Instructional design principles and models

Mart Laanpere,

M.Sc. in educational technology

Tallinn University of Educational

and Social Scienceshttp://dec50.vm.stuba.sk/~mart/IDMODELS.HTM

Today’s schedule

9.00 Lecture: Instructional design principles and models

10.30 Coffee break

10.45 Lecture continues, ending up with a group assignment

12.15 Lunch break

13.35 Sponsor’s spotlight: Newbridge Technologies

14.30 Lab: Case studies (sharing experiences)

16.00 Coffee break

16.15 Lecture: Front-end analysis

16.45 Lab: Working in groups on target group analysis

17.45 End of today’s program

18.30 Dinner

20.30 Evening lecture: Encryption (Newbridge)

Instructional design: the basics

Clarifying the terms: Instruction, teaching, education, training Instructional design Performance support Educational technology

Discuss ...

... in small groups the variety of ways the people learn. Try to come up with as many verbs as possible, to end the sentence:

People learn by ...

Theories of learning and instruction

From philosophy: objectivist vs. constructivist From psychology: behaviorist, gestalt, social,

cognitive, developmental Implicit learning theories: transmission,

transaction, transformation One of the key issues: what are the outcomes

of learning, how they can be predicted and measured

Taxonomies of learning outcomes

Bloom (1956): – recall and recognition– comprehension– analysis– synthesis– evaluation

Merrill (1987):

fact procedure concept principle

find

use

know

Reflect ...

… what are, in your personal opinion, two main factors, which are most affecting the learning outcomes?

Instructional design models

Procedural and conceptual models Based on theory (learning theory,

systems theory) or practice (company, military, software development)

Media, production, cookbook, design and systems models

Three examples

The model of Gagné & Briggs

Instructional events Gaining learners’ attention Informing the learner of the objective Stimulating recall of prerequisites Presenting stimulus material Providing learning guidance Eliciting performance Providing feedback Assessing performance Enhancing retention and transfer

“…instruction is a set of events external to the learner, which are designed to support the internal processes of learning.”(Gagné)

The model of Leshin, Pollock, Reigeluth

1.Analyze problem

2.Analyze domains

3.Analyze & sequence tasks

4.Analyze & sequence supporting content

5.Specify learning events & activities

6.Perform interactive message design

7.Evaluate instruction

Analyzing needs

Selecting & sequencing content

Developing lessons

Evaluating instruction

Jonassen: CCC

Construction

Context

Collaboration

Social negotiation of meaning

Authentic activitiesPersonal

construction of knowledge

Metacognition

Reflective self-evaluation

Real-world problems

Coaching

Group assignment

Try out a Web-based lesson ‘Smart searching’ at http://www.digitalthink.com

Discuss with your groupmates underlying (implicit) learning theory.

What kind of learning outcomes should learners achieve by completing this lesson?