJ: Wiley. Fig. 1.2 An Instructional Design Process Model Models Smith & Ragan: Instructional Design Process Model Smith & Ragan, U of Oklahoma, Instructional Psychology and Technology.

31. Analysis of Learning Context 1. Justify need for instruction/training. 2. Description of learning environment.

32. Analysis of Learning Context Substantiation of need for instruction Does an instructional need exist for training on changing a flat tire? Perhaps if tires were made better we wouldn’t need to change them.

33. Ways to Substantiate Need 1. List the goals/needs. Ask yourself the question, "what should learners be able to do.“ (e.g., change tire without getting hurt). 2. Determine to what extent the goal/need you identified in step 1 is being met. 3. Determine the discrepancy between "what is" and "what should be“. If there is a discrepancy, then you have a need.

34. Ways to Substantiate Need 1. Prioritize discrepancies or needs. 2. Rate how important or critical the needs are. The following questions can be asked: What are the biggest gaps/needs? (people can’t get hurt) What goals and associated needs are most important? How many individuals are affected by the need? How much is it costing to not reduce or eliminate discrepancy? What are the consequences of not meeting the goal? How probable is it that you can reduce/eliminate the need ?

35. Ways to Substantiate Need Determine which discrepancy/need requires instruction. There are numerous reasons why learners may not be performing well and not all of those reasons required training or the development of an eLearning program.

36. Description of the Learning Environment In what environment will the e-Learning program be placed. Instructional programs are made up of and affected by many factors including learners, instructional materials, trainers, instructional equipment and facilities, and the organization (school, company). Think about the environment in which the program will be used (e.g., Web). If there is a learning need:

37. Description of the Learning Environment Questions to guide you in defining the environment: What are the characteristics of the learners who will use the program or materials? What are their interests and preferences related to instruction and learning styles, e.g., do they feel comfortable with computers, do they prefer lecture, individual tutoring, etc. How do the learners feel about having instruction delivered by media (e.g., computer, etc). Will media (if they are used) be central to the instruction or will it be peripheral and how do instructors and learners feel about this? What are the facilities like?

38. Way to conduct Need Assessment Surveys Interviews Talk with people doing the job Review of documentation Observation Etc.