Transcript You can the full power point set here

Instructional Design
Selecting and
Ordering Content As
You Design the
Learning Event (s)
(EDER 673 L.91 )
From Calgary
With
Asst. Professor Eugene G. Kowch
March 6 to March 13 Week
(An Asynchronous Meeting using
WebCT discussion Thread
and
WWW Course Home Page Material)
© E. Kowch 2002
Instructional Design
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We are here
Gagne/Briggs
Rossett/
Tessmer/
Smith&Ragan/
Reigeluth/
Kazanas/
Shaumbagh
&Magliaro/
Dick & Carey/
Needs / tasks
Analyzing
Learners &
Contexts
Jonassen/
Gardner/
Gagne/Briggs
© E. Kowch 2002
Kazanas/
Rothwell Scope/Sequence
Leshin, Reigeluth(macro)
Pollock & Gagne (micro)
Reigeluth/ Dick & Carey
Instructional Design
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Update: EDER 673
History of ID
ID Terminology
Instructional Design
Philosophies
Context based designs
ID Models: A peek
Learners and
Learning Theories
Needs Analysis
Task Analysis
Selecting and
Ordering Content
(elaboration)
© E. Kowch 2002
SMCR/Feedback
Communication
Model
Media Selection
Evaluation
Motivation
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This information / reading package has been created to extend your understanding about how to
design a learning environment that will allow the learner to achieve the learning objectives
gleaned from your needs or task analysis.
As you learn this particular material, I suggest that you do not think from the
perspective of a student, or from the perspective of a teacher or instructor :-)
For this lesson, think as a (course, lesson or training)
designer of an instructional environment.
The precise contents in this package are based on your readings, and created from the interests
and design inclinations you have exhibited in class so far. The content here references, but asks
you to think beyond the readings.
© E. Kowch 2002
Instructional Design
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Agenda
Elaboration Theory: A Guide for Scope and Sequence
Decisions (selecting and ordering content)
A. Overview of micro/macro approaches to ID
B. An analogy for Elaboration Theory
B.1 Sequencing
•
•
Sequencing Decisions
Sequencing Strategies
•
Topical
•
Spiral
B.2 Scoping
•
Scoping Decisions
C. What is an Elaboration Sequence?
C.1 Task Expertise
C.2 Domain Expertise
C.3 The Conceptual Elaboration Sequence
C.4 The Theoretical Elaboration Sequence
C.5 The Simplifying Conditions Method (SCM)
•
How to design an SCM sequence
D. Blueprinting: Epitomizing and Elaborating
© E. Kowch 2002
Instructional Design
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Sources
The following resources were adapted for this class, to fit the
time frame of EDER 673 for the 2003 Winter Class:
© E. Kowch 2002
•
Riegeluth, C. (Ed.), (1999). The Elaboration Theory. In
Instructional design theories and models - A new
paradigm of instructional theory. Volume II. Lawrence
Earlbaum Associates.
•
Reigeluth, C. (Ed.), (1983). The Elaboration Theory of
Instruction. In Instructional design theories and models
- An Overview of their current status. Volume I.
Lawrence Earlbaum Associates.
•
Smith, P. L., & Ragan, T. J. (1999). Instructional
•
Design (2nd Ed.). New York: Wiley.
These are all excellent sources for your future professional
education technology library.
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Overview
A. An overview of Micro and Macro level ID Approaches:
Designing instruction to achieve a learning/skill objective (to
fill a gap)
•
•
•
© E. Kowch 2002
Recall that Gagne wrote about the executive processes that
an individual uses when learning (memory processes). These
are micro level processes. At the micro level of instructional
design, we design learning/instruction events so that the
learner’s micro level cognitive processes to fit the conditions of
learning - to assure the best learning chance for the student.
There are macro level approaches, that place the learner in
the learning environment context, instead of focussing on the
hierarchy instructional events suited for different types of
learning.
Elaboration theory is a macro approach to the design of
instruction. It is a model that presupposes that there is
relevant content that can be taught, and that with good design
and a careful collection of topical matter, a learning
environment can be created. It is still a systems approach, but
there is flexibility for scope and sequencing instruction by
careful consideration of the topics (content) to be studied.
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Overview
A. An Overview Broad Overview of the Elaboration
Theory of Instruction
•
© E. Kowch 2002
As creators of a learning event or environment, once we know the learner’s
knowledge/performance needs, we then create the learning objectives or
tasks to achieve the ideal learning/doing outcomes. We do this for the learner
by designing instruction.
•
So then we need next to consider what instructional strategies we may use
to help the learner reach the objectives. This strategy informs BOTH the
instructor and the learner. Think of this as an instructor while you learn this
theory.
•
Micro level instructional strategies are concerned with teaching a single idea.
Micro level instruction strategies employ examples of that idea. (example: Use
the “I before E except after C” rule to spell the following words correctly).
•
Macro level instructional strategies relate to several ideas, and to sequencing
those ideas to maximize learning. (Example: Some spelling rules are tricky,
and they change depending on the word. Read the story and find some of the
words with an “IE” or “EI” before a “C”. What have you learned about spelling
these kinds of words?”
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Overview
A. Some Macro Approaches to Designing Instruction:
•
•
•
•
© E. Kowch 2002
The Hierarchical approach to task analysis: Gagne (1968, 1977)
introduced the idea of the learning prerequisite (some knowledge must
be acquired before other knowledge can be acquired). This gave rise
to the hierarchical approach to task analysis (learn this, before you can
learn that…) Such complexity inherent to hierarchical design (too many
if-then-elses) makes the hierarchical approach difficult for some design
situations.
The Information Processing approach to task analysis described the
procedure or order in which tasks should be performed, as opposed to
the order in which they must be learned. (Merrill, 1971; Landa, 1974).
Instructional sequences were discovered that helped learners see
relevance in learning (Ausubel, 1968). Ausubel said to start instruction
with general level knowledge that “subsumes” the content that is to
follow; the remainder of instruction is then a process of gradually
introducing more detailed specific knowledge about general ideas, like
in Bruner’s (1960) spiral curriculum.
Elaboration theory is a macro approach to instructional design too.
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Overview
A. Elaboration Theory:
A Flexible Macro Approach to Instructional Design
•
The simple-to-complex sequence of instruction and learning
prescribed by the Elaboration approach helps to ensure that the
learner is always aware of:
•
•
•
•
•
•
© E. Kowch 2002
The importance of the different ideas that are being taught
The ability to learn at a level of complexity that is most meaningful to him
The ability to choose complexity that is comfortable, rather than plodding
through levels of too-high or too-low complexity first.
The model is more learner centred and less teacher or content
centred. The role of the designer is critical, however.
More holistic approaches to instruction can be accommodated
by this method, as this method allows the proper scope
(content) and sequence (ing) (ordering) of connected chunks of
instruction within simulation, PBL (problem based learning),
situated learning designs.
Because one can identify real-world version of the task or
content domain.
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Overview
B. An Analogy to
help introduce you to the theory:
•
•
•
•
•
•
•
© E. Kowch 2002
This method of instruction is, for the learner, like studying subject
matter “through” a zoom lens.
For the designer, this design model allows you to create the content
environment so that teachers and learners can “fit” in with time
(sequence) and space (content) variability.
The learners starts with a wide-angle view, which allows him/her to
see the the major parts fo the picture and the major relationships
among those parts, with little detail (macro view).
The learner then zooms in on a part of the picture. More sub parts
can then be seen. After studying all the parts here, the person can
zoom back out and study other parts, in context.
This is not unlike the foundations of contextual or constructivist
instruction design - both approaches depend on designing the
contexts for learning, and on learner cognitive processes.
The person could be “forced” to learn all parts at various “zoom”
levels, or to skip to another part of the picture following their own
interests. Or the learner can control the zoom level and the teacher
can then be ready to teach at that level.
However, there are no prerequisite learnings required - like in
Bruner’s spiral curriculum, learners work to deeper levels of
complexity. As they go deeper, increasingly complex prerequisites
exist, but they will already have been taught as part of the previous
steps.
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B. Sequencing Content
© E. Kowch 2002
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B.1 Sequencing
•
•
•
Sequencing requires the designer to make decisions about how
to group and order content.
So the designer must also decide what content should be in
each grouping.
Factors affecting sequencing:
1. The size of each group of content (the size of the learning event)
2. The contents of each group of content (learning event)
3. The order of components within each group of content (learning event)
4. The order of the each group of content (learning events).
© E. Kowch 2002
Instructional Design
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B.1 Sequencing depends on
1. The size of each group of content (learning event):
2. The components (content pieces) of each learning
event:
E
D
© E. Kowch 2002
C
F
A
B
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B.1 Sequencing depends on
3. The order of components (content pieces) within each
learning event:
A
D
B
E
C
F
4. And the order of the learning event itself (all the
pieces)… the order does not have to be linear:
© E. Kowch 2002
Instructional Design
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B.1
When Sequencing makes a difference to the success of your
instructional design
•
The difference that your sequencing makes to instruction depends
on 2 factors
1. The strength of the relationships between the topics
- if the course is about a bunch of unrelated topics (Software, Financing,
Training, Planning), the order for teaching these topics will not matter as
much.
- if the course is about a bunch of closely related topics (Software,
hardware, platforms, networks, usability), the order for teaching these
topics matters.
2. the size of the learning event.
Usually when topics are closely related, as the size of the course increases,
so does the importance of sequencing because most learners will have a
tough time organizing improperly sequenced topics. More than a couple of
hours to learn each topic means that sequencing is critical, then.
© E. Kowch 2002
Instructional Design
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B.1 Sequencing Strategies
The Importance of (topic) relationships to designing a sequenced
learning event:
1. No relationship between topics = no importance for careful sequencing
of the modules
2. Good relationship between topics = a need for care and attention to
module sequencing. Certain types of topics have single types of relations
and should be sequenced as follows:
a. historical topic sequences : work when instruction sequencing can
is based on a series of events (teaching plant growth or tectonics).
b. procedural topic sequences: work when tasks or learning depends
on a specific order of performance (filling a tooth cavity).
c. hierarchical sequences: work when a keen relationship between the
learning prerequisites among various skills and sub skills that comprise a
task exist (building a house)
© E. Kowch 2002
Instructional Design
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B.1 Sequencing Strategies: Two patterns exist:
Topical and Spiral
1. Topical sequencing:
•
A topic is taught to whatever level of competency or
understanding is required (to reach the learning goal you
set) BEFORE teaching moves to the next topic.
•
•
© E. Kowch 2002
Advantages: Learners can focus on one topic and learn it
deeply without skipping to another topic. All materials are used at
one time.
Disadvantages: After the learner moves on to the next topic,
they can forget the previous one. Learners don’t get an idea of
the whole subject area until they finish the curriculum or course.
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The Topical Sequencing Strategy
The trick to good design
today is to group elements
into topics effectively - the
student in topical
sequencing can “skip”
content in a topic that is
already known. This is
good for “just in time”
designs in education. In
Training, use the needs
analysis to tell you how to
group the topics
Start
Topic
A
Topic
B
Topic
C
End
I created an example on the following page to help you understand this.
•It is also a model for content/sequencing in your instructional blueprint
•for your learning event (next assignment)…
•
© E. Kowch 2002
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Example:
The Topical Sequencing Strategy for
Developing a One Hour Class with this learning objective:
The 1st Year Education student will be prepared to introduce the subject Values
Education to High School Students in a one hour class
Topic B:
Topic A:
Higher
Education Example
Depending on the prerequisite
Learning that learners hold
Coming into this spiral, they
Can almost “skip” steps and
Pick intensify where they need
To gain learning / competency. The
Designer can also add components to
This model depending on student needs
And interests, as long as the overall
Objectives are achieved.
Relevance
Parent
Pressure: Finding
Your own values
Professional
Association
Coda: Your values in
context
Professional
Liability You, the
Profession and Civil Law
Duty of Care / the pressure
This is a great process for rapid
On youth in an e-world /
Prototype designs, where you don’t have Our duty to prepare youth
The time or information to do an entire
Design cycle, and you might have to
Elaborate on certain topics and not on others to
Get the best learning outcome in short order!
© E. Kowch 2002
Key
Elements
Self
Actualization
assessment
PeerValues
assessment
Community
Culture
assessment
Institutional
Culture
assessment
Topic
C:
Classroom
Methods
Opening
Motivator (clip)
Lesson Planning/
For student comfort
Group Discussion
& Journalling /
samples
Self Evaluation &
Reflection methods
And feedback methodology
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B.1 Sequencing Strategies: Two patterns exist:
Topical and Spiral
1. Spiral sequencing:
•
Learners master a topic (or task) gradually in several passes. The
learner learns the basis of one topic (or task) and then another, and
another… (they can even choose topics).. And moves on to another
topic. The movement continues until mastery is reached (at your
designed level of mastery) for all topics.
•
•
•
© E. Kowch 2002
Advantages: There is a built-in synthesis and review process. Interrelationships
between topics may help the learner learn similar approaches within different
topics in quick sequence (studying topics like how to drywall interior, exterior, wet
and dusty rooms, for example as Topics A, B, & C, then moving on to studying
how to paint interior, exterior, wet and dusty rooms, for example as Topics A, B, &
C...). Cycling back to an earlier topic provides a review.
Disadvantages: this is not a sequence for ADHD learners. Disruption occurs as
topics switch frequently, and the efficient management of resources is tough.
This is like teaching 8 CTS modules at once. But it can work very well.
I created an example on the following page to help you understand this. It is also
a model for content/sequencing in your instructional blueprint for your learning
event (next assignment)…
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Example:
The Spiral Sequencing Strategy for
Developing a One Hour Class with this learning objective :)
The 1st Year Education Administration Masters student will learn the
basics of Educational Technology Leadership over the term of this
course
K-12 Education
Example
Topic
A:
Topic
B:
Human
Resources
Education
Finance
Job
Descriptions / tech
Skill capacities
Hiring Practices
And the Law:
Credentials
Professional
Development &
Supervision Planning
HR Performance
Planning & renewal
planning
© E. Kowch 2002
Topic
C:
Governance
and Policy
Salary Scales
In/out scope
ET support
budgeting
Advertising in
Small markets:
Compensation
Managing &
Planning :
ET staff
Development &
Hardware renewal
Tax/Revenue
Consultation with
Stakeholders/
Partners/ fund
development
Board/Teacher negotiation
Protocols for ET and IT
Purchasing, Maintenance and
Hiring / Support
Education Technology staff leadership:
Leadership Ethics, Service Law
Codes of Conduct and operational
Planning/implementation policies
Leading and Forecasting with all
stakeholders: Principals, schools
and Boards. Organization Theory
Succession Planning, short
And long term forecasts,
Developing supporting policy
Evaluation policy and
Contingency planning. Policy Theory
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B.2 Scoping Strategies
•
•
•
•
•
Scoping is concerned with WHAT to teach, not WHEN to teach it. It focuses on
the nature of the content to be taught/learned. Scoping requires decisions about
what the learner needs and / or wants to learn.
If you don’t teach the right content in your design, you miss the point of the
needs and goal analysis and learners will not achieve the right learning outcome
(in either training or education settings)
In training, scoping is easier - needs assessment will identify the performance
gaps, task analysis can help you decide what tasks need process or transfer
improvement, and you select the content and order the steps logically.
In K-12+, learning needs are vague and can be culture & context dependent the benefits of instruction are harder to measure/see. Still WHAT is taught is
important, and it should fill a gap in student knowledge or performance, based
on your needs assessment and goal analysis.
TRAINING Context Content Considerations:
•
•
•
EDUCATI ON Context Content Considerations:
•
© E. Kowch 2002
Organizational goals should match the content
Organizational and work / job requirements should match content
Needs are less clear, are culture dependent, students have their own interests and benefits
may take years to realize. Curriculum is the guide but multimedia & constructivist praxis
cause new scoping rules to be developed.
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PART C
Elaboration Sequences
C.1 Task Expertise
C.2 Domain Expertise
C.3 The Conceptual Elaboration Sequence
C.4 The Theoretical Elaboration Sequence
C.5 The Simplifying Conditions Method (SCM)
•
© E. Kowch 2002
How to design an SCM sequence
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C. Elaboration Sequences
•
The concept of Elaboration sequences was founded on the idea that
different sequencing strategies should be designed for different kinds of
content (topics), and that different kinds of relationships with the
content. (we can spiral lessons about the exploration (and comparison)
of various European Governments, for example). For high expertise in
this, systematic travel to similar (Education) departments in each
country might occur, followed by another round of travel to the same
countries to study a different department (Finance).
•
So the kind and level of expertise you expect from the lesson(s) or
course (s) will vary depending on the kind of expertise you want to
develop. (IE: are you training tax collectors the case above, or are you
educating Federal Economists?).
Elaboration theorists define 2 kinds of expertise in elaboration:
•
•
•
© E. Kowch 2002
1. Task Expertise (learner becomes an expert in one task(tax collector)
2. Domain Expertise (learner is an expert in a body of subject matter not tied to
any one task (economics).
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C.1 Elaboration Sequence Types
Task Expertise
Task Expertise:
•
The learner becomes an expert in a specific task.
•
•
•
Elaboration theory only works to instruct complex tasks (Reigeluth, 1999). The
simple-to-complex model (SCM) works well to train tax collectors or to
educate PERL programmers.
As complex cognitive and psychomotor tasks are done well under
different conditions, each set of conditions defines a different version of
the task - and some versions are much more complex than others. So
the SCM model starts with a simple (real world) version of the task and
instruction leads to a complex version by progressing through more
increasingly complex versions of the task.
•
•
•
© E. Kowch 2002
Example: managing a project, writing an annual plan, selling a product, designing a
module.
Example: Solving equations with one unknown is easier to learn than solving with
two unknowns for most learners. We try to start such instruction within the zone of
development as designers.
Problems tackled should be within Vygotsky’s zone of proximal
development - then the learner pushes beyond that.
Cause-effect relationships are established so the learner can understand
and learn elements and combined element concepts, backing in and out
of these relations offers abstract learning opportunity, analysis and
synthesis.
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C.2 Elaboration Sequences:
the 2 kinds of Domain Expertise
Domain Expertise:
•
The learner becomes an expert in a body of subject matter not tied to any
specific task:
•
•
•
•
© E. Kowch 2002
Examples: Economics, electronics, educational technology, law
Domain expertise ranges from simple to complex. Tax collectors can walk door
to door, or help develop new GST systems. The idea is to design learning and
teaching that goes from simple to complex. Start with the broadest, most
inclusive ideas (social service exists because of tax collection and distribution).
Gradually progress to more complex ideas (tax collection should not target the
poor as much as the wealthy, then..). There are 2 types of domain expertise to
consider in your sequencing of this kind of instruction:
Conceptual Domain Expertise: (understanding what). In simple form, these
are concepts and principles (tax fuels the state for quality civil life). In complex
form, these are concept maps (of tax, welfare and GDP).
Theoretical Domain Expertise: (understanding why). In simple form, these are
models for understanding (no tax, no hospitals). In complex form, these are
intellectual models that explain real phenomena. General to specific sequencing
is still recommended for this type of learning / mastery.
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C. 3
•
•
•
Concepts are groupings or classes of objects, events, or ideas and can
be broken down into narrower, less inclusive concepts. The classification
of groupings is key to the design. People tend to store a new concept
under broader, more inclusive terms until they “get into” it and learn the
new concept well.
So a conceptual elaboration sequence is really created by a designer to
give the learner (cognitive) scaffolding - to stage learning to progress
from simple to complex events.
Using this model, your instructional design leads to a teaching event
where learning occurs first from the (most inclusive) to narrow (less
inclusive but more detailed) concepts.
•
•
•
The Conceptual Elaboration Sequence
Example: Teach “finder” skills in Windows before teaching “Word” application skills. If
the student wishes to “mine down” and do more detailed learning, they can “mine”
until they need instruction to proceed toward success or mastery. Your (elaboration)
design can have “branches” to accommodate this self-directed study.
Does not violate the notion of learning prerequisites because higher level
concepts contain prerequisites for concepts below them.
(hint: how do you find the “most broad” and “most narrow” concepts s that you can
create a conceptual structure or hierarchy? Use Inspiration software and you’ll find
that the bigger categories have many more lines emanating out from them).
© E. Kowch 2002
Instructional Design
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C. 4 The Theoretical Elaboration Sequence
•
Intended for courses that focus on interrelated sets of principles
which are elaborations on each other (e.g., how & why
something works not how it works).
Example: A course on why audio conference software works, as opposed to
a course on how audio conference software works.
•
A model intended for courses that start with the broadest, most
general principles (usually the simplest) with gradual progression
to narrower, more precise principles (usually more complex).
•
•
Example:
Broad concept: Oil and gas reservoir simulation can greatly improve
profit.
•
•
•
© E. Kowch 2002
1st design course: Principles of Oil and Gas Reservoir Simulation
2nd design course: Oil and Gas Reservoir Simulation/Production
Optimization.
3rd design seminar : Maximizing Oil Well productivity using Simulation
Results - How to produce the most oil when the price is highest.
Instructional Design
To TOPIC 29
C. 5 The Simplifying Conditions Method
•
•
•
•
The SCM method (simplifying conditions method) of elaboration
offers guidance for analyzing, selecting and sequencing the “what
to learn” content.
This approach is considered more holistic - the instruction
process begins with a simple task that is rather representative of
the whole, and teaches progressively more complex versions making sure the learner is aware of the other versions.
(This is the exact opposite of the hierarchical approach to
sequencing, where all prerequisites are taught first and the realworld task is taught at the end of the process).
How to Design an SCM Method
•
•
•
© E. Kowch 2002
Phase I – Prepare for Analysis & Design
Phase II – Identify the First Learning Episode
Phase III – Identify the next Learning Episode
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A Recipe for designing an SCM sequence (detail)
1.
Preparation for analysis and Design
1.
2.
3.
4.
2.
Identify the First Learning Event
1.
3.
Establish rapport with the SME (subject matter expert)
Identify the characteristics of the task in general
Identify the characteristics of the learners in general
Identify the delivery constraints of the instruction in general
Help the SME to outline the simplest version of the task for you, this
might be the simplest task process or simplest way of learning the task.
Organize the content for this version of the task
1.
2.
If this is a procedural task, do a task analysis to determine entry level
steps and substeps.
If this is a not a procedural task,
1.
2.
3.
set the goals for the task (what must be done or learned in this task)
Outline the constraints for attaining each goal (time, money, strength,
patience)
Identify subcategories containing causes for the constraints
1.
(the amount of time, the amount of money, weakness caused by worker
fatigue)
Identify guidelines an expert uses to perform this version of the task, so
the cause of the limitation is overcome and performance happens.
© E. Kowch 2002
Instructional Design
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A Recipe for designing an SCM sequence (summary)
(my examples are in red)
1.
Create a model that describes all learning objectives involved in performing the task
1.
2.
Identify the learning goals for this version of the task under these conditions
1.
3.
You must have a flexible body to do this task. Wash the car well, and let it dry well. No dust should
be in the air. 2. Get use only Turtle 432 Wax, and do not apply wax in the direct sun. 3. Apply wax
to rag, not to car, and rub in circles with the seamless rag so as not to scratch the new wax on the
car. 4. If the temperature outside is below 10C or higher than 40C, stop waxing as the wax will
smear and not shine. 5. Allow was to dry for exactly 15 minutes. 6. Wipe with another similar clean
rag until there is no swirl on the car left from the circular wiping motion.
Identify explanations as to why each of the guidelines works and combine the
explanations into explanatory models.
1.
© E. Kowch 2002
Equipment is essential to the task for without good equipment and weather, and a flexibly body, the
wax cannot set and the car cannot be polished well.
Analyze the causal factors to identify guidelines or prescriptive principles that an
expert uses for this version of the task. Also identify all decision rules an expert
uses to combine the guidelines into a (top) performance model.
1.
6.
The student will need equipment: Water, Wax, two soft seamless rags, Turtle 432 Wax, light, a
sunny day or a garage, and temperature of between +10C and +30C. The student must have good
arm mobility and vision.
Identify the causal factors for each limitation / helping factor in (3).
1.
5.
The student will be able to wax and protect a care well.
Identify all important considerations or limitations / helping factors for attaining each
goal (in the instructional world).
1.
4.
Waxing a car well means that you must prepare the car, know the weather, and have good materials
to leave the car shiny and protected.
An able body lets the person apply wax in smooth motions, to all areas of the car. Turtle wax is the best wax to
use because it allows work in most temperatures, even in some sun. The car must be clean and dry for the
seamless rag and polishing motions to leave no streaks on the car. Black cars look better in the shade.
Instructional Design
32
Complexity of SUB
SKILLS
CONCEPTUAL
MAP
Hierarchical Task Analysis and Sequencing from Reigeluth: See the animated slides
I sent you to notice the top-down analysis (Epitomizing) and bottom-up sequencing
(Elaboration) process in action.
© E. Kowch 2002
Hierarchical
Analysis
Hierarchical
Sequencing
Diversity of SUB
SKILLS
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Complexity of
TASK
CONCEPTUAL
MAP
Task Analysis and Sequencing with SCM
Diversity of TASK
© E. Kowch 2002
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Complexity of TASK
Complexity of SUB
SKILLS
Conceptual
Map
Guidelines: Skills, tasks and issues for designers when
Using elaboration theory to design using the SCM method
For
For Underlying
Learner Designer Logic
Diversity of SUB SKILLS
Diversity of
TASK
Part to whole/Simple to Complex
(Sub skills to main skills)
Simple to Complex
(simple task to complex task)
Task Analysis should be done prior to
sequencing as separate task.
Task Analysis and sequencing can be done
simultaneously –
the prototype can be developed rapidly.
Facilitates the learning of higher-order
skills.
From the very first lesson it provides
1) the flavor of the whole task
2) a simple but applicable skill, and
3) enhanced motivation
A guide for blueprinting or sketching how you Scope
and Sequence your Content in an Instructional Design:
Epitomizing and Elaborating
The SCM (for both procedural and holistic tasks) has of two parts:
1. Epitomizing: the process of identifying the simplest
version of a task (learning or doing) that is fairly
representative of the task.
•
Example: If we are to learn about finance, we can first learn
about simple sales, expenses and revenue transactions.
2. Elaborating: the process of identifying progressively more
complex versions of the task.
Hint: This process is a good guide for your design work, and you can
use it to help with the next assignment. For example, when you are
presenting the instructional flow of for your next assignment, you
can use these concepts as supporting rationale for “why” you made
the instructional decisions you made about the content (scope) and
order of instruction (sequence) in your lesson. Be sure to reference
the Reigeluth text.
© E. Kowch 2002
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Epitomizing, then Elaborating
•
The principles of epitomizing are based on holistic learning
schema building (Reigeluth), using:
1.
2.
3.
4.
•
A whole version of the task rather than a simpler component skill;
A simple version of the task;
A real-world version of the task (if possible); and
A typical or version of the task
The epitome version of the task is performed by experts under
restricted (but real-world) conditions, called simplifying
conditions. (This is the learner’s view of the Zoomed-Out or Wide Angle
picture: “let me get a feel for this, thinks the learner)
•
The principles of elaborating are similarly based on the notions
of holistic learning and assimilation-to-schema. So each
subsequent elaboration should be:
1. Another whole version of the task
•
2. A slightly more complex version of the task
•
3. Equally authentic, or more so and
•
4. A little less typical of the the whole task.
(This is the learner’s view of the Zoomed-in or narrow Angle picture: “Let me
try this, and get better at its, thinks the listener)
•
© E. Kowch 2002
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C. 2 The General-to-Detailed Continuumif “Animal knowledge” is the learning goal and “Epitome” of this content
can be presented by an expert. Then, the “elaborated parts or details ” that
make up the epitome can be diagrammed. From (Reigeluth).
GENERAL
concept
AN IMAL
Reptile
Mammal
Dog
DETAILED
concepts
© E. Kowch 2002
Bear
Black
Bear
Polar
Bear
Insects
Whale
Grizzly
Bear
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Elaboration Model: Steps
•
Present an Epitome (a single type of content that is a shining example of
the content to be learned) “We will know more about animals”
1.
2.
3.
4.
1.
Present a motivational strategy to get people learning
Present an analogy to situate the learner with the task at hand
Present the organizing content ideas, preceded by the learning prerequisites
Offer in-lesson summarizer and synthesizer (review and examples of the excellent
content)
Begin Level 1 Elaboration
1.
This is zooming in the first time. These lessons present all the features of instruction
(1-4) we did in the epitome, but for a smaller part (chunk) of the content “We will
know that reptiles, mammals and birds make up the animal world”.
2.
Begin Level 2 Elaboration
1.
Once level 1 mastery occurs, make level 2 lessons available to the learner. Each
level 2 lesson is identical to level one lessons, but Level 2 lessons elaborate on an
aspect of the organizing content in Level 1. These lessons present all the features of
instruction (1-4) we did in the epitome, but for a smaller part (chunk) of the content
“We will learn that dogs, bears and whales make up the mammal group,
lizards, turtles and iggzes make up the reptile group ;-) and eagles, falcons and
swallows make up the bird group”.
2.
© E. Kowch 2002
And so it goes…
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