Old Business

1. Old Business • E-mails • About this course • What this course is about • And what is not • Projects • Groups

2. First Assignment • Find your group members • Write a group contract • Discuss with your facilitator, sign it and turn-in • Due date: Tomorrow • A group contract includes • Responsibilities • General work ethics • Conflict resolution

3. Be aware! • Meet with your team’s facilitator every week. • Turn-in assignments on time (otherwise you will loose points – 10% per day) • Check your e-mail frequently • Visit course schedule page and make readings • Find a concept for your project-1

4. Using a model for instructional design Process models Use of models Using an ID model in this class

5. Using a model for instructional design Process models Use of models Using an ID model in this class

6. Process models • What is a process model? • Identifies major types of activities and provides definitions for them • Describes the primary sequencing of activities during the development and completion of a design • Illustrates the relationships between activities during the development and completion of a design • Organizes the view of an activity for the purpose of those involved in that activity

7. Process models • Activities can be identified by means of a list … • Analysis … collecting data that will impact the design of instruction • Design … creating the "blueprints" of the instructional experience • Development … turning the plans of the design phase become the reality of instructional materials and activities • Implementation … the instruction in practice • Evaluation … certifying that learning has actually occurred and identifying ways to improve future applications of the instructional activities and materials

8. Process models • … but a list does not show sequencing or relationships.

9. Process models relationships direction connection

10. Using a model for instructional design Process models Use of models Using an ID model in this class

11. Use of models • Models help to teach and to learn. Using models … • Simplifies the view of a complex activity • Gives structure to the actions of a novice team working together • Ensures that important activities are not overlooked or grossly misplaced • Connects experienced action to abstract understanding • Shapes prior knowledge into accepted forms

12. Use of models • Models help to answer these questions: • What should we do first? Next? • What have we overlooked? • Which activities are needed in order to provide information for other activities? • How do we know when we should move from one activity to another? • What do we need to know at certain times in a project? • How can we communicate efficiently with each other about our design activities?

13. Use of models • Models help experienced designers … • Communicate efficiently with each other about their design activities • Discriminate between activities that may look and feel similar to one another, to avoid getting stuck or distracted • Explain what they do to others who need to understand it (clients, participants, other professionals, learners)

14. Use of models • Other design process models … Corporate Design Foundation* – Graphic Design • Research Phase  • Conceptualization • Architecture of Materials • Iteration • Production • Evaluation *http://www.cdf.org/what_is_design.html

15. Use of models • Other design process models … Unknown lecturer on creative design model in engineering * • Recognizing the need • Defining the problem • Planning the project • Gathering information • Conceptualizing alternative approaches • Evaluating the alternatives • Selecting the preferred alternative • Communicating the design • Implementing the preferred design • *http://www.mech.utah.edu/~me1000/lectures/Creativity_files/frame.htm#slide0029.htm

16. Use of models • Other design process models … Game design process (Ed Bartlett @ IGDA) * • Idea for the game – initial concept • Sketching and notetaking – idea generation • Concept development – explain the basic idea to others • Design treatment – define all aspects of functionality • Production – media, programming, marketing • Roll out *http://www.igda.org/Endeavors/Articles/ebartlett_stages.htm

17. Using a model for instructional design Process models Use of models Using an ID model in this class

18. Using an ID model in this class • ADDIE model is convenient and easy-to-remember. Many professionals agree that the primary activities described by the model are necessary and basic in instructional design.

19. Using an ID model in this class analysis design development implementation evaluation

20. Using an ID model in this class

21. Project 1Design and Development of a Concept Learning System

22. Project 1 Timeline • Analysis Report (December 12, Friday) • Instructional Design Report (December 22, Monday) • Instructional Materials (Flash module) • Final Report • Peer Evaluations

23. Be aware! • Decide your concept and discuss it with your team facilitator • Concepts will be from Mathematics • You will create a Flash module to teach concept • Check your e-mail frequently (Do you receive my messages through the class listserv?) • Turn-in assignments on time (otherwise you will loose points) • Visit course schedule page and make readings

24. Analysis Report Headings • Executive Summary • Existing Knowledge • Goals for the instruction • Process to be used for this analysis • Needs analysis (performance) • Content analysis (task) • Visit “Talim Terbiye Kurulu” web site • Learner analysis (including context) • Instructional approach and justification for the approach • Timeline and practical planning for the analysis • References

25. What is Concept • Concept is a category used to group similar ideas or things. • It is a way to organize knowledge. • A group of things that have something in common can be considered a concept. • Learning concepts may involve either recall or application.

26. How do I choose an appropriate concept to teach for my project? • Make sure it really is a concept and not a procedure. • If the idea of "how to" is embedded in it (how to set up a tent, how to bake a cake, how to iron, how to wrap a gift, etc.), then it is a procedure, not a concept. • Remember that a concept is essentially a category. • Next, make sure the concept is appropriate for this project and for your target audience.

28. Possible Topics • 5.SINIF DÜZEYİNDE PROJE ÖNERİLERİ • Ondalık kesirlerle 4 işlem ( özellikle bölme ve çarpma) • Katı cisimler ve özellikleri • Kümeler • 6.SINIF DÜZEYİNDE PROJE ÖNERİLERİ • OKEK kavramı ve ilgili problemler • OBEB kavramı ve ilgili problemler

29. Topics • 7.SINIF DÜZEYİNDE PROJE ÖNERİLERİ • Paralel doğruları kesen doğrularla oluşan açılar • Çember ve daire • Dörtgenler ve özellikleri (kare, dikdörtgen, eşkenar dörtgen, paralel kenar, yamuk, Deltoid) • 8. SINIF DÜZEYİNDE PROJE ÖNERİLERİ • Eğim kavramı ve ilgili problemler • Pisagor bağıntısı ve ilgili problemler • Öklit bağıntıları ve ilgili problemler • Havuz problemleri • Hareket problemleri

30. Instructional approaches to teaching concepts • Reigeluth Approach • Tessmer, Wilson & Driscoll Approach • And others

31. Reigeluth’s principles for teaching concepts • Present a prototypical example. • Facilitate discrimination: Present the definition of the concept (generality). Or, contrast an example and a matched nonexample to show only the variable characteristic and facilitate identification of the critical characteristic (e.g. fruits) • Facilitate generalization: Present a generality which identifies most common variable characteristic. Or, present divergent examples and practice.

32. Reigeluth’s tactics for teaching concepts • Presentation Generality: label, superordinate concept, critical characteristics • Practice: New particulars which show the critical characteristics • Feedback: Confirmation or correct answer.

33. What are the enrichment tactics for teaching concepts? • Focus learner's attention on important parts. Use a variety of representations. • Present an algorithm. • Increase the number of examples & practice items. • Sequence from easy to difficult. • Provide encouragement & praise in feedback.

34. Analyzing Concepts Concept Learning Concepts are categories of stimuli that have certain features in common. The shapes on the left are all members of a conceptual category: rectangle. Their common features are: (what are they?) (1) 4 lines; (2) opposite lines parallel; (3) lines connected at ends; (4) lines form 4 right angles. The fact that they are different colors and sizes and have different orientations is irrelevant. Color, size, and orientation are not defining features of the concept

35. Analyzing Concepts Concept Learning If a stimulus is a member of a specified conceptual category, it is referred to as a “positive instance - example”. If it is not a member, it is referred to as “negative instance – non example”. These are all negative instances of the rectangle concept: As rectangles are defined, a stimulus is a negative instance if it lacks any one of the specified features.

36. Analyzing Concepts Concept Learning Every concept has two components: Attributes: These are features of a stimulus that one must look for to decide if that stimulus is a positive instance of the concept. A rule: This a statement that specifies which attributes must be present or absent for a stimulus to qualify as a positive instance of the concept. For rectangles, the attributes would be the four features discussed earlier, and the rule would be that all the attributes must be present.

37. Analyzing Concepts Concept Learning The simplest rules refer to the presence or absence of a single attribute. For example, a “vertebrate” animal is defined as an animal with a backbone. Which of these stimuli are positive instances? _ + + + This rule is called affirmation. It says that a stimulus must possess a single specified attribute to qualify as a positive instance of a concept.

38. Analyzing Concepts Concept Learning The opposite or “complement” of affirmation is negation. To qualify as a positive instance, a stimulus must lack a single specified attribute. _ _ _ + An invertebrate animal is one that lacks a backbone. These are the positive and negative instances when the negation rule is applied.

39. Analyzing Concepts Concept Learning More complex conceptual rules involve two or more specified attributes. For example, the conjunction rule states that a stimulus must possess two or more specified attributes to qualify as a positive instance of the concept. This was the rule used earlier to define the concept of a rectangle.

40. Behavioral Processes Concept Learning In behavioral terms, when a concept is learned, two processes control how we respond to a stimulus: Generalization: We generalize a certain response (like the name of an object) to all members of the conceptual class based on their common attributes. Discrimination: We discriminate between stimuli which belong to the conceptual class and those that don’t because they lack one or more of the defining attributes.

41. Behavioral Processes Concept Learning For example, we generalize the word “rectangle” to those stimuli that possess the defining attributes... rectangle rectangle rectangle ...and discriminate between these stimuli and others that are outside the conceptual class, in which case we respond with a different word: ?

42. Which instructional approach? • Use Reigeluth’s approach • Don’t forget to visit Reigeluth’s concept learning Flash module.

43. Time to start working on it  • Groups: Come to our offices and discuss details about the project