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Instructional design principles and models

Instructional design principles and models . Mart Laanpere, M.Sc. in educational technology Tallinn University of Educational and Social Sciences http://dec50.vm.stuba.sk/~mart/IDMODELS.HTM. Today’s schedule. 9.00 Lecture: Instructional design principles and models 10.30 Coffee break

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Instructional design principles and models

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  1. Instructional design principles and models Mart Laanpere, M.Sc. in educational technology Tallinn University of Educational and Social Sciences http://dec50.vm.stuba.sk/~mart/IDMODELS.HTM

  2. 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)

  3. Instructional design: the basics Clarifying the terms: • Instruction, teaching, education, training • Instructional design • Performance support • Educational technology

  4. 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 ...

  5. 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

  6. Taxonomies of learning outcomes Bloom (1956): • recall and recognition • comprehension • analysis • synthesis • evaluation Merrill (1987): find use know fact procedure concept principle

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

  8. 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

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

  10. The model of Leshin, Pollock, Reigeluth Selecting & sequencing content Analyzing needs Developing lessons Evaluating instruction 1.Analyze problem 3.Analyze & sequence tasks 5.Specify learning events & activities 7.Evaluate instruction 2.Analyze domains 4.Analyze & sequence supporting content 6.Perform interactive message design

  11. Jonassen: CCC Metacognition Real-world problems Reflective self-evaluation Context Construction Authentic activities Personal construction of knowledge Collaboration Social negotiation of meaning Coaching

  12. 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?

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