Transcript Instructional Design

Instructional Design
Writing Objectives
Frederick C. Blum MD
Department of
Emergency Medicine
West Virginia University
November 1999
The Question!

Why are you here?
What is Learning?

How can you observe learning?
Definition of Learning

“A planned change in behavior with some
degree of permanence”
Mike Gallery
Why have a plan?

If you don’t know where you are going,
how will you know if you get there.
Curriculum
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“an intention or plan that will determine a
learning outcome”
End Result?

In the end, we want to prepare the student to
perform a job.
What is performance?
The achievement or some result(s).
 There are several types
 Individual Performance
 Group Performance
 Organizational Performance

Individual Performance
Motivation
 Attitudes
 Knowledge
 Ability
 Aptitude
 Skills

Job Performance

Open Systems Theory
 Changes in environment will effect all
parts of the system
 If you change one part you will
automatically change the others.
Job Performance Problem

Instructional design isn’t always the best or
most cost-effective solution to human
performance problems.
Non-instructional solutions
Feedback methods
 Job Aids
 Reward Systems
 Organizational Redesign
 Student selection practice

Feedback Methods
Quality/quantity
 Incidental/intentional
 When to use?
 Deficiency in knowledge, skill, or
attitude.
 Could do it in the past
 Skill is used often

Feedback Methods

Types
 Coaching
 Wall charts
 Memorandums
 Performance appraisals
 Customer Surveys
Job Aids
Stores info external to user
 Guides performance
 Used in real time
 Provides stimuli to user
 Reduces access to memory

Job Aids
When to use?
 When consequences of errors are great
 Procedures complicated
 Types
 Checklists
 Algorithms
 Procedure manuals

Reward Systems
Tying performance to positive
consequences.
 Should be
 Intentional
 External
 Standardized

Student Selection

Matching people to jobs by virtue of
education, experience,attitudes, and
abilities.
Organizational redesign

Mainly effects job context/environment
Educational Plan

The Curriculum
Historical Problems with the
Curriculum
Perception by faculty as “busy work”
 Crediting agencies expectations unclear
 Not practical
 Questionable utility
 Bears little relationship to reality

So Why Have One?
Crediting agencies requires it
 Student uses
 Focus and direction
 What should I learn during this rotation?
 What should I read during this rotation?
 Where should I be at this stage in my
training”

Curriculum Uses


Faculty Uses
 Sets guidelines for evaluation of students
 Sets expectations for teaching
Program Director
 Assures exposure to critical components by
graduation
 Documentation of competency
Curriculum Components
Goals
 Objectives
 Implementation methods
 Evaluation
 Feedback

Goals

How are these determined?
Goals
What are the ideal set of behaviors that a
student has when the instruction is
completed. ( Where are we going?)
 What set of behaviors does the student have
now? ( Where are we starting from?)
 How will we get there? ( The curriculum)

Needs Assessment

A “need” is a performance gap separating
what students know, do, or feel, from what
they should know, do, or feel
Methods to collect information
Interviews
 Direct observation
 Performance measures
 Questionnaires
 Task Analysis

More Methods
Focus Groups
 Nominal group techniques
 Delphi procedure
 CISD
 Competency assessment
 Exit interviews

Assessing Learners
“ All learners are not alike”
 Types of data
 Demographic data
 Physiologic data
 Experience
 Learning style
 Aptitude

Assessing Learners (cont.)

Types of data (cont.)
 Knowledge
 Attitudinal
 Values
 Organizational culture
 Life cycle stage
 Career stage
Environmental Assessment

Developmental environment – setting in
which instruction is to be prepared
 Mission
 Philosophy/values
 Structure
 Resources
Environmental Assessment

Delivery Assessment
 Learner involvement
 Learner Affiliation
 Instructor support
 Task orientation
 Competition
 Innovation
Environmental Assessment

Application Environment
 Peer cohesion
 Supervisor support
 External influences
 Co-workers
 Job stress
 Pay
Job/Task Analysis
Individual components required to perform
a job or task
 Holding them up to our mirror

Curriculum Components
Goals
 Objectives
 Implementation Methods
 Evaluation
 Feedback

Goals vs Objectives
Goals
 Broad
 General
 Objectives
 More specific
 Observable, measurable

Goals
Help frame the overall plan of instruction
 Not too general, not too specific
 Examples:
 The student will understand the approach
to the poisoned patient
 The student will have a basic
understanding of the instructional design
process

Objectives
They must be observable and measurable.
 They must focus on the learning outcome
you desire to achieve.
 They must enable you to achieve the
learning goals you have set.

Objectives

Why have objectives?
 To provide direction to instruction.
 To provide guidelines for assessment.
 To convey instructional intent to others.
Objectives

Focus on intended learning outcome. (What
behavior do we wish to change)
 Focus on student behavior and not
teacher behavior
 “to increase student’s reading ability”
 “comprehends assigned reading
material”
Objectives

Focus on product instead of process.
 “gains knowledge of basic principles”
 “Applies basic principles to new
situations”
Objectives


Not simply a list of content
 “principles of electricity”
 “applies basic principles of electricity”
Does not include more than one outcome in each
goal or objective.
 “uses experimental procedures to solve
problems”
 “knows the scientific method and applies in
effectively”
Objectives

Selecting the proper level of generality
Objectives

You must also decide what level of learning
you expect from the student for any general
goal.
Objectives

Human performance
 Motivation
 Attitude
 Knowledge
 Ability
 Skills
Educational Domains



Cognitive domain
 Knowledge
 Ability
Affective domain
 Motivation
 Attitude
Psychomotor domain
 skills
Taxonomy of Educational
Domains
Developed by educators to identify all
possible educational outcomes and classify
them in a hierarchical pattern.
 Arranged from simple to complex
 Each category includes learning at lower
level.
 There is frequent overlap

Cognitive Domain

Bloom 1956
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
Cognitive Domain
Knowledge – remembering previously
learned material
 Illustrative verbs
 Defines, describes, identifies, labels, lists,
matches, names, outlines, selects, states.
 Example:
 State the textbook's definition of shock

Cognitive Domain
Comprehension – ability to grasp the
meaning of material
 Illustrative verbs:
 Converts, defends, distinguishes,
estimates, extends, generalizes, gives
examples, infers, paraphrases, predicts,
rewrites, summarizes

Cognitive Domain
Application – ability to use learned
material in new and concrete situations.
 Illustrative verbs:
 Changes, computes, demonstrates,
discovers, manipulates, modifies,
operates, predicts, prepares, produces,
relates, shows, solves, uses.

Cognitive Domain
Analysis – ability to break down material
into component parts so that its
organizational structure may be understood.
 Illustrative verbs:
 Breaks down, diagrams, differentiates,
discriminates, distinguishes, illustrates,
infers, outlines, points out, relates,
selects, separates, subdivides.

Cognitive Domain
Synthesis – ability to put parts together to
form a new whole.
 Illustrative verbs:
 Categorizes, combines, compiles, creates,
devises, designs, explains, generates,
modifies, organizes, plans, rearranges,
reconstructs, relates, revises, rewrites,
summarizes.

Cognitive Domain
Evaluation – ability to judge the value of
material for a given purpose.
 Illustrative verbs:
 Appraises, compares, concludes,
contrasts, describes, discriminates,
explains, justifies, interprets, relates,
summarizes, supports
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Affective Domain
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
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Receiving – willingness to attend to a stimuli.
Responding – active participation
Valuing – worth or value a student attaches to an
object, phenomenon, or behavior
Organization - comparing relating and
synthesizing values
Characterization by Value – the individual has a
well organized value system that controls
behavior.
Psychomotor Domain
Perception
 Set
 Guided response
 Mechanism
 Complex overt response
 Adaptation
 Origination

Developing a set of educational
objectives




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Do the objectives indicate learning outcomes that
are appropriate to the instructional area.
Do they represent all logical learning outcomes
Are they attainable by these students
Are they in harmony with the philosophy of the
school etc
Are they in harmony with the basic principles of
learning
Basic principles of learning to
consider
Readiness
 Motivation
 Retention
 Transfer value
