Post on 02-Jul-2015
Basics of e-learningIntroduction to Instructional Design
DAY I
Stijn Van Laer
Mariet Vriens
The program of this training
• During these 3 day
training we want to share
our vision on the
analysis of Learning
Situations and the design
of a new Learning
Environment. To do this
we will introduce example
methods and models.
• Important to know: they
are not the only truth!
To be precise (I) !
(Lee & Owens, 2004)
The program of today
• Today we will focus on:– the use of Instructional
Design.
– the differences betweenthe Learning Situation andthe Learning Environment.
– the ADDIE-model as asystematic approach ofInstructional Design.
– the Global scheme used atthe KU Leuven.
– The analysis of theLearning Situations.
• Important to know(again): It is not theonly truth!
To be precise (II) !
(Lee & Owens, 2004)
By the end of this day you are able to:
• … describe the importance of the Instructional Design
approach in Education.
• … describe the difference between a Learning Situation
and a Learning Environment.
• … describe the systematic approach of developing a
Learning Environment using the ADDIE-model.
• … describe the systematic approach of developing a
Learning Environment using the Global Scheme.
• … perform (apply), in group and guided by the
instructor, an analysis of the presented case.
• … describe the steps needed to work out your personal
project proposal.
Practical issues
• We will work with a very specific case.
• Groups for the next 3 days:
– Group 1: Katrina, Melaku, Paola, Innocent
– Group 2: Sheleena, Ahmed, Osmel, Le
– Group 3: Luisa, Kidus, Shabbir, Shallon
• Use all the resources available.
• Consult each other, work together,collaborate, etc.
• We will have 2 times a short break (morningand afternoon), remind me of that (in case Iforget. Cfr. last year).
THE IMPORTANCE OF
INSTRUCTIONAL DESIGN AND
SOME BASIC MODELS
Instructional Design
The process by which instruction is improved through
the analysis of learning needs and a systematic design
and development of learning environments and materials.
(Morrison, Ross, & Kemp, 2004).
Instructional designers often use technology and
multimedia as tools to enhance instruction.
Learning Situations & Learning Environments
• Learning Situation vs Learning Environment
What is at the moment …
What can / must be created …
Instructional Design
Different ID-models
• 4C-ID Model (Jeroen van Merriënboer)
• Algo-Heuristic Theory (Lev Landa)
• ARCS (John Keller)
• ASSURE (Heinich, Molenda, Russel, and Smaldino)
• Backward Design (Wiggins & McTighe)
• Conditions of Learning (Robert Gagne)
• Component Display Theory (David Merrill)
• Criterion Referenced Instruction (Robert Mager)
• Integrative Learning Design Framework for Online Learning(Debbaugh)
• Spiral Model (Boehm)
• Rapid Prototyping (Tripp & Bichelmeyer)
• Kemp Design Model (Morrison, Ross, and Kemp)
• Organizational Elements Model (OEM) (Roger Kaufman)
• Transactional Distance (Michael Moore)
• …
http://www.elearninglearning.com/instructional-design/
http://www.instructionaldesign.org/
ADDIE: a general ID model
Analysis
Development
Implementation
Evaluation
conceptualization
specification
prototyping
Design
TheoryTechnology
Brief description
• The ADDIE model is the generic process traditionally
used by instructional designers and training developers.
• The five phases—Analysis, Design, Development,
Implementation, and Evaluation—represent a dynamic,
flexible guideline for building effective training and
performance support tools.
• Most of the current instructional design models are
spin-offs or variations of the ADDIE model.
Phases in Instructional Design
(Lee & Owens, 2004)
GLOBAL SCHEME
Our example of good education
Exercise
• Sit in groups.
• Describe the critical factors when
designing a learning environment.
(15 minutes)
• Present plenary per group (max. 5
minutes)
Instructional design @ KU LeuvenObjectives
Student Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Teaching Methods
Contents
Materials
By whom
ContextIn
str
uction
ald
esig
n @
KU
Leu
ve
n
student characteristics
What are the
characteristics of
my students?
Objectives
Student Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Contents
Teaching Methods
Materials
By whom
Context
objectives
Which knowledge
and skills students
have to acquire?
Context
Objectives
Student
Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Contents
Teaching Methods
Materials
By whom
learning activities
Which learning
activities students
have to perform to
reach the
objectives?
Context
Objectives
Student
Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Contents
Teaching Methods
Materials
By whom
context
In which context
does the
educational
practice take
place?
Context
Objectives
Student
Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Contents
Teaching Methods
Materials
By whom
learning environment
a learning
environment
consists of support
and evaluation
Objectives
Student Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Contents
Teaching Methods
Materials
By whom
Context
student support
WHAT
HOW
WHO
Objectives
Student Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Contents
Teaching Methods
Materials
By whom
Context
evaluation
How will be
evaluated if
students reached
the objectives?
Objectives
Student Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Contents
Teaching Methods
Materials
By whom
Context
alignment
Coherence and
consistencyObjectives
Student Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Contents
Teaching Methods
Materials
By whom
Context
Objectives
Student Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Teaching Methods
Contents
Materials
By whom
Context
ADDIE & GLOBAL SCHEME
Objectives
Student Characteristics
Lear
nin
g A
ctiv
itie
s
Learning Environment
Evaluation
Support
Teaching Methods
Contents
Materials
By whom
Context
Analysis
Design
THE CASE…
Case Fabrics Inc. (I)
• Fabrics Inc., a state of the art weaving factory, once a smallorganization, recently experienced an incredible growth. Onlytwo years ago, the owner was also the supervisor of 40employees.
• Now it is a firm that employs more than 200. The fast growthproved good for some, with the opportunity for advancement.
• The owner called a consultant to help him with a fewproblems that emerged with the fast growth. "I seem to havetrouble keeping my mold-makers and some other keyemployees," he said. They are in demand, and although I amcompetitive regarding money, I think the new supervisors arenot treating them well. Also, I received some complaintsfrom customers about the way supervisors talk to them.
• The supervisors were all promoted from within, without anyformal training in supervising employees. They know theirstuff regarding the work the employees are doing, sothey are able to help employees who are havingproblems.
CASE: Blanchard, P. N. and J. W. Thacker (2007). Effective Training: Systems, Strategies, and Practices, Pearson Prentice Hall.
Case Fabrics Inc. (II)
• However, they seem to get into arguments easily, and I
hear a lot of yelling going on in the plant.
• When we were smaller, I looked after the supervisory
responsibilities myself and never found a reason to yell at the
employees, so I think the supervisors need some training in
effective ways to deal with employees. I only have nine
supervisors.
Could you give them some sort of training to
be better?
ANALYSIS
The Basics of Instructional Design
Phases in Instructional Design
(Lee & Owens, 2004)
Analysis
(Lee & Owens, 2004)
FRONT-END ANALYSIS (LEE & OWENS, 2004)
The Basics of Instructional Design
Audience (Student Characteristics)
Analysis
Identify the background, learning characteristics, and
prerequisite skills of the audience.
1. Analyze audience demographics and special
requirements.
2. Determine attitudes toward content and education.
3. Analyze the critical skills of the audience (language, IT,
…).
4. Document the results.
Exercise
• Sit in groups.
• Describe your audience (target
group) in detail. (30 minutes) Try to
come up with a possible profile.
• Present plenary per group (max. 5
minutes)
(Learning) Objective Analysis
What are the objectives for the course?
An objective must be:
1. Specific (This means the goal is clear and
unambiguous; without vagaries and platitudes.)
2. Measurable (Need for concrete criteria for measuring
progress toward the attainment of the goal.)
3. Attainable (The goals are neither out of reach nor below
standard performance.)
4. Relevant (choose goals that matter.)
5. Timely (A commitment to a deadline helps focus
their efforts on completion of the goal.)
Document the results!
Verbs according to Domain
Examples of Learning Objectives
Task Analysis
Describe the job-related tasks performed as a result of
the training or performance support.
1. Define the position title.
2. Identify all job-related duties.
3. Identify all tasks.
4. Order the tasks.
5. Document the results.
Example of a Task Analysis
Exercise
• Sit in groups.
• Describe the learning objectives in
detail. (30 minutes) Try to come up
with 5 possible learning objectives.
• Present plenary per group (max. 5
minutes)
CONTEXT - Technology Analysis
Identify existing technology capabilities.
1. Analyze available communication technology.
2. Analyze the technology available for reference or
performance support.
3. Analyze the technology available for testing and
assessment.
4. Analyze the technology for distribution.
5. Analyze the technology for delivery.
6. Analyze the expertise.
7. Document the results.
CONTEXT - Situational Analysis
Identify environmental or organizational constraints that
may have an impact on goals and multimedia design.
1. Analyze the learning environment.
2. Analyze delivery environment.
3. Document the results.
CONTEXT - Pedagogical Analysis
1. Analyze the methodology.
2. Analyze the degree of autonomy versus control (role of
the coach) Individual / collaborative.
3. Analyze the teaching and learning method, tasks and
assignments include: structuring and phases.
4. Analyze the evaluation forms.
5. Document the results.
CONTEXT - Extant-data Analysis
Identify existing training materials, manuals, references,
and syllabi.
1. Identify likely sources of information.
2. Collect information and existing course materials.
3. Document the results.
Exercise
• Sit in groups.
• Describe the context in detail. (30
minutes) Try to come up with a
possible description of the context.
• Present plenary per group (max. 5
minutes)
Analysis Design
• Extant - Data Analysis CONTEXT
• Pedagogical Analysis CONTEXT
• Situational Analysis - CONTEXT
• Technological Analysis CONTEXT
• Task Analysis OBJECTIVES
• Learning Objective Analysis OBJECTIVES
• Audience Analysis STUDENT CHARACTERISTICS
Makes a long list of REQUIREMENTS
DESIGN-TIME!!