Instructional Design

Last Week: Constructivism

Instructional Design
Definition

Instructional Design

Maximise the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed.

Instructional Design

We can divide models of instructional design broadly into two categories

MARCO: Models which concern themselves with the design and planning of an entire module or programme MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session

Instructional Design
The Classic Macro Model: Blooms Taxonomy

Benjamin S. Bloom

Born Feb 21, 1913 Died Sept 13, 1999 Born in Lansford, Pennsylvania. Educational psychologist Editor of Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain

Blooms Taxonomy

In the 1950s Bloom helped developed a taxonomy of cognitive objectives in Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain Means of expressing qualitatively different kinds of thinking Been adapted for classroom use as a planning tool and continues to be one of the most universally applied models Provides a way to organise thinking skills into six levels, from the most basic to the more complex levels of thinking

Blooms Taxonomy

Blooms Taxonomy (Meaning)

Evaluation: compare and discriminate between ideas, assess value of theories, presentations make choices based on reasoned argument, verify value of evidence, recognize subjectivity Synthesis: use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusions Analysis: seeing patterns, organization of parts, recognition of hidden meanings, identification of components Application: use information use methods, concepts, theories in new situations, solve problems using required skills or knowledge Comprehension: understanding information,grasp meaning, translate knowledge into new context Knowledge: observation and recall of information,knowledge of dates, events, places knowledge of major ideas

Blooms Taxonomy (Verbs)

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state

Learning Outcomes

Examples

Example Exam Paper 1 Example Exam Paper 2

Blooms Taxonomy Revised

In the 1990s Lorin Anderson, a former student of Bloom, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers Published in 2001, the revision includes several minor and major changes. The revised version of the taxonomy is intended for a much broader audience.

Original Terms

New Terms
Creating
Evaluating Analysing Applying Understanding Remembering

Evaluation Synthesis Analysis Application Comprehension Knowledge

Blooms Taxonomy Revised

Creating: Generating new ideas, products, or ways of viewing things. Designing, constructing, planning, producing, inventing. Evaluating: Justifying a decision or course of action. Checking, hypothesising, critiquing, experimenting, judging Analysing: Breaking information into parts to explore understandings and relationships. Comparing, organising, deconstructing, interrogating, finding Applying: Using information in another familiar situation. Implementing, carrying out, using, executing Understanding: Explaining ideas or concepts. Interpreting, summarising, paraphrasing, classifying, explaining Remembering: Recalling information. Recognising, listing, describing, retrieving, naming, finding

Blooms Taxonomy Revised

Creating

Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key
Brick Wall Key, Decision Making Matrix, PMI, Prioritising. Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key. Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart. Graphic Organisers, Variations Key, Reverse Listing, PMI, Webs (Inspiration).

Evaluating Analysing

Applying

Understanding

Remembering

White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key.

Instructional Design
Other Macro Models

ADDIE Model

The ADDIE model is used by instructional designers and training developers. It is composed of five phases

Analysis, Design, Development, Implementation, and Evaluation

Which represent a dynamic, flexible guideline for building effective training and performance support tools. This model attempts to save time and money by catching problems while they are still easy to fix.

ADDIE Model

ADDIE Model : A = Analysis

In analysis stage of ID process, want to find out:

Who are the learners or audience

Audience analysis

What is the goal or intended outcome

Goal analysis

ADDIE Model : D = Design

Content of the course

Subject matter analysis

Steps of instruction

Lesson planning-writing objectives

Type of media or presentation mode

Media selection

ADDIE Model : D = Development

Development of instruction

Generate lesson plans (different from lesson planning) and lesson materials. Complete all media & materials for instruction, and supporting documents. End result is a course or workshop ready for delivery.

ADDIE Model : I = Implementation

The delivery of the instruction.

Purpose is effective & efficient delivery of instruction. Promote students understanding of material & objectives, and ensure transfer of knowledge.

ADDIE Model : E = Evaluation

Two related evaluations going on simultaneously in most ID situations.

Formative Evaluation Summative Evaluation

ADDIE Model

The elusive origins of the ADDIE Model

Remarkably it appears that the ADDIE model wasnt specifically developed by any single author but rather to have evolved informally through oral tradition. The ADDIE Model is merely a colloquial term used to describe a systematic approach to instructional development.

ASSURE model

Analyze learners characteristics, competencies, and learning styles State objectives for what your lesson should accomplish (ABCD formataudience/behavior/condition/degree) Select, modify, and design methods, media, and materials Utilize methods, media and materialsimplement the lesson Require learner participation in lesson Evaluate learner outcomes with objectives and revise as necessary From Instructional Media and Technologies for Learning by Robert Heinich, Michael Molenda, James D. Russell, Sharon E. Smaldino

The ABCD Format

Audience: The audience is the group of individuals who are targeted for instruction. While at first this seems straight forward, many times employees will ask will I get anything out of this training? or should I attend this training? or who is supposed to go to this training? Without a clear-cut audience in mind, it is difficult to pinpoint exactly who gains from the training and who would be better served in a different class. Behaviour: The behaviour element of the objective indicates the desired outcome of the particular learning event. The behaviour will be stated in the following form will be able to detail properly or will be able to discuss the mechanism of action (MOA) with the doctor. The behaviour is what you want the person to be able to do as a result of the training. It is important to clarify the behaviour because training programs can get off track when the desired outcome of the training activity is not clearly defined. Condition: The term condition describes circumstances under which the behaviour should occur. An example would be when calling on a doctor, The condition describes a trigger for the desired behaviour. Degree: The term degree represents how well the employee must perform to be considered acceptable. The degree of the objective is the measurable component. Measures can be expressed as level of productivity, quantity, quality, time, internal or external customer requirements, or other criteria gained from actual or anticipated work practices. From Instructional Technology - A Systematic Approach to Education by Frederick G. Knirk, Kent L. Gustafson

Dick and Carey Model

The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction. It champions a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction.

Dick and Carey Model

Revise Instruction

Conduct Instructional Analysis

Assess Need to Identify Goal(s)

Write Performance Objectives

Develop Assessment Instruments

Develop Instructional Strategy

Develop And Select Instructional Materials

Design and Conduct Formative Evaluation

Analyze Learners and Contexts

Design and Conduct Summative Evaluation

ICARE model

Based on the Dick and Carey Model and pioneered by San Diego State University in 1997, the model has found a place in the higher education sector.

ICARE model

Introduce learners to what is to be learned Content of lesson is presented to learner involving active participation Apply new knowledge and skills with practical activities Reflect on what has been learned Extend learning of lesson by providing alternative resources

ICARE model

Tripp and Bichelmeyer

Design that occurs in a rapid prototyping environment, when prototyping is specifically used as a method for instructional design. The analysis of needs and content depends in part upon the knowledge that is gained by actually building and using a prototype instructional system.

Tripp and Bichelmeyer

Tripp,Steven, Bichelmeyer,Barbara, Rapid prototyping: An alternative instructional design strategy, Educational Technology Research and Development, 38, 1, 3/18/1990, Pages 31-44

Tripp and Bichelmeyer

Diagram needs additions

Other Macro Models

There are many other macro models of instructional design, we wont go into them, but Ive included a few pictures for your viewing pleasure.

Hannafin & Peck Model

Knirk & Gustafson Model

Jerrold Kemp Model

Gerlach-Ely Model

Ausubels Assimilation Theory

Instructional Design
Micro Models

Gagns Nine Events of Instruction

Gagns Nine Events of Instruction

1. 2. 3. 4. 5. 6.

7. 8. 9.

Gain attention - Curiosity motivates students to learn. Inform learners of objectives - These objectives should form the basis for assessment. Stimulate recall of prior learning - Associating new information with prior knowledge can facilitate the learning process. Present the content - This event of instruction is where the new content is actually presented to the learner. Provide learning guidance - use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies. Elicit performance (practice) - Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention. Provide feedback - guidance and answers provided at this stage are called formative feedback. Assess performance - take a final assessment. Enhance retention and transfer to the job - Effective education will have a "performance" focus.

Reigeluths Elaboration Theory

Reigeluths Elaboration Theory

1. 2. 3. 4. 5.

6.
7. 8.

Organizing Course Structure: Single organisation for complete course Simple to complex: start with simplest ideas, in the first lesson, and then add elaborations in subsequent lessons. Within-lesson sequence: general to detailed, simple to complex, abstract to concrete. Summarizers: content reviews presented in rule-example-practice format Synthesizers: Presentation devices that help the learner integrate content elements into a meaningful whole and assimilate them into prior knowledge, e.g. a concept hierarchy, a procedural flowchart or decision table, or a cause-effect model . Analogies: relate the content to learners' prior knowledge, use multiple analogies, especially with a highly divergent group of learners. Cognitive strategies: variety of cues - pictures, diagrams, mnemonics, etc. - can trigger cognitive strategies needed for processing of material. Learner control: Learners are encouraged to exercise control over both content and instructional strategy. Clear labelling and separation of strategy components facilitates effective learner control of those components.

Component Display Theory

Component Display Theory (CDT) classifies learning along two dimensions:

content

facts, concepts, procedures, and principles remembering, using, generalities

performance

The theory specifies that instruction is more effective to the extent that it contains all necessary primary and secondary forms. Thus, a complete lesson would consist of objective followed by some combination of rules, examples, recall, practice, feedback, helps and mnemonics appropriate to the subject matter and learning task. Indeed, the theory suggests that for a given objective and learner, there is a unique combination of presentation forms that results in the most effective learning experience.

Component Display Theory

Fact Concept Procedure Principle

Use

Find

Remember

Component Display Theory

Fact Concept Procedure Principle

Use

Identify or Classify

Demonstrate How to

Explain why or predict

Find

State or Define

State steps

State relationship

Remember

Recall or Recognise

Recall or Recognise definition or example

Recall or Recognise steps or example

Recall or Recognise principles or example

Component Display Theory

Active Learning

an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners.

Think-Pair-Share The Pause Procedure Fact Rounding Network Phasing Learning Cell Active Writing Team Quizzes

Active Learning

Think-Pair-Share

learners take a short amount of time (e.g. one minute) to ponder the previous lesson, Then they discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion.

It is during this formal discussion that the instructor should clarify misconceptions. However students need a background in the subject matter to converse in a meaningful way. Therefore a "think pair share" exercise is useful in situations where learners can identify and relate what they already know to others.

Active Learning

The Pause Procedure We know that even the most motivated student's concentration declines after 10-15 minutes. Teaching often requires students to play passive roles and assume all students need the same information at the same pace. By using three twominute pauses during the lecture (about every 13 to 18 minutes), the students are given the chance to clarify, assimilate, and retain the information presented during the prior mini-class. The pause procedure can be used as a vehicle to carry into the traditional class a variety of active and collaborative learning structures.

Active Learning

The Pause Procedure Examples of things do to during the 'pause' include;

Ask students to turn to their neighbour and summarize the main ideas the instructor has just presented (e.g., List three major points in the last lecture and one point you're confused on). Ask students to read over their notes of the materials covered today and put a question mark beside anything they want either clarification on or more details on. Ask students to take out a blank sheet of paper, pose a question (either specific or open-ended), and give them one (or perhaps two - but not many more) minute(s) to respond. Some sample questions include: "What are the countries in Europe?", "What are 'Human Rights'?", "What is the different between adverbs and adjectives?" and so on (one minute paper). Ask students "What was the 'muddiest point' in today's class?" or, perhaps, you might be more specific, asking, for example: "What (if anything) do you find unclear about the lesson?" listing topics. Ask students to report their reactions to some facet of the course material i.e., to provide an emotional or evaluative response to the material.

Active Learning

Fact Rounding The Fact rounding technique works as follows, towards the end of a lesson the students are asked to recall one fact from the material covered. Another student should not repeat a fact already mentioned and the activity should continue until all the lesson material has been covered.

Active Learning

Network Phasing

The activity of Phasing starts off with three groups in its first Phase. These groups will each be assigned a particular section of a larger problem. All groups are then given a specific amount of time to work on either fact finding or a solution or both. The time frame most suitable for Phasing is two hours but the approach taken can vary depending on the needs of the particular problem. After a given period of time the group elect a leader to present their findings. From this short presentation the students will learn about the different sections of the larger problem. Phase 2 begins with the original groups being split in two halves and those halves coming to form two new groups. This formation ensures that all students get exposure to all areas of the larger problem. The two new groups will have a new solution or facts to find. Phase 2 develops in the same way as Phase 1 and the elected leader of each group present the findings. Phase 3 takes the form of a group discussion bringing the findings of Phase 2 together to form the solution to the larger problem. This discussion should be lead by the teacher to ensure the students findings are correct and to give suggested improvements.

Active Learning

Learning Cell A learning cell is a process of learning where two students alternate asking and answering questions on commonly read materials. To prepare for the assignment, the students will read the assignment and write down questions that they have about the reading. At the next class meeting, the teacher will randomly put the students in pairs. The process begins by designating one student from each group to begin by asking one of their questions to the other. Once the two students discuss the question. The other student will ask a question and they will alternate accordingly. During this time, the teacher is going around the class from group to group giving feedback and answering questions. This system is also referred to as a student dyad (or pair).

Active Learning

Active Writing The Active Writing technique is used as follows;

at the end of the lesson students are asked to submit questions based on the material covered. These questions are used as an introduction to the next lesson.

The purpose of this activity is to ensure that the students will have their questions answered and to reflect on the material. This activity is different to the other because it is spreads across two separate lessons. This technique can also be used to gauge students understanding of a subject based on the questions they submit.

Active Learning

Team Quizzes The team quizzes activity divides the class into two groups (Group A and Group B). The groups are given an amount of time to generate questions on the material covered. The teacher aims Group As questions to Group B and visa versa. If the group give the correct answer a point is awarded, otherwise the other group must give the answer. The purpose of this approach is to promote the generation of well thought out questions and answers.

Six Thinking Hats

Six Hats Instructional Model

BLUE: WHITE: YELLOW: BLACK: GREEN: RED: WHITE: BLUE: Introduction and overview of topic Facts and Figures about the Topic Positive outcomes of Topic Negative outcomes of Topic Interesting outcomes of Topic Personal, emotional and people-oriented aspects of topic Review of new facts uncovered Summary and finish up

Other Micro Techniques

Learning by teaching Problem-based learning Project-based learning Inquiry-based learning Action learning Progressive inquiry Service-learning

Quiz
Put these in order of importance on student achievement;

Quiz
Put these in order of importance on student achievement;

Lecturer influence

Quiz

Student influence

Put these in order of importance on student achievement;