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Slides So Important They're Worth Sticking To Your Refrigerator!
Slides So Important They're Worth Sticking To Your Refrigerator!
Refrigerator Slides
Slides so important they’re worth sticking to your refrigerator!
Last updated November 12, 2009
Forming a team
• Facts:
– At least 2 members, no more than 4
– At the lesson level, each team must develop and evaluate as many
lessons as there are team members
– Otherwise, project is the same in scope for each team
• Concepts
– Teamwork; cooperation; collaboration; efficiency; productivity; quality;
intra- and interpersonal
• Principles
– Relationships between the concepts
• Problem-Solving
– Completing the project on-time according to the specifications
• Attitudes
– Choosing to learn instructional design; choosing to have a satisfying,
enjoyable experience
– Will expect problems, but will choose to work to resolve problems with a
professional, positive attitude
The ADDIE Model of Instructional Design
• Analysis
– Is there a need for instruction?
– What is the context?
– Who are the learners?
• Design
– “Blueprints” for courses, units, and lessons
• Development
– Building something real from the blueprints
• Implementation
– Trying out your materials
• Evaluation
– Evaluating your design and making revisions
First Law of Instructional Design
Instructional
Objectives
Instruction Evaluation
Review of the ISD process…
Process Input Output
Needs Assessment Investigation based on Instructional Goals
assessment data
Course Design Instructional Goals Course ICM showing course
terminal objective and
enabling objectives (units)
• Problem-solving Generate
• Rule-using Demonstrate
• Concepts Classify, identify
• Verbal information State, list, recite,
summarize
• Affective Choose
• Psychomotor Execute
Validity
– Does the instrument assess what it is supposed to assess
Reliability
– People who ‘know the material’ do well, those who don’t do
poorly; consistency
Practicality
– The instrument can be implemented with relative ease
Efficiency
– The instrument takes as little time as necessary to get valid
and reliable results
A Skills Matrix
Discrete Continous
No time constraints Time constraints
1 2
•Writing an essay •Public speaking
•Painting •Live debate
Open •Singing
No best way to
•Parenting
learn it. •Instructional design •Business negotiation
•Project management
3 4
Teaching Difficulty Tripp (1992)
Some Good Design Rules
Presentation Next
Orientation Practice Lesson
Formative Evaluation Helps to Answer the
Following Questions
• How effective is this instruction at this stage of
development?
– What has been learned?
– How usable is the instruction?
– How easy is it for students to use the media I’ve
developed?
– How motivational is the instruction?
• In what ways can it be improved?
– Improvement is the goal of formative evaluation. After all,
your instruction is at a very “formative” stage, is it not?
Formative Evaluation:
Responsibility of Each Team
1. Identify lesson objective(s) for each of the lessons you will try out.
2. Prepare assessment instruments.
– Consider both quantitative and qualitative methods/instruments
– Check evaluation instruments for validity (i.e. are they congruent with
objectives?) and reliability.
– Consider both performance and motivation in your evaluation.
– Be open to collect any other data that will serve to improve your instruction
(including observation and learner introspection).
3. Prepare lesson using Instructional Strategy Planning Guide as a
job aid.
4. Each lesson must be evaluated with at least 3 students in the
target audience.
5. Interpret your formative evaluation based on all assessment
instruments and observations.
6. Report the results in your final report.
Kirkpatrick’s Levels of Evaluation
Situation Driven of Different Perspectives
Level Four
Results
Purpose of Evaluation
The purpose for evaluation is to Level Three
determine the effectiveness of Behavior
a training program. According
to this model, evaluation should Level Two
always begin with level one, Learning
and then, as time and budget
allows, should move
Level One
sequentially through levels two,
three, and four. Information
from each prior level serves as Reaction
a base for the next level's
evaluation Kirkpatrick (1998)