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Systematic Instructional Design

Learn about the Systematic Instructional Design approach where every component of instruction is crucial to success. Discover the Systems Approach model, Dick & Carey Model, and understanding instructional goals for effective learning outcomes.

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Systematic Instructional Design

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  1. Systematic Instructional Design Barry Williams Ph.D.

  2. Traditional Instruction • Instructors • Learners • Textbooks • Where teaching is getting content from the text into the heads of learners

  3. Traditional Instruction • Instructors • Learners • Textbooks • Where teaching is getting content from the text into the heads of learners

  4. Instruction as a systematicprocess • Every component of instruction (teacher, student materials, and learning environment) is crucial to successful learning • Called the “Systems Approach” to instruction

  5. What is a system? • A set of interrelated parts all working together toward a defined goal.

  6. How can a systems approach improve instruction? • A process that allows you to looks at • the learners, • the instructor, • the instructional materials, • and learning environment • Goal is to bring about increased learning.

  7. Rationale for using the systems approach • See the roles of all the components • Control how they interact • Reduces overemphasis on any one component

  8. Dick & Carey Model Conduct Instructional Analysis Revise Instructions Write Performance Objectives Development Assessment Instrument Develop & Select Instructional Materials Develop Instructional Strategy Design & Conduct Formative Evaluation of Instruction Assess Needs I.D.. Goals Analyze Learners & Contexts Design & Conduct Summative Evaluation

  9. Components of the Systems Approach Model • Determine Instructional Goal • Analyze the Instructional Goal • Analyze Learners & Contexts • Write Performance Objectives • Develop Assessment Instruments • Develop Instructional Strategy

  10. More Components of the Systems Approach Model • Develop & Select Instruction • Design & Conduct the Formative Evaluation of Instruction • Revise Instruction • Conduct Summative Evaluation

  11. Reasons for the effectiveness of a systematic approach • Focus on what the learner is to know or do • The process has a linkage between each component • especially between instructional strategy and learning outcomes • It is an empirical & replicable process with over 25 years of research evidence

  12. Background • Most critical part of the I.D. process • identifying instructional goals • Two methods to id goals • 1. SME (Subject Matter Expert) • 2. PT (Performance Technology)

  13. Instructional Goal • What you want the learner to be able to do after training (instruction)?

  14. Instructional Goals are stated in terms of: • Skills • Knowledge • Attitudes

  15. Instructional Goals use action verbs • “Will be able to solve...” • “Will be able to blind rivet” • “Will be able to apply...”

  16. Instructional Goals allow you to: • Describe the problem precisely • Determine how to solve it efficiently & effectively • Save $$$$$$$$ when instruction is found not to be needed or is misplaced

  17. NAs are: • Used to id the nature of the organizational problem • Gap between what is and what should be • Used to solve an problem existing

  18. Examples of “Fuzzy” Instructional Goals • Appreciating handmade furniture • Sensing good paintings • Being aware of how to make hot cakes

  19. How to Clarify Fuzzy Goals 1. Write it down 2. Write down what the learner would do to achieve the goal

  20. Parts of a Goal: 1. Id the learners The bricklayers at Bricks-Are-Us 2. What the learner will be able to do “will be able to lay a course of 16 in. concrete block”

  21. Parts of a Goal: continued 3. Description of the context in which the skills are use 30 feet long in one hour 4. Description of the tools available using a mudguard, trowel, level, and plumb line

  22. Goal Analysis - Two Steps • 1. Classify according to the type of learning outcome (domain of learning) • psychomotor, intellectual, verbal information, attitudes • 2. Describe exactly what a students will be doing when performing the goal • using observable verbs like moving, painting, etc.

  23. Verbal Info. Vs Intellectual SkillsGagne & Driscoll pg. 44 • Verbal Information (facts) • declarative knowledge, “knowing that” • is added to information already in memory • Intellectual Skills • “knowing how” as opposed to know that

  24. Goal Analysis continued • Decide if sub-steps (sub-goals) are necessary • complexity of the task • target audience • Finally, formulate a test item that would show that learners can perform the skill?

  25. For Intellectual or Psychomotor Goals Use

  26. Learner Characteristics 1. Entering Behavior 2. Prior Knowledge of Topic 3. Attitude toward Content & Delivery System 4. Academic Motivation 5. Educational Ability Levels 6. General Learning Preferences 7. Attitudes toward the Organization 8. Group Characteristics

  27. Context of Performance Setting 1. Managerial Support • little support, little or no skills transfer 2. Physical Aspects of the Workplace • skills practiced in conditions similar to workplace

  28. Performance Setting (cont’d) 3. Social Aspects • alone or in groups? • work independently or with direction? • most workers familiar with content or new to everyone? 4. Relevance of the Skills to the Workplace Constraints: • physical, social, or motivational

  29. Writing Objectives

  30. Components of Performance Objective

  31. Audience • Who are you trying to train? • Skilled / Unskilled? • Educational levels • Cultural variables • Old / Young

  32. Behavior What the learner will be able to do “Add two, three-digit, positive numbers”

  33. Derived from the sub-skills under the instructional analysis steps The test: Ask, “Can I observe the learner doing this?”(skill) If precise, the sub-skills don’t need to be modified Some Intellectual Skills Verbs are: discriminate identify classify demonstrate generate Behavior

  34. Types of Behavior 1. Intellectual & verbal skills describe the skill & the intent 2. Psychomotor skills specified by verbs like: jogging, painting, brushing, etc. 3. Attitudinal skills • choosing between options

  35. Condition Tools the learner will use “Using a calculator”

  36. Condition Used to evaluate the learner “in four out of five numberproblems”

  37. Conditions(cont’d) 3. Control the complexity of the task to match the audience level Two examples: • Given three sockets, pick the hex socket (audience: beginning mechanics) • Given a 1500-piece toolbox, select the metric 3/8 drive thin-wall, 8 mm. impact socket (audience: master mechanics)

  38. Criteriaincludes • What behavior is acceptable or • The limits of acceptable behavior • limits include: • single answer • a range • check list (psychomotor) • tally or anecdotal record (attitudinal)

  39. 1.Edit goal to reflect performance 2.Write terminal objective to reflect context of learning environment the instructional area, the workplace, and the audience 3. Write objectives for each step in the goal analysis that have no sub-steps 4. Write objectives that reflect the sub-steps or write objectives for the sub-steps 5.Write objectives for all subordinate skills 6. Write objectives for entry behaviors if needed Steps in Writing ObjectivesSummary

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