Instructional Design in a Technological World: Fitting Learning Activities Into the Larger Picture...

Instructional Design in a Technological World: Fitting Learning Activities Into the Larger Picture

ICALT Presentation August 6, 2001

Robin Soine

Wisconsin Technical College System Foundation, Inc.

UW Madison, PhD Student in Curriculum and Instruction

Statewide Performance-basedLearning Model• An approach to teaching and learning

which requires advance description of knowledge, skills, and attitudes learners must achieve on exit from a course or programInformed by theory and best practice

1990-1992 development

1992 released

In use statewide by Wisconsin and Michigan, USA

Copyright 2001. WIDS.

Model

• Who are the learners?

• What do they need to be able to achieve?

• How will I know when they’ve achieved it?

• How will they get there?

WHO

WHAT

WHEN

HOW

Model

WhoWho• Who are my learners?• Why are they here?• What experiences do they

bring?• What learning deficits do

they have?• What are their expectations?

WHO

Model

WhatWhat• What knowledge, skills, and

attitudes must they achieve?• How well must they perform

those outcomes? WHAT

Core Abilities

Competencies

Learning Objectives

Performance Standards

Model

WhenWhen• How will my learners know

when they have “arrived?”• How will their competence be

measured?• What strategy will I use for

assessment?WHEN

Performance Assessment Task

Model

HowHow• How can I help learners build

competence?• What activities will I plan?• How can I address different

learning styles, especially in online courses?

• How can I use more learner-centered activities?

• How do I design activities around learning cycle?

HOW

Learning Activities

Model


44 Plan strategies for HOW they’ll learn

11 Identify learners

22 Determine WHAT they must achieve

33 Establish how you’ll measure WHEN they have achieved

Model

Learner

What

When

How

Who


HowHow


Learning Activities:strategies for mastering specific learning outcomes

(often thought of as assignments)

HowHow

cause learning deliver instruction

Practice

Simulation

Discussion

Presentation

Demonstration

Methods vs. Media

computercase studyInternetsimulationdiscussiondemonstrationteacher

textrole playvideotransparenciespractice

Which cause learning?

Methods cause learning, media deliver instruction.

Methods vs. Media


Sensing Memory

What are we doing to the learner’s mind?

selector

large capacity

short duration


Working Memory

processor

powerful

fragile

short duration

small capacity


Long-Term Memory information storage

large capacity

requires retrieval


• insert frequent practice• vary the learning format• design with a bias for learner-

centered methods• provide learning plans• support all stages of the

learning process

When designing activities online

Clark, Ruth.


Too much information

Too fast

Fried Brain Syndrome


Cognitive OverloadCognitive OverloadCognitive OverloadCognitive OverloadCognitive OverloadCognitive Overload


To avoid cognitive overload:

•break learning into manageable chunks

•clear the working memory with meaningful practice


People learn in different ways

Vary the Learning Format


Method (Discussion? Simulation?)

Media (Computer? Paper?)

Environment (Outside work group?)

Interpersonal context (F2F? Electronic?)

Feedback (Written? Verbal?)

Givens

Vary the Learning Format

Application Motivation

Practice Comprehension

The Learning CycleThe Learning Cycle

Stage One: Motivation

Focus attentionAnswers: “Why do I need or

want to learn this material?’

Learners:

Example: (Competency = Critique Speeches )

_____1. Describe characteristics that make a speech or presentation effective for you. Post your description to the Discussion for this learning plan.

_____2. THINK about the many ways you have been critiqued by teachers, family, and friends. How was their feedback helpful or not helpful? Why was it so? Were strengths and weaknesses both pointed out? Was it better to hear both or just one of them?

access information they need to perform target competency

process content in working memory

minimize use of teacher-centered inform activities such as “listen to a lecture” or “read the text”

Stage Two: Comprehension

Learners:

_____3. POST two examples in the Discussion for Learning Plan 6 of how feedback you received was helpful and not helpful. After reading what others have written, do you see a pattern to what constitutes good feedback?

_____4. READ the six criteria to giving effective feedback on pages 68-69 in your text. Are any of these already second-nature to you? Are any of these new to you?

Stage Three: Practice(Encode to long-term memory)

engage in guided practice have the opportunity to DO what

they are learningreceive continuing improvement

assessment and feedback

Learners:

_____5. REVIEW the Speech Evaluation Form while you read a speech at the website http//:www.schoolforchampions.com/speeches.htm, www.artofspeaking.com, or another site. If possible, find an online video of the speech.

Stage Four: Application

apply what they have learned to real world problems

show that they have learnedset the stage for next learning

task

Learners:

_____6. ATTEND a community/campus speaker (i.e., sermon, lawyer's arguments, local speaker, etc.). FILL OUT the Speech Evaluation Form. If it is not appropriate to fill it out during the speech, please do so as soon as possible.

_____7. WATCH the videotape of your Special Occasion speech. COMPLETE the Speech Evaluation Form while you view yourself.

So, what’s the teacher’s role?

Support All Stages of the Learning Process

Support All Stages of the Learning Process


Practice Compre-hension

Inspire

Inform(sage on the stage)

Mentor

Coach(guide on the side)


Learner Advantages of PBL Online

• What is learned is skill based; not outlines of information

• Expectations are set in advance; learners plan how to invest time and energy


• Grades are based on how well learners perform skill; not on how well others perform

• Learners are actively involved

• Learners have documentation showing skill

Learner Advantages of PBL Online

Learning Plan 12Instructional Materials

Introduction:Instructional materials contain the actual instructional content. You us them to communicate information to learners. . .

Competency

Develop instructional materials that support specific learning activities

Performance StandardsCriteria:•instructional materials are consistent with the core abilities competencies and learning objectives•instructional materials support the learning activities•instructional materials are accurate, complete . . .

Learning Objectives:a. Explain the effect of learning materials on the instructional experience.b. Identify the benefits of instructional materials. . .

Learning Activities:__1. PREVIEW the learning objectives and performance standards.__ 2. BRAINSTORM a list of characteristics that learners do and do not like about instructional materials (use the worksheet). . .__3. VIEW Video Lesson #12 “Instructional Materials.”. . .

Performance Assessment:__1. SUBMIT the instructional materials you developed in Assignment 12 to your facilitator for review.

Why?Why?

What?What?How?How?

When?When?


Theory/Practice Theorists

Learning Taxonomy Benjamin Bloom, D. Krathwohl, B. Masia, Robert Gagne

Cognitive Processing Ruth Colvin Clark, Renate and Geoffrey Caine, Sue Berryman, Patricia Cross, Robert Sylvester

Multiple Intelligence Howard Gardner

Accelerated Learning Paul Scheele, David Meier

Performance-Based Learning

Robert Mager, Michael Schmoker, Ruth Colvin Clark, Ralph Tyler

Dimensions of Learning Robert Marzano

Learning Styles David Kolb, Bernice McCarthy

Learning Cycle R. Gagne, Bernice McCarthy

Performance Assessment Grant Wiggins, Robert Mager, Michael, Robert Marzano, Donald Kirkpatrick

Component Display Theory (classification of

content and knowledge)

David Merrill

Workplace Skills A. Carnevale,

Instructional Materials F. Kiewra and G.M. Frank,

Performance Expectations Robert Mager, Norman Gronlund, Robert Marzano, Robert Gagne

Classroom Assessment Thomas Angelo, Patricia Cross

Instructional/Learning Design

Ruth Colvin Clark, William Rothwell and H.C. Kazanas, Walter Dick and Lou Carey, Curtis Finch and John Crunkilton, Jerrold Kemp, David Pucel

Adult Learning Jerald Apps, Alan Knox, Malcolm Knowles, Alan Tough

Learning Transfer Ruth Colvin Clark

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