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6 InstructionalDesign
6 InstructionalDesign
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
Evaluation
Creating
Synthesis
Evaluating
Analysis
Analysing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
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
Steps of instruction
Lesson planning-writing objectives
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.
Revise
Instruction
Conduct
Instructional
Analysis
Analyze
Learners and Design and
Contexts 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
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
Use
Find
Remember
Component Display Theory
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
Student influence
Quiz
Put these in order of importance on student
achievement;