Introduction to Education
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Transcript Introduction to Education
INTRODUCTION TO
INSTRUCTIONAL
DESIGN
August 2011 In-Service
Information taken from “Real World Instructional
Design” by Katherine Cennamo and Debby Kalk.
Wadsworth, Cengage Learning. 2005.
INSTRUCTIONAL DESIGN
(ID)
What is it?
A plan for delivering the content, lessons, and/or activities necessary for students to
reach a goal within the curriculum
Curriculum – subjects taught or element of the subject at an
educational institution
Instructional Designers work with Subject Matter Experts to build
course content for Instructors.
At STI, instructors are both the Subject Matter Experts (SMEs) and
Instructional Designers for their subjects
ADDIE MODEL
BASIC INSTRUCTIONAL DESIGN
MODEL
Analysis – learner needs assessment so know where they may be at
and where need to be
Design – making objective lists and framing assessments
Development – making media, storyboards, instructional materials
Implementation – plan and manage delivery of instruction; make
teaching support materials
Evaluation – Formative and summative evals help identify where
revisions needed
ESSENTIAL TRIANGLE OF ID
Usual order of preparation/considerations:
Learners Needs
Outcomes and Objectives
Assessments
Activities
Can start with any step,
as will be aligning anyway
LEARNERS’ NEEDS AND
CHARACTERISTICS
How do we find out?
We usually anticipate informally, but advisory boards and industry help too
Learners may not know their learning needs
Checklists, Likert Scales,
Questionnaires (p. 4)
What do they know?
Learning Context
Peers & Learning Rewards
Equipment, Where will they Learn?
STI Labs, clinical sites and classrooms are the “where”
Application Context
Support materials, exercises you develop, labs you make
LEARNER NEEDS EXAMPLES
Employees have trouble understanding when to use email, phone or in
person communication
New office professional employees lack soft skills in professionalism and
communications
Girls need encouragement to enter careers dominated by males
PRACTICE
What are the learner characteristics of STI employees who need a
lesson on email vs phone or personal contact in communications?
Generational
Skill Level
Values
Motivations
Attitudes
Pre-req Skills Needed
OUTCOMES, ACTIVITIES AND
ASSESSMENTS MUST ALIGN
Outcomes detail the results that are desired from the instruction.
Activities – enhance learners’ ability to achieve
Assessments measure whether those results occurred
GOALS, OUTCOMES AND OBJECTIVES
Goals are the “big picture”
Outcomes give details to translate goals into something measurable
Objectives describe the assessment and criteria for acceptable
performance
Behavior learner will exhibit
Conditions under which the behavior must occur
Criteria that must be met for acceptable performance
• Broad goal statement first, then define specific learning
outcomes, then objectives
WRITING OBJECTIVES
PERFORMANCE TERMS
STUDENT is
SUBJECT
VERB – ACTION
Add
Modify
Solve
Analyze
Operate
Specify
Build
Organize
State
Choose
Plot
Subtract
Correct
Predict
Suggest
Defend
Prepare
Tabulate
Demonstrate
Present
Translate
Evaluate
Read
Verbalize
Generate
Reconstruct
Write
Illustrate
Revise
Label
Select
Measure
Sketch
Some are definitely
“hands-on”, but what
mental processing needs
to happen first???
GOAL: TEACHING PRESCHOOL
CHILDREN TO CARE FOR EYEGLASSES
Learning Outcomes:
After participating in the program, youngsters should be able to:
Demonstrate the proper way to care for their eyeglasses
Choose to care for their glasses properly
List the steps in the proper care of glasses
Objectives:
Using a set of 3 pictures, the learner will order the steps for proper care of their
eyeglasses with pictures with 100% accuracy.
Given a moistened wipe and eyeglass case, the learner will demonstrate how to clean
and store their eyeglasses 2 out of 3 times.
Note: Each outcome is different and requires different activities and assessments
SAMPLE ASSESSMENTS FOR VARIOUS
LEARNING OUTCOMES
Outcome
Assessment
Verbal Information
Short Answer, Matching, M/C, Free
Recall
Intellectual Skills
Application in Varied Situations
Motor Skills
Demonstration
Attitudes
Determination of New Attitude
Frequency
Cognitive Strategies
Reflective Journal
ASSESSMENT TIME TO MAKE, ADMINISTER
AND CORRECT
Time required to complete and score various Assessments
DEVELOPING SCORING KEYS
What criteria will you be using to score the work and in
what order are you looking for them? To what degree will
criteria be met?
See Examples on pages 9-11 in Handout
Answer Keys
Checklists
Rating Scales
Rubrics
LEARNING ACTIVITIES
“STRATEGIES”
Deliberate arrangement of events to facilitate learning
What changes in thinking/performance should occur?
How will you know the changes occurred?
What activities will help facilitate these changes in thinking or performance?
Chunking Content then Develop Learning Events
Sequencing Those Learning Events (prioritize & think first)
Learning Activities
Learning Objects – in online learning, these are the electronic files, links or images
that assist in the activities
Learning Events
EVENTS OF LEARNING & INSTRUCTION
Design Sheet on page 15
Focus on goals
Connect to prior knowledge
Gain and integrate content
knowledge
Take action and monitor
learning progress
Synthesize and evaluate
Extend and Transfer
LEARNING EVENTS
PREPARING SALES TEAM FOR NEW PRODUCT
LEARNING THEORIES
DEFINING THE DELIVERY CONTEXT
Delivery Context: Conditions under
which the instruction will be delivered
Delivery Options and Delivery
Modes on Next Slide
DELIVERY OPTIONS AND MODES
Delivery Options
Synchronous vs Asynchronous – learners progress together at same pace or not?
Distance vs Face to Face – learners location in comparison to others in class
Formal vs Informal – subtle like a museum or structured like a class
Delivery Modes
Classroom – typical and best for presenting basic skills; easier to develop/deliver
Telecourse – video-based distance learning class
Teleconference – Interactions with 2-way audio/video
Web – synchronous – webinars – no “anytime, anywhere”
Print – workbook, supplements
Video – Tape or DVD as a self-paced. Expensive if don’t have developing skills.
Online – web-based (LMS) discussions; group work
CD Rom – media-rich content; reliable; Overcome Internet/download issues
Blended Learning
Example: Supplement a textbook with a website
Most courses use 2 or more delivery modes (use each optimally)
BLENDED LEARNING EXAMPLE
CHUNKING THE LEARNING
INSTRUCTIONAL PACKAGE
COMPONENTS
WHAT DOES PUBLISHER GIVE ME?
Learner’s Materials
Lots of Variety in How Packaged
Web, print, CD
Instructor’s Guides
Tips & Lesson Plans
Worksheets, Activities
Pre and Post Tests
Answer Keys
Glossary
Test Bank
Table of Contents
Everything to Prepare and
Should we use only publisher
provided materials?
Follow-up with After
If instructor alters learning
materials, will need to alter
these too
Licensing and Fair Use –some protection for educators who make copies of
copyrighted materials for teaching purposes. How much, and is the copyright
holder deprived of royalties if you do so?
EVALUATING CURRICULUM AND
MATERIALS
Formative Evaluation
Done before teaching/presenting
the first time
Who do you get to do this?
Summative Evaluation
After final product or test has
been used
With actual learners
Develop a system whereby you can
note changes for next time
On lesson plans? On a copy of the
materials?
TERMS
Activities
Answer key
Application Context
Assessment
Asynchronous
Attitudes
Blended Learning
Broad Goal Statement
Cases
CD Rom
Checklist
Chunking Content
Classroom
Cognitive and Physical Abilities
Cognitive Strategies
Delivery modes
Media Assets
Motivations
Evaluation
Motor Skills
Extend and Transfer
Objectives
Formal Instruction
Online
Formative Evaluation
Outcomes
Goals
Performance based
Informal Instruction
Portfolio
Instructional Design
Prior Knowledge and Experiences
Instructor Guides
Project based
Intellectual Skills
Rating Scale
Interactive Programs
Reflections
Learner
Rubrics
Learner’s Materials
Summative Evaluation
Learning Activities
Synchronous
Learning Context
Synthesize and evaluate
Learning Events
Teleconference
Learning Objects
Telecourse
Lesson Plans
Verbal Information
Video
Web