1. HTI: Instructional Theories

2. Why instructional theories? Getting back to the basics Examine the function of parts – Need to optimize When do I have enough?

3. Disclaimer

4. Pick and Choose

5. Robert Gagne Godfather of Instructional Technology Nine events of instruction

6. 1.Gaining attention 2.Informing the learner of the lesson objectives 3.Stimulating recall of prior learning 4.Presenting the stimulus material with distinctive features (multimedia and variation) 5.Providing learning guidance 6.Eliciting the performance 7.Providing informative feedback 8.Assessing performance 9.Enhancing retention and transfer

7. Critique of nine events A little too behaviorist? A little too absolutist?

8. What does that mean in a hybrid?

9. 9 Events Version 1 (Flipped) F2F Learner Guidance Providing feedback Enhance retention Assessing (class or testing center) Online Gaining attention Lesson objectives Presenting stimulus Prior recall Enhance retention (other assignments)

10. 9 Events (mixed) F2F Gaining Attention Prior recall Learning guidance Presenting stimulus Eliciting performance Providing feedback Assessing (class or testing center) Enhance retention Online Gaining Attention Lesson objectives Presenting stimulus Learning guidance Eliciting performance Providing feedback Assessing (Quizzes)

11. 9 events (Hands-on) F2F Gaining Attention Prior recall Learning guidance Presenting stimulus Eliciting performance Providing feedback Enhance retention Online Lesson objectives Prior recall Providing informative feedback Assessing

12. ARCS model – John Keller More a motivation model rather than instructional – Attention – Relevance – Confidence – Satisfaction

13. Attention Curiosity Perceptual arousal: surprising, incongruous, novel Inquiry arousal: mystery Variability Oft-abused multimedia

14. Relevance Familiarity: using learner experience and concrete language Goal orientation: examples that show utility Motive matching: teaching strategies to match motives

15. Confidence Expectancy for success: awareness of criteria Challenge setting: multiple achievement levels Attribution molding: provide feedback that supports student ability

16. Satisfaction Natural consequences: use skills in real or simulated setting Positive consequences: provide feedback and reinforcements Equity: consistent standards and consequences

17. Critique of ARCS Motivation != achievement Requires constant checking with students – Bug or feature?

18. What does that mean in a hybrid?

19. ARCS in hybrid Doesn’t yield a specific formula

20. Attention Need to consider what elements are grabbing student attention (F2F or online) Do you need something to grab their attention in both?

21. Relevance Are components a good fit? Big student complaint is a mismatch between F2F and online

22. Confidence Where are the criteria located? When and where are you giving feedback? How does a person excel in your course? Confidence is important with respect to online

23. Satisfaction Have the students had a chance to demonstrate their new knowledge, skills and abilities? – Wolverine Adamantium standards Showcasing good work

24. 4C/ID Four Component Instructional Design Van Merriënboer

25. Four Components 1.Learning tasks 2.Supportive information 3.JIT Information 4.Part-task practice

26. Learning Tasks Concrete, authentic whole-task experiences that are provided to learners Simple to more complex Goal is to build mental models that allow for rules and strategies to be generated

28. Supportive Information Bridge between learners’ prior knowledge and learning tasks Fades as task become more complex Learners determining relationships

29. JIT Information Information that is prerequisite to the learning and performance of recurrent aspects of learning task Help systems, checklists and manuals

30. Part-task practice Practice items to promote rule automation Recurrent aspects of whole complex skill

31. …And much more Keeping it simple for today Less focused on media delivery strategies

33. Critique of 4C/ID Difference between a complex and simple task? – As determined by faculty Requires extensive preparation Limited to mechanistic concepts and methods?

34. What does that mean in a hybrid?

35. 4C/ID (Flipped) F2F JIT information Online Learning tasks Supportive information Part-task practice

36. 4C/ID (Mixed) F2F JIT information Part-task practice Online Learning tasks Supportive information

37. 4C/ID (Hands-on) F2F Learning tasks Part-task practice JIT information Online Supportive information

40. Questions?