Educational (instructional) design models Daniel K. Schneider (ed.) PDF generated using the open source mwlib toolkit. See http://code.pediapress.com/ for more information. PDF generated at: Mon, 10 Nov 2014 05:58:58 CET Contents CRESST learning model 1 4C/ID 2 5e Learning cycle 6 5e's of education 7 7e Learning cycle 8 8 learning events model 9 ABAHCOCOSUCOL 10 ARCS 12 Advance Organizer 16 Advance backward design organizer 18 Aesthetic principles for instructional design 19 Agile learning 20 Anchored instruction 21 Backwards design 23 C3MS project-based learning model 24 C5 simulation framework 36 CPM 37 Campbell-Lom mentoring model 38 Carroll model of school learning 40 Case-based learning 42 Case-based reasoning 52 CeLS 52 Cognitive flexibility hypertext 57 Cognitive flexibility theory 62 Cognitive load 64 Collaborative Face to Face Educational Environment 68 Community of inquiry model 71 Component display theory 73 Computer simulation 74 Constructivist emotionally-oriented model 77 Cybergogy 78 DialogPlus Toolkit 81 Direct instruction 89 Discovery learning 92 Dukes simulation and gaming model for sociology teaching 97 E-moderation five-stage model 99 E-tivity 100 E2ML 102 Educational design language 104 Educational modeling language 114 Eight-component framework for e-learning 122 Elaboration theory 123 Engagement theory 125 Exploratory learning 126 FEASP 127 Felder design model 129 First principles of instruction 131 Gerlach and Ely design model 136 Gerson's e-class 137 Hypermodel 138 Hypertext 140 Inquiry-based learning 150 Instructional design model 155 Instructional systems design 159 Instructional time 160 Instructional transaction theory 162 Kemp design model 163 Knirk and Gustafson design model 165 LAMS 166 Laurillard conversational framework 174 Learning by design 176 Textbook genres and examples 179 Textbook research 194 Textbook writing tutorial 199 Learning design 215 Learning management system 218 Learning sequence 222 Learning to teach with technology model 223 Lesson planning 224 Madeline Hunter method 227 Mastery learning 229 Medicine Blends Computers and PBL 232 Mentoring 233 Microlearning 237 MiniQuest 240 Minimalist instruction 241 Model-based learning 242 Moursund project-based learning model 243 Nine events of instruction 245 OASIF 247 PALO 248 POME 259 Peer-to-peer learning 260 Phoebe pedagogic planner 262 Problem-based learning 263 Programmed instruction 273 Progressive project assignment 279 Project-based learning 281 Project-based science model 295 Project-methodology-based learning 298 R2D2 299 Sandberg learning environment functions 300 Scaffolded knowledge integration 301 Science writing heuristic 303 Self-regulated strategy development model 305 Shuell model of learning functions 306 Simulation 308 Super motivation 309 Taba teaching strategy model 311 TeachML 313 Team learning 320 Teleteaching 322 Trialogical learning 323 Universal design for learning 325 WIPPEA 326 WebLabs model 327 WebQuest 328 Wiki-supported project-oriented learning 334 Writing-to-learn 336 References Article Sources and Contributors 344 Image Sources, Licenses and Contributors 347 Article Licenses License 349 CRESST learning model 1 CRESST learning model Draft Definition The CRESST learning model has been proposed by Baker (1995) of the Center for Research on Evaluation, Standard, and Student Testing (CRESST) to describe “the range of cognitive learning in which students engage”. The "cognitive types of learning" are a composite of taxomomies and theories from by Gagné, Merrill and others. Five families are used to describe the kinds of learning that can take place. Content-specific activities: • Content understanding - learning of domain specific material. Activities may include student explanations, concept map builiding. • Problem solving - processes and strategies engaged to acheive a goal that has no apparent solution, including the trasfer of content-understanding and use of metacognition to the resolution of an unfamiliar problem. Content-independent activities: • Collaboration - learning to work with others, acquiring interpersonal skills, including teamwork (group performance on task) and taskwork (individuals' effectiveness within the group) (Morgan, Salas, & Glickman, 1993) • Communication - learning to express thoughts and ideas effectively, written and/or verbally within the content domain (use appropriate terminology to explain content. • Metacognition - learning to regulate one's cognitive activity through awareness, knowledge of cognitive strategies, planning and self-monitoring. CRESST publishes handbooks for creating assessment materials to assess performance in each of these families. The handbook for assessing content understanding is available as a free sample (PDF) [1]. CRESST is also proposed as a method to analyse the cognitive demands of a technology by evaluating the extent to which each family of learning is activated through the use of a particular technology (Baker, O'Neil, & Klien, 1998). References • Baker, E.L. (1995), Finding our way. Presentation at the annual conference for the Center for Research on Evaluation, Standard, and Student Testing (CRESST), University of California, Los Angeles. • Baker, E.L. , O'Neil, H.F., & Klien, D.C.D. (1998), A Cognitive Demands Analysis of Innovative Technologies, CSE Technical Report 454, National Center for Research on Evaluation, Standard, and Student Testing (CRESST), UCLA. • Morgan, B.B, Jr., Salas, E., & Glickman, A.S. (1993). An analysis of team evolution and maturation. Journal of General Psychology, 120, 277-291. 4C/ID 2 4C/ID Draft Definition • 4C/ID is an instructional design model by van Merriënboer and others. • "4C" means "four components", "ID" means "Instructional Design". It also can be found in Merrill's first principles of instruction. • According to Martin Ryder [1], the The 4C-ID instructional model is characterized by four components: (1) Learning Tasks, (2) Supportive Information, (3) Procedural Information and (4) Part-Task Practice. The tasks are ordered by task difficulty and each task offers at the beginning a lot of scaffolding which is reduced as the learner progresses. See also: Elaboration theory (a much earlier model from Reigeluth). The design 4C/ID is what I call a "main-stream" Instructional Design Model that addresses the issue of how to teach complex skills, i.e. solid know-how that can be applied to real problem problems. According to Merriënboer et al. (2002): “ The 4C/ID-model [....] addresses at least three deficits in previous instructional design models. First, the 4C/ID-model focuses on the integration and coordinated performance of task-specific constituent skills rather than on knowledge types, context or presentation-delivery media. Second, the model makes a critical distinction between supportive information and required just-in-time (JIT) information (the latter specifies the performance required, not only the type of knowledge required). And third, traditional models use either part-task or whole-task practice; the 4C/IDmodel recommends a mixture where part-task practice supports very complex, "whole-task" learning.” According to Merrill (2002:56), the model is clearly problem-based although not in the sense of typical problem-based learning models. “ At the heart of this training strategy is whole-task practice, in which more and more complex versions of the whole complex cognitive skill are practiced. In ... the analysis phase ... the skill is decomposed in a hierarchy of constituent skills; ... classified as recurrent constituent skills, which require more-or-less consistent performance over problem situations, or nonrecurrent constituent skills, which require highly variable performance over situations" (p. 8). "While learners practice simple to complex versions of a whole task, instructional methods that promote just-intime information presentation are used to support the recurrent aspects of the whole task while, at the same time, instructional methods that promote elaboration are used to support the non-recurrent aspects of the task" (p. 10).” 4C/ID 3 The four components are described in detail in Merrienboer (2002) [2] and from which this picture is taken: Some features of 4C/ID This section are made from notes taken during a van Merriënboer keynote talk on March 14 2013 [3]. 4C/ID can be described as a method that will describe the backbone of a curriculum where each element is connected and does have a function with respect to the whole. It addresses two problems: • Students can't apply "knowledge" • Students and life-long learners are not self-directed learners There is research-based evidence that transfer is improved when using a 4C/ID design. Learning tasks Create a "spiraled2 sequence of tasks, based on induction • Provide variability in each task • Provide task classes i.e. sequences of easy to difficult tasks. Each task should be meaningful right from the start. Make sure to offer several variants for each class, i.e. a series of task that address the same learning outcomes at same difficulty level. • Provide guidance: Scaffolding should be provided in each task. However, for task set, define a Zone of proximal development using a sawtooth pattern: First task in a class uses a lot of support, last task in a class should have no support. If learners are successful, then move them to a higher level. • Typical learning technologies for task support: Simulated/real task environments and development portfolios 4C/ID 4 Supportive information Is information that helps learnings getting the