1. Anyone who wishes to miss this session … …is free to leave - NOW (*) (*) provided they can give a really good reason afterwards to convince me, the Training Manager and the BH

2. Instructional Design What is this beast?

3. At the end of this session… You will be able to Identify the various schools of thought that have contributed to classical and new-wave instructional design Apply some of these lines of thought to your own work in e-learning Critique some of these theories in a meaningful way

4. From the beginning Pavlov’s Dog Operant Conditioning Behaviorism aims to measure learning in terms of behavior … … and aims to modify that behavior to achieve its aims A ‘military’ style of learning “Drill-and-Practice” Relies mostly on repetition

5. School # 2 (or College #1) Cognitivism Aims to understand the mental processes in the learner’s head Notice how the focus has changed

6. Theory # 3 Constructivism… …allows for – in fact – encourages differences within learners The most democratic school of all Actually treats each learner as a unit of instruction Each learner aims to relate the content to his personal experience and embeds it within

7. How they are used

9. Spot the differences Difference between IA and ID Training vs education Skills vs knowledge ….

10. The three domains of learning Cognitive Affective Psycho-Motor Note that a skill is combine of (a) and (c)

11. The Business Imperative Where arises the need for training?

12. Task Analysis How would you go about it One method – the DIF Next step

13. The 1-2-3 of the cognitive domain

14. More on Bloom Other examples: The process of addition: can you apply? Alphabet: plain letters to the idea of a alphabet The theory of infinity The periodic table Classical music Bloom’s taxonomy itself!

15. Learning Objectives – the cornerstone of successful education/training The three features of a good objective Difference between an aim and an objective

16. 10 minute Intermission Only 10 minutes

17. Assessments What are the good features of a good assessment Making assessments tougher Assessments for higher levels of knowledge … a word about mastery learning

18. Relative vs Absolute Grading Pros and cons - discussion

19. What is content? Concept Facts Procedures and Processes Principles

20. Ways of exposition Facts – use mnemonics, use repetition, use grouping; try to have them apply facts in real-life situations Procedures – use clear display of steps with visuals and descriptions – use chaining to allow for creation of scripts

21. More on exposition Concepts – present examples, non- examples, borderline examples, border- line non-examples; vary only one attribute at a time Principles – use critical incidents that allow assimilation of how it was applied in that situation

22. A chess game Procedure: how the knight moves Fact: it has 64 squares and 32 pieces Concept: the game itself Principle: Knocking out the opponent’s queen results in victory / Castling early is a good way to defend the king/ the value of the queen to a pawn is in the rough ratio 9:1

23. Evaluating the instruction Summative evaluation vs formative evaluation

24. Kirkpatrick Reaction Learning Behavior Results

25. A closer look at learners Learning styles Inductive-deductive Active-reflective Visual-auditory Sequential-global Sensory-intuitive

26. More on content exposition Move from concrete to abstract From less difficult to more difficult From more familiar to less familiar Use advance organizers Use summarizers

27. Some other influences worth mentioning Malcolm Knowles – andragogy Vyogtsky – social conditioning Gestalt theory Gagne’s conditions of learning ACT-R vs SOAR

28. Questions