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Instructional Design

Instructional Design. Instructional Design Study of effect of CBL material and approaches Helps us design and build CBL materials. Learning Theory Study of cognitive (mind) processes that enable us to learn Useful in understanding the way we think and operate

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Instructional Design

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  1. Instructional Design Instructional Design Study of effect of CBL material and approaches Helps us design and build CBL materials Learning Theory Study of cognitive (mind) processes that enable us to learn Useful in understanding the way we think and operate Very useful to build thinking machines Today CIT203 Computer Based Learning

  2. What is IDT ? “An attempt to relate specific events of instruction to learning processes and learning outcomes” (Gagne 83)” • Reilgeluth (1999) describes the characterstics of IDT as : • An orientation towards design, not description • Identification of methods and situations • Hierarchy of methods, variety of outcomes • Methods are probabilistic not deterministic • IDT theory has an underlying value or philosophy CIT203 Computer Based Learning

  3. Brief History • The Soviet launch of Sputnik (1954) initiated US federal funds to education. UK Responds via Nuffield Foundation. • B.F.Skinner's elaboration of the theory of reinforcement and its application to learning that established the Programmed Instruction Movement. • 1956 Benjamin Bloom’s ‘ Taxonomy of Educational Objectives …’ intended to help cognitive assessment, later used to specify instructional outcomes and the design of instruction to attain them. • The 1960s:Instructional Systems Development put by the military into their training procedures. CIT203 Computer Based Learning

  4. .. More .. • In 1965, Robert Gagne published The Conditions of Learning, • analysis relating different classes of learning objectives to corresponding designs • task analysis to break instructional task into subtasks and sequences • Norman Crowder and Gordon Pask introduced branching or non-linear sequencing. • A shift from norm-referenced to criterion-based testing was noted. • The 1970's:Cognitive approach was still dominant Ausubel, Bruner, Merrill, Gagne on instructional strategies. • Steve Jobs and Steve Wozniak design the Apple I Computer (1976) CIT203 Computer Based Learning

  5. … up to date • 1980’s PC’s Rapid adoption of instructional systems by American businesses. • Microcomputer instruction (CBI/CBT) flourished in this decade with the emphasis on design for interactivity and learner control. Systems Thinking • 1990’sdesigning learning environments based on a constructivistic approach to learning and multimedia development. • Hypertext and hypermedia influence the field and cross cultural issues are bridged using the Internet. CIT203 Computer Based Learning

  6. Trends • Basic Shift from Industrial Age to Information Age Thinking • Move from Standardization to Customization • Driving forces are new communication and computer technologies. CIT203 Computer Based Learning

  7. Gagne Between 1949-1958, Gagne was director of the perceptual and motor skills US Air Force Lab. Here he developed "Conditions of Learning” theory. • His theory states that there are different levels of learning outcomes. • Each requires different type of instructional event • Different internal and external conditions are needed for each learning type. CIT203 Computer Based Learning

  8. Gagne’s Outcomes These outcomes are the results of the learners’ internal processes of learning and they provide the learners with the improved performance which we desire. CIT203 Computer Based Learning

  9. Instructional Events • Gaining attention. Give the learner a stimulus to make him receptive. • Tell learners the learning objective. What they will learn to do. • Stimulating recall of prior learning Firing up existing relevant knowledge. • Presenting the stimulus Display the content. • Providing learning guidance. Help understanding (semantic encoding) by providing organization & relevance. • Eliciting performance Ask the learner to respond, to demonstrate learning • Providing feedback Give informative feedback on the learner's performance. • Assessing performance then give feedback, to reinforce learning. • Enhancing retention and transfer to other contexts, to generalise the learning by using varied examples. CIT203 Computer Based Learning

  10. Gagne’s ID Procedure Analysis Phase 1. Identify the learning outcomes we wish to achieve. 2. Break down into a hierarchy of dependent learning outcomes and pre-requirements give a hierarchy of simple outcomes 3. Identify the conditions or processes internal to the learner that must occur to achieve those outcomes. 4. Specify what external conditions or instruction must occur to achieve these internal conditions. 5. Record the learning context. 6. Record the characteristics of the learners. CIT203 Computer Based Learning

  11. ctd Design Phase 7. Select media for instruction - how will we deliver the instructional events? 8. Plan to motivatethe learner by incentives,mastery or achievements. 9. Apply the Nine Instructional Events to each learning outcome. Test Phase 10. Trial the materials with students as it is designed (formative evaluation). 11. After the instruction has been used, a summative evaluation can judge its effectiveness. CIT203 Computer Based Learning

  12. Merrill -1- Call up previous experience. Fire up relevant stored mental models Transfer skill into your lives. Go public, join in discussion. Activation Integration Real World Problem Demonst-ation Application Show don’t say! Learning works best when you are called to use your knowledge Concepts – examples Procedures – demos Processes – visualisation Behaviour - modelling CIT203 Computer Based Learning

  13. Merrill -2- • Activation • Start where the child is • Recall, relate, describe, apply knowledge from past experience • Courseware can provide a substitute for this experience • Trend to introduce “themes” into instruction eg ‘golf’. These can often distract and so hinder learning CIT203 Computer Based Learning

  14. Merrill -3- • Demonstration • Multiple representations, alternative points of view • Knowledge is both specific and general. Students learn from specific examples • Appropriate use of media • Application • App must be consistent with stated objectives • App to a sequence of varied problems • Access to feedback, context-sensitive help CIT203 Computer Based Learning

  15. Merrill -4- • Categories of Application • Information-about practice requires recall • Parts-of practice requires locate, name each part • Kinds-of practice needs identification of new eg’s • How-to practice requires learner to do the procedure • What-happens practice requires learner to predict result of a process • Integration • Publicly demonstrate, discuss new knowledge • Learner can create new personal way to use knowledge CIT203 Computer Based Learning

  16. Gardner - Multiple Approaches Telling analogies Entry points narrative Approaching the Core numeric social Multiple approaches based on multiple intelligences existential Hands-on aesthetic Emphasis on ‘Going Public’ Understanding Content, not Problem Solving ! CIT203 Computer Based Learning

  17. Constructive Learning Environments (Jonassen) • “The goal of the learner is to solve the problem or complete the project “ • The problem / project drives the learner. Learn to solve! • The problem should be ill-defined so some aspects are “emergent and defined by the learner” • Through a progression of tasks, scaffold is gradually removed Scaffolding Goal Learners’ Performance CIT203 Computer Based Learning

  18. Jonassen Quotes “… you must provide interesting, relevant and engaging problems to solve … The problem should not be overly subscribed. Rather it should be ill defined or ill structured, so that some aspects of the problem are emergent and defined by learners” “Start the learners with tasks they know how to perform and gradually add task difficulty until they are unable to perform alone” “What novice learners lack most is experiences. … [Demo’s] can scaffold (or supplant) memory by giving representations of experience that learners have not had” “Modelling provides learners with examples of desired performance. … worked examples” CIT203 Computer Based Learning

  19. Carroll Minimalism • Principles • Learner starts at once on meaningful tasks • Minimize reading by allowing learners to fill in gaps • Include error recognition and discovery • Each activity self-contained, independent of sequence • Basis • Carroll’s research at IBM observing users of word-processors, databases and programmers • Systems approach emphasised structured sequence and total practice, but neglected motivating real tasks. CIT203 Computer Based Learning

  20. Carroll’s iterative design • Designers don’t work in a structured hierarchy • They mix bottom-up and top-down development • They even allow their design goals to change ! Design 1 Design 2 Gradual convergence to product Design 3 Product Trial 3 Trial 2 Trial 1 CIT203 Computer Based Learning

  21. Developed Minimalism • More Observations … • Desire for ‘real’ activity and not time ‘just learning’ • Causes people to jump around programmed learning • People want to make their own understandings • New minimalism - better supported self-initiated sense-making CIT203 Computer Based Learning

  22. Standardized Rational Systematic Customized Promotes initiative, diversity, flexibility Creative Linear Cause and Effect Learner is closed Knowledge object Iterative Mind not predictable Mind elusive No causality Open system Problems with Classical IDT Linear assumes humans are predict- able. Not true since : all learners are different, may have different ways of learning, environment (context) is important and unknown, people don’t think logically. CIT203 Computer Based Learning

  23. New ID -1- New Sciences Jonassen suggests using Hermeneutics, Fuzzy Logic, Chaos Theory • Hermeneutics - learner must be able to create own meanings. Also must be aware of their own biases. • Fuzzy logic - reality is rarely cut and dry, but often comes in various shades of colour which are not exclusive. • Chaos theory - no cause and effect, more drill does not imply better performance. Also sensitivity to initial state. CIT203 Computer Based Learning

  24. -2- The Information Age Reigeluth Shift into the Information Age • Instruction needs to be customized rather than standardized • Instruction is learner centered, teacher is facilitator • Based on authentic tasks., contemporary not contrived • Instructional Design should occur on the fly as the student uses the materials! • Elaboration Theory (ET). There is always an organizing concept which spawns sub-concepts, and which is taught first. Each sub-concept may in turn become an organizing concept. CIT203 Computer Based Learning

  25. ET and Hypermedia Elaboration Theory or Interactive Media ? Hoffman makes the link between Elaboration Theory and Hypermedia. The web-like linking of ideas well known in hypermedia described the functioning of human cognition better than a linear process. Important, interesting and provocative idea CIT203 Computer Based Learning

  26. Summary • Instruction is progressive but not strict-sequential • Instruction paths fork, cross over and loop back • The model of IDT reflects current technology ! Contemporary Instructional Design • Merrill 5-star • Carroll Minimalist • Gardner Multiple Intelligence • Constructive Learning • New Sciences • Information Age CIT203 Computer Based Learning

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