Post Card Quiz Content Guide

1. Post  Card Quiz Content Guide Patty McGinnis EDTECH 503-4172

2. List of Postcards 3-4         History of Intructional Design 5-6         Instructional Design Definition 7-8         Systematic 9-10        Why Instructional Designers Use Models 11-12      ID Model #1: IPISD Model 13-14      ID Model #2: Assure Model 15-16      ID Model #3: Gagne and Briggs Model 17-18      ID Model #4: Smith and Ragan Model 19-20      ID Model #5: Dick, Carey, and Carey Model 21-22      ID Model #6: USAF Model 23-24      Constructivism 25-26      Empiricism 27-28      Behaviorism 29-30      Information Processing Theory 31-32      ID and Educational Technology 33-38      APA References http://bit.ly/cS72MX

4. History of Instructional Design Dear Dr. Janio, Over the next few weeks I'll be participating in a fascinating tour that focuses on instructional design. I know how interested you are in the subject so I thought I'd keep you posted about what I am learning. Today I'm visiting the Hall of Human Origins in the American Museum of Natural History in New York where I saw several specimens of early man. Similar to the evolution of man, the field of instructional design is an ever-changing one whose appearance has evolved since its inception during World War II when the U. S. military found itself in need of training thousands of personal for a myriad of jobs. Since that time, instructional design has been influenced by researchers such as B.F. Skinner, Robert Magar, Benjamin Bloom, Robert Glaser, and Robert Gagne. Each of these pioneers have contributed to the theories and philosophies that have shaped instructional design. That evolution continues even today, as instructional design changes in response to our increasing knowledge of how the brain processes information (Stape, 2009). I imagine that it will continue to change, just like people have continued to evolve. Hope the weather in Idaho is pleasant! Your student, Patty McGinnis http://www.dailymail.co.uk/sciencetech/article-1070671/Evolution-stops-FutureMan-look-says-scientist.html

6. Instructional Design Definition Dear Dr. Janio, I just had to buy this postcard because I know how much you enjoy riding in your restored 1965 Chrysler Imperial car when you are not online instructing class. The blueprint helps remind me that instructional design is a systematic process whose end goal is the development of effective, efficient, and appealing instruction (Smith & Ragan, 2005). Similar to the blueprints an architect creates, an instructional design contains the plan for instruction. The outcome is instructional content that can be interpreted and taught by a teacher to construct meaningful learning, similar to the way that a builder interprets and utilizes blueprints to construct a home (or a car!). Hope you are having a good week. Your student, Patty McGinnis  http://www.imperialclub.com/Yr/1965/Blueprint/index.htm

8. Systematic Dear Dr. Janio, Did I ever tell you about the time I met Neal Larson at the Black Hills Institute in Hill City, South Dakota? Neal gave a talk and behind-the-scenes tour to our class last summer. Neal has spent most of his life digging up dinosaur remains in an effort to understand their behavior. His real passion, however, is studying ammonites; in fact, he has discovered several new species! Did you know that when you discover a new species that you get to name it? Biologists like Neal systematically analyze newly-discovered species with the ultimate goal of classifying them into an existing structure based on common ancestry; check out the front of this postcard to see how scientists have classified dinosaurs. Their method is similar to the systematic approach that instructional designers utilize in their work when carefully analyzing the learning context, learner, and learning task with the ultimate goal of developing effective instruction. The systemic nature of this approach ensures that the goals, learning tasks, and assessments are aligned (Smith & Ragan, 2000).   Tell everyone back home hello for me. I can't wait to show you the dinosaur tooth Neal gave me! Your student, Patty McGinnis http://www.dino-web.com/classification-eng.html

10. Why Instructional Designers Use Models Dear Dr. Janio, Today my GPS unit was not working so I had to fall back on ancient technology to find my next destination; I had to use a road map! Similar to a road map one uses when traveling along an unknown route, models help an instructional designer find the best path to take in order to reach their destination, which is creating quality instructional materials that meet specific learning goals (Smith & Ragan, 2005). A road map shows the user details such as smaller roads that feed into a major roadway, just like a model assists the instructional designer in visualizing how a major goal can broken into learning outcomes which ensure the development of effective instruction targeted for a specific learning environment. Do you think your newborn daughter and her friends will use road maps when they are old enough to drive? Seems funny to think that maps may become obsolete someday now that everyone depends on GPS. Take care, Your student, Patty McGinnis http://www.tollesburysc.co.uk/Aboutclb.htm

11. IPISD Model

12. IPISD Model Dear Dr. Janio, Did I ever tell you that my father served in the U.S. Navy for 30 years? Yep, I'm what you call a Navy brat. Moving every 18 months or so was always an adventure. I wonder if my dad has ever heard of the IPISD Model? The IPISD Model, Interservice Procedures for Instructional Systems Development, is "a joint effort of the United States military services" and is specifically designed for military training (Gustafson & Branch, 2002, p. 46). This model consists of procedures with several levels of detail to produce performance-based instruction (Greer, 1998). The model demonstrates how to analyze a job and decide the training, lessons, and media necessary to train for the job. Outcomes are evaluated with the purpose of understanding student performance and course effectiveness (Greer, 1998). It all sounds pretty complicated, but I suppose training thousands of service men and women is no easy task. Well, that's it for now. Write back soon, Your student, Patty McGinnis http://uwf.edu/krasmuss/studentprojects/lgreer/?ti2Xdw=www.uwf.edu/~krasmuss/studentprojects/lgreer/

13. ASSURE Model Analyze learnersState objectivesSelect instructional methods, media, and materialsUtilize media and materialsRequire learner participationEvaluate and revise

14. ASSURE Model  Dear Dr. Janio, It is interesting to think that I have been designing classroom instruction for 20 years and that I have never heard of the ASSURE Model until recently. The ASSURE Model was developed by Heinich, Molenda, Russell, and Smaldino as a classroom-oriented instructional development model that teachers can apply when designing and developing lessons for their classroom (Gustafson & Branch, 2002). The model, which stresses learner participation, focuses on the selection and utilization of appropriate media for instruction by utilizing Robert Gagne's events of instruction  (Shepherd, 2001).  The final step consists of evaluation and revision to eliminate discrepancies between the objectives and their outcomes (Gustafson & Branch, 2002). Our school district is currently moving towards data-driven instruction; I'll bet I can apply the ASSURE Model when I am involved in curriculum writing later this year. Gotta go; I have a long drive tomorrow. I can ASSURE you that I am learning quite a bit about instructional design on this trip and in your class! Your Student, Patty McGinnis http://www.unca.edu/education/edtech/techcourse/assure.htm

15. Gagne and Briggs System Model

16. Gagne and Briggs System Model Dr. Dr. Janio, I visited Michigan Tech today and stopped by to see Dr.Jacquie Huntoon; I took a fascinating course with her called the Geology of Utah's National Parks a couple of summers ago. We had a nice visit; as Dean of the Graduate School she is busy restructuring some of the courses offered by the college. I wonder if she will use the Gagne and Briggs Model in her work? The Gagne and Briggs Model is a systems model that breaks down large projects (Prestera, 2009). The system level analysis examines the scope and sequence of planned instructional courses and includes an examination of available resources. Following this, an analysis at the course level is conducted which focuses on course level objectives, structure and sequence.  Lesson level is the third step in the Gagne and Briggs Model, and involves writing objectives that are matched to lesson plans and assessments. A return to the system level involves training teachers and establishing an evaluation plan of field tested materials with the ultimate goal of disseminating materials for use in the system. Am driving to Isle Royale later today; it is a very different type of system, an ecosystem, and is home to the longest running predator-prey study. Maybe I'll get lucky and see some wolves while I am there. Your student, Patty McGinnis http://www.unca.edu/education/edtech/techcourse/assure.htm

17. Smith and Ragan Model

18. Smith and Ragan Model Dear Dr. Janio, It was raining all day today so I stayed inside my hotel and got caught up on some reading. Today I read several chapters in the Instructional Design textbook. Did you know that Smith and Ragan created a cognitive approach to instructional design (Prestera, 2009) that includes three phases: analysis, strategy, and evaluation. These phases, which result in learner-centered instruction, are accomplished through the eight-step process of analyzing learning environment, analyzing learners, analyzing learning tasks, writing test items, determining instructional strategies, producing instruction, conducting formative evaluation, and revising instruction (Gustafson & Branch, 2002). I sure hope tomorrow is a nice day so that I can do some more sight-seeing. How is everyone back home? Your student, Patty McGinnis http://brownemergingtech.com/EDG6255/Week5.htm

19. The Dick, Carey and Carey Model

20. The Dick, Carey and CareyModel Dear Dr. Janio, Another dreary day today so I did some more reading. This time I read a bit in the Gustafson & Branch book. They did a terrific job summarizing many instructional design models. One of the models they discussed was the Dick, Carey, and Carey Model. This model starts with having the instructional designer assessing to identify clear and measurable goals, followed by analysis of instruction, learners, and contexts in order to write performance objectives. Once objectives are written, criterion-referenced test items are developed. Development of instructional strategies is next, followed by development and selection of instructional materials. Formative evaluation is designed and conducted with revision of instruction occurring at any point after goals have been established. The systemic nature of this model has made it "the standard to which other ID models are compared" (Gustafson & Branch, 2002, p.59). I just saw the weather report and things are looking up. I'm going to head down to the hotel pool, so that's it for now (wish I looked like a model in my swimsuit, ha-ha!). Your student, Patty McGinnis http://uwf.edu/krasmuss/studentprojects/lgreer/ti2Xdw=www.uwf.edu/~krasmuss/studentprojects/lgreer/

21. USAF Model

22. USAF Model Dear Dr. Janio, Yippee! The weather was fabulous today and I was able to take a tour of the United States Air Force Academy in Colorado Springs. What a gorgeous setting to earn an education! Although I have to admit I'm partial to the Navy, I was impressed when our tour leader described the model the USAF employs for training its recruits. According to Gus Prestera (2009), the USAF Model is utilized to train young adults to “act and make decisions exactly the same way as all of the other individuals in the Air Force." Analysis of learner needs and clearly delineated goals with continual feedback are hallmarks of this model. Trainers provide constant feedback and instruction, revising as necessary. All trainers are expected to “present the information in the exact format covering the exact same material as all the other trainers on that particular topic” (USAF section, para. 1). Tomorrow I fly to Paris! Will write when I get there. Your student, Patty McGinnis  http://brownemergingtech.com/EDG6255/Week5.htm

24. Constructivism Dear Dr. Janio, I'm in PARIS! I can hardly believe it; now I wish I paid more attention in French class! Today I had an opportunity to visit the Musee Rodin; it is a beautiful little museum that displays works by Auguste Rodin. My favorite piece by far was "The Thinker." It shows a man deep in meditation, a fitting image for the educational philosophy known as constructivism. This rationalist theory says reason is the source of knowledge (Smith & Ragan, 2005); constructivists believe that learners construct meaning from their experiences, whether those experiences are individual, in collaboration with others, or situational in nature. In constructivism the learner is responsible for his or her own learning and motivated to make sense of what he or she knows. My tour bus just stopped at the Eiffel Tower; I can't wait to get to the top to take some photos. Maybe I'll post a couple under my profile so the class can experience some of my trip...oops...that would be empiricism, not constructivism! Your student, Patty McGinnis http://media.photobucket.com/image/image%20for%20the%20thinker/punkheart/p303301-Brussels-The_Thinker.jpg

26. Empiricism Dear Dr. Janio, You're probably wondering about the gentleman pictured on this postcard. I couldn't visit France without stopping by the museum of one of my personal heroes. Louis Pasteur was an absolutely AMAZING individual who did a lot more than develop pasteurization. Did you know that he created the first rabies vaccine and assisted beer makers in perfecting the brewing process? (My husband is very thankful for that particular contribution to science!). Like Louis Pasteur, who based his conclusions on observable evidence, empiricism is a philosophy that alleges knowledge is acquired through experience and observation, particularly sensory perception (Smith & Ragan, 2005). Instructional approaches in which the learner observes, gathers data, and reaches conclusions based on this data, such as the inquiry approach in science, are empirical in nature. All this talk of empiricism and sensory perception has me thinking about sitting at a cafe to enjoy a glass of wine and some people-watching. Now that's the empiricist way to experience France! Thanks, Louis, for your delightful influence on the wine industry... Your student, Patty McGinnis http://www.personal.psu.edu/faculty/j/e/jel5/micro/

28. Behaviorism Dear Dr. Janio, I took this picture today at Fosse aux carpes (that means The Carps Pit), a beautiful protected lake east of Paris that is biologically diverse. It is actually a series of ponds that go on for miles. A boy was there throwing a ball to his dog and the dog would jump into the pond and bring it right back. This went on for quite a while with neither the dog nor the boy appearing to tire. It reminded of that lecture that you recently gave on behaviorism. I remember that you told us behaviorism can trace its origins to Ivan Pavlov and B.F. Skinner and involves observable behaviors that occur as part of a stimulus-response, much in the way a dog will fetch a ball once it is thrown. According to Smith and Ragan (2005, p. 25), "Learning has occured when learners evidence the appropriate response to a particular stimulus." While behaviorism has had little impact on instructional designers today, the use of programmed instruction, such as the utilization of computers for instructional purposes, has its roots in behaviorism. I'm sure that boy and his dog probably had no idea that they stimulated my thoughts regarding behaviorism! That's it for now. I'll be packing my suitcases tomorrow.   Your student, Patty McGinnis http://www.acclaimimages.com/_gallery/_pages/0255-0907-1713-4636.html

30. Information Processing Theory Dear Dr. Janio, I'm sitting here trying to stuff everything back in my suitcases (why do clothes always seem to grow when you take a trip?). When I get home I'll have to take everything out of my suitcase and put it back in my closet. That reminds me of what happens during the learning process. Information must be processed and acted on in such a way that it can be easily retrieved. In other words, for information to be stored in our long-term memory, there must be an action that moves the information from short-term memory to long term memory, similar to the way that I'll remove my clothes from suitcases and place them in an orderly fashion into my closet where they will be readily available for retrieval at a later date. I find the studies on current brain research to be fascinating. Did you know that brain-imaging technologies are helping researchers understand the link between learning and remembering? Discerning how the brain processes information will no doubt be reflected in the development of instructional strategies that will enhance learning (Stape, 2009). I imagine with the influence of technology that a classroom in the future will appear quite differently than it does now. I'll see you soon!  Your student, Patty McGinnis http://www.storageconceptsinc.com/its-organized-deluxe.aspx

32. ID and Educational Technology Dear Dr. Janio, I'm at the airport waiting for my plane and trying to catch up on some of my assignments for your class. I love the ability to participate in class wherever and whenever I want; having so much knowledge at my fingertips is a powerful thing. I can remember having to go to the library to read reams of biological abstracts in order to find just the right one; what a painful process! Educational technology has certainly changed the way I learn things and has empowered me as a learner. I guess you probably already know that educational technology involves the application of instructional design to facilitate learning through technology such as the Internet and software applications. Today, with the evolution of the Web 2.0, it is particularly important that the systematic nature of instructional design be applied in order to create learning tasks that are in congruence with learning goals and assessment. I feel that a critical need exists for the development of meaningful and authentic learning experiences that utilize technology because many teachers lack the know-how and comfort level to utilize Web 2.0 applications effectively with their students. My flight is boarding so I have to go. I've had a great time with my postcard tour. See you online! Your student, Patty McGinnis http://www.educationworld.com/a_tech/archives/tools.shtml

33. Citations Greer, L. (1998). A Quest to Understanding the Layers of Necessity ID Model. Retrieved January • 31, 2010, from University of West Florida, College of Education Web site:  • http://uwf.edu/krasmuss/studentprojects/lgreer/ti2Xdw=www.uwf.edu/~krasmus/studentprojects/lgreer/ Guffey, T. [Photograph of a dog fetching a tennis ball]. Retrieved January 30,  2010, from: • http://www.acclaimimages.com/_gallery/_pages/0255-0907-17134636.html Gustafson, K. & Branch, R. (1997). Survey of Instructional Development Models. Syracuse, New York:   • Clearinghouse on Information & Technology. Heinich, R., Molenda, M., Russell, J. & Smaldino, S. (1999). [Image for The Assure Model]. Retrieved • January 31, 2010, from: http://www.unca.edu/education/edtech/techcourse/assure.htm

34. Citations James, J. (2004).Interservice Procedures for Instructional Systems Development Executive Summary • and Model. Retrieved January 31, 2010, from Kenseamedia Web Site: • http://www.kenseamedia.com/encyclopedia/iii/interservice_procedures/faqintro.m McCombs, S. [Image of ISD Procedures - Inservice Model]. Retrieved January 31, 2010, from: • http://uwf.edu/krasmuss/studentprojects/lgreer/ti2Xdw=www.uwf.edu/~krasmus/studentprojects/lgreer/ Prestera, G., (2009). Instructional Program Management Teaching and Learning Retrieved January 31, • 2010, from Florida Atlantic University Davie Campus, Department of Education Web Site: • http://brownemergingtech.com/EDG6255/Week5.htm

35. Citations Shepherd, G. (2001). The Assure Model. Retrieved January 31, 2009, from University of North Carolina      Asheville, Department of Education Web Site: • http://www.unca.edu/education/edtech/techcourse/assure.htm Smith, P., & Ragan, T. (2005). Instructional Design.  Hoboken, NJ: John Wiley & Sons, Inc. Stape, C. (2009, September 28). Brain Research, Instructional Strategies, and E-Learning: Making the      Connection. Learning Solutions Magazine. Retrieved from: • http://www.learningsolutionsmag.com/articles/8/brain-research instructional strategies-and-e- • learning-making-the-connection [Untitled image of blueprint of car]. Retrieved January 31, 2010, from: • http://www.imperialclub.com/Yr/1965/Blueprint/index.htm

36. Citations [Untitled image of computer mouse and light bulb]. Retrieved January 31, 2010, from: • http://www.educationworld.com/a_tech/archives/tools.shtml [Untitled image of Dick, Carey, and Carey Model]. Retrieved January 31, 2010, from: • http://uwf.edu/krasmuss/studentprojects/lgreer/ti2Xdw=www.uwf.edu/~krasmus/studentprojects/lgreer/ [Untitled image of Gagne & Briggs System Model]. Retrieved January 31, 2010, from: • http://www.unca.edu/education/edtech/techcourse/assure.htm [Untitled image of Louis Pasteur]. Retrieved February 6, 2010, from: • http://www.personal.psu.edu/faculty/j/e/jel5/micro/ [Untitled image of postage stamp]. Retrieved February 4, 2010, from: • http://www.sonic.net/~kjuarez/postwar/scav/scav50.html

37. Citations [Untitled image of road map]. Retrieved January 31, 2010, from: • http://www.tollesburysc.co.uk/Aboutclb.htm [Untitled image of Smith & Ragan Model]. Retrieved January 31, 2010, from: • http://www.unca.edu/education/edtech/techcourse/assure.htm [Untitled image of the classification of dinosaurs]. Retrieved January 31, 2010, from: http://www.dino- • web.com/classification-eng.html [Untitled image of the evolution of man]. Retrieved January 31, 2010, from: • http://www.dailymail.co.uk/sciencetech/article-1070671/Evolution-stops-FutureMan-look-says- • scientist.html [Untitled imageof travel clipart]. Retreived February 6, 2020, from: http://bit.ly/cS72MX

38. Citations [Untitled image of USAF Model]. Retrieved January 31, 2010, from: • http://brownemergingtech.com/EDG6255/Week5.htm [Untitled photograph of closet]. Retrieved January 30, 2010, from: • http://www.storageconceptsinc.com/its-organized-deluxe.aspx [Untitled photograph of The Thinker]. Retrieved January 30, 2010, from: • http://media.photobucket.com/image/image%20for%20the%20thinker/punkheart/p303301- • Brussels-The_Thinker.jpg