Instructional Design s1

Instructional Design Rationale This course seeks to develop in the student knowledge, skills and competencies in the use of instructional theories and models. The course provides opportunity for the application of the knowledge gained. With a strong knowledge of instructional design the teacher becomes not just a delivery vehicle for instruction but also a contributor in determining how best to provide for the learning of the student. Purpose

The purpose of this course is to introduce the student to instructional design theories and models and to enable them to apply the theories and utilize the models to the design and develo educational materials Course Goal

At the end of this course participants will be able to design educational experiences utilizing various instructional design models and instructional and learning theories.

Audience

The course is design for students in the second year of their B. Ed Program. The students will have completed the Technology in Education course and is thus equipped with skills in utilizing technology tools. The student is motivated and excited about how instructional design theories and models will impact on their utilization of their technology skills. Students in this course should recognize that they would be responsible for developing accocrding to sound design principles a complete educational lesson.

Evaluation 1. Project Units - At the end of every major Unit the student will be responsible for completing one component of the instructional design process according to that covered in the Unit. There are 10 Units. Each Unit is worth 5 marks 2. All units developed should be cohesive and geared toward one final project. 10 Marks are awarded for cohesiveness of the project. Students are encouraged to revise their submission in order to ensure cohesiveness. 2. Theories and Models Week 1

Rationale The design and development of instruction is governed and influenced by theories and models. When there are no known models, theories can be used to guide practice. Similarly when there are no known theories if models are available they can be used to guide practice. However there are limitations with models and theories. The effectiveness of the Instructional Designer depends on his/her ability to apply and utilize available theories and models.

Objectives Students will be able to:

1. Distinguish between a theory and a Model 2. Explain the difference between a Theory and a Model 3. Given a set of theories and models be able to correctly classify them 4. Defend their position when asked to classify theories and models

Content a. Theories vs Models i. What is a Theory ii. What is a Model iii. How are they different? b. Types of Theories i. Prescriptive ii. Descriptive iii. Predictive iv. Explanatory c. Probabilistic Prescriptive vs Deterministic Prescriptive Theories i. What is a Probabilistic Prescriptive Theory? ii. What is a Deterministic Prescriptive Theory? iii. How are they different? d. Descriptive vs Prescriptive Models i. What is a descriptive Model? ii. What is prescriptive Model? iii. How are they different?

Evaluation Assignment 5 Marks

From the theories listed at Http://tip.psychology.org/theories.html or from those found through your own research Identify: 1. A Prescriptive Theory 2. A Descriptive Theory 3. A Predictive Theory. Defend your position. Rubric

Identified Defended Weak Medium Strong Arguments, Arguments, Arguments, poor some measure of rich understanding understanding understanding Prescriptive 1 1 2 3-4 Theory Descriptive 1 1 2 3-4 Theory Predictive Theory 1 1 2 3-4

Readings Reigeluth, C.M. Instructional Design – Theories and Models Vol. ll pp.4.- 45

Other recommended readings and Research

Theories and Models http://www.cs.umd.edu/class/fall2002/cmsc838s/tichi/ Paper 6. Notes on Theories of Instruction Jerome Bruner

3. Instructional Design Week 2 – 3 Rationale In this Unit the student will be exposed to most of the salient theories that impact on the design of instruction. If the designer ignores or fails to consider these theories there will be a strong likelihood that his instruction will be flawed since incidents that impact on learning will not have been catered for or provisions will not have been made to counteract them.

Objectives

The students will develop simple learning experiences that reflect comprehension of instructional design theories.

Content 1. Definition a. What is Instructional Design 2. Instructional Design Theory a. What is an Instructional Design Theory 3. Instructional Design Model a. What is an instructional Design Model 4. Instructional Design Theories e. Learning Theories i. Information Processing Theory (Miller, 1956) ii. Dale’s Cone of Learning iii. Multiple Intelligences (H. Gardner) (Gardner, 1983) iv. The Educational Theory of Jerome Bruner (Bruner, 1915) v. Model of School Learning (Caroll, 1963 ) vi. Cooperative and Collaborative Learning vii. Stage Theory of Cognitive Development (Piaget, 1896) viii. Social Learning Theory (Bandura, 1977) ix. Experiential Learning (Kolb, 1939) x. Conditions of Learning (Gagne, 1965) xi. Social Development Theory (Vygotsky, 1978) xii. Advanced Organizers (Ausubel, 1960) f. Instructional Theories i. Elaboration Theory (Reigeluth, 1970) ii. Gagne’s Nine Events of Instruction iii. Cognitive Apprenticeship (Collins, Brown and Newman) iv. Component Display Theory (Merrill, 1983) v. Bloom’s Taxonomy of Educational Objectives vi. Adult Learning (Cross, 1981) vii. Mastery Learning (Bloom) viii. Situated Learning (Lave, 1988) ix. Andragogy (Knowles. 1984) x. Conversation Theory (Pask, 1975) xi. Functional Context (Sticht, 1975) xii. Minimalism (Carroll, 1990) g. Motivational Theories and their application to teaching and learning i. Maslow’s Hierarchy of Needs (Maslow, 1943) ii. ARC’s Motivation Theory (Keller, 1983) iii. Expectancy Theory (Vroom, 1964) iv. Equity Theory v. Herzberg Two-Factor Theory h. Communication Theories and their application to teaching and learning i. Attribution Theory ii. Cognitive Dissonance theory iii. Social Identity Theory iv. Uncertainty Reduction Theory v. Elaboration Likelihood Model i. General Systems Theories

Research Readings  Definitions and Domains of the Field  http://copland.udel.edu/~jconway/EDST666.htm  Notes on a Theory of Instruction

Evaluation  Develop a 5 Minute learning experience for class presentation which should demonstrate attention to at least 4 instructional design theories with not more than one from any of the groupings above. Be sure to identify & justify the underlying theories that support your choice of activities.

Rubric

Identified Justified Instructional Weak Medium Strong Arguments, Arguments, Arguments, Design Theories poor some measure of rich understanding understanding understanding Learning Theory 1 1 2 3-4 Instructional 1 1 2 3-4 Motivation 1 1 2 3-4 Communication 1 1 2 3-4 General Systems 1 1 2 3-4 4. Types of Learning Theories Week 3

Rationale Learning Theories and instructional environments fall into three major groupings, behaviorists cognitive and constructivist. These are not mutually exclusive in any learning environment. Depending on prevailing conditions and the instructional goals the instructional designer can employ instructional approaches from these categories.

Objectives The student will be able to develop instruction utilizing any or all of the three approaches.

Content 1. Behaviorist a. Learning as behavior strengthening

2. Cognitivist a. Learning as knowledge reception and retention

3. Constructivist a. Learning as knowledge construction

Research & Readings

Evaluation  Take all the learning theories discussed to date and classify them in one of the 3 groups studied in this lesson.  Develop a 5 minute lesson which incorporates elements of behaviourism, cognitivism and constructivism. 5. Instructional Design ADDIE (U)

Rationale ID Models provide guidance for instructional designers in designing instructional lessons. Models may be classified in different groups. Familiarity with the different models, their strengths and weaknesses will enable designers to choose and apply the most appropriate models for specific learning situations. We will use the ADDIE model as the base model and introduce the students to other models identifying similarities and differences.

Content

Analyze – Design – Develop – Implement - Evaluate

Rationale

The purpose of the Instructional problem is to be able to state in specific terms exactly what skills and competencies the training will provide. Various approaches can be used to determine this. In this course we will use the Needs Assessment to derive the instructional problem. There are other approaches such as Goal Analysis or Performance Assessment.

Objective

At the end of this lesson given a situation of non-performance or a situation where performance is affected by lack of skills, knowledge or competencies, participants will be able to conduct a needs assessment and derive an Instructional problem statement.

5.1.Analyze - Instructional Problem – Needs Analysis Approach Week 4 5.1.1. Planning the Analysis 5.1.2. Collecting the Data 5.1.3. Analyzing The Data 5.1.4. Writing the Instructional Problem

Evaluation

Think of a scenario where students or employees are performing below a required standard in a particular area. Conduct a needs assessment and write a final instructional problem statement.

Example of Problem Statement

Students are not able to distinguish Adjectives from Adverbs. This course is designed to provide students with the skills to enable them to distinguish and correctly use adverbs and adjectives. 5.2.Analyze - Context Analysis Week 5

Rationale

The context refers to all the attending variables that may impact on instruction and learning, it may be the environment, learner attitude or capability or instructor’s competence. A context analysis is important in order for the designer to know what problems s/he may have to over come and enable him/her to develop strategies to deal with them.

Objective

At the end of this, given an instructional problem the student will be able to collect relevant information about the context of the problem and write a complete description of the audience and the environment.

5.2.1. Audience 5.2.1.1. General Characteristics 5.2.1.2. Entry Competencies 5.2.1.3. Academic Background 5.2.1.4. Social Characteristics 5.2.1.5. Learning Styles

5.2.2. Environment 5.2.2.1. Orienting Context 5.2.2.2. Instructional Context 5.2.2.3. Transfer Context

Evaluation

Take the Instructional problem developed in the previous lesson, conduct the necessary analysis and develop the context for this training completely describing the audience and the environment. 5.3.Analyze - Content Analysis Week 6

Rationale

Content analysis is required in order to ensure that all information required for the achievement of mastery of the subject matter are contained in the course of study. If content is omitted or ignored it is possible for the student or teacher to not achieve the required objectives. Not only must the designer understand the composite topics in the content but the designer must also know and understand the level at which the learner is expected to gain mastery of the content There are several Taxonomies used to describe content. There are Bloom’s Taxonomy, Gagne’s,

5.3.1. Facts or Verbal information 5.3.2. Concepts 5.3.3. Principles and Rules 5.3.4. Procedures

Objectives

Students will be able to develop complete content that will contain all information that is required for mastery of the subject matter.

Evaluation

For the Instructional Problem you have identified complete a content analysis ensuring that you identify all the required concepts, rules and procedures as necessary. 6. Design Weeks 7

Design – Objectives

6.1.Major Course Objectives 6.2.Instructional Units or Topics and Time Frame 6.3.Sequence Units 6.4.Identify Major Unit Objectives 6.5.Identify Specific Objectives 6.5.1. Classification of Objectives – Cognitive Domain 6.5.1.1. Knowledge 6.5.1.2. Comprehension 6.5.1.3. Application 6.5.1.4. Analysis 6.5.1.5. Synthesis 6.5.1.6. Evaluation 6.5.1.7. Problem Solving 6.5.1.8. Critical Thinking 6.5.1.9. Creative Thinking 6.5.2. Affective Domain 6.5.3. Psychomotor Domain 7. Design – Teaching Strategies Week 8 7.1.Teaching Strategies for Recall of 7.1.1. Facts 7.1.2. Concepts 7.1.3. Principles 7.1.4. Procedures 7.2.Teaching Strategies for use of Concepts Rules/Principles Procedures Comprehension Application Analysis Synthesis Evaluation Problem Solving Critical Thinking Creative Thinking

7.3.Teaching Strategies for the 7.3.1. Affective Domain 7.3.2. Psychomotor Domain 8. Develop Week 9 8.1.Select Media 8.2.Record Messages 8.2.1. Verbal Messages 8.2.2. Written Messages 8.2.3. Visual Messages 8.2.4. Graphic Messages 9. Implement Week 10 9. Evaluate Week 11 9.1.Formative 9.1.1. Purpose 9.1.2. Audience 9.1.3. Isssues 9.1.4. Resources 9.1.5. Evidence 9.1.6. Data Gathering Techniques 9.1.7. Analysis 9.1.8. Reporting 9.1.9. Types of Formative Evaluation 9.2.Summative 9.2.1. Program Effectiveness 9.2.2. Program Efficiency 9.2.3. Program Costs 9.3.Confirmative 10.Analysis - Other Design Models Week 12 10.1. ASSURE 10.2. Morrison, Ross and Kemp 10.3. Knirk and Gustafson 10.4. Hannafin Peck 10.5. Dick and Carey 10.6. Problem Based Learning 10.7. 7 E’s

Evaluation

Select any two of the Design models above. Research both models and complete a comparative analysis of these models. Final Project

Develop an Instructional design unit for a topic of instruction of your choice. It may be an entirely new topic or the same one that you have been working with during the term. It can be a seamless integration of all the work you have already done or a completely new piece.