Four Generations of Instructional Design

1. Four Generationsof Instructional Design

2. “Applied educational psychology”. [Walt Dick, 1990] As Winn & Snyder in Chap 5 of Jonnassen, suggest: ID is good decisions, is the act of selecting well from options. “...science of creating detailed specifications for the development, evaluation and maintenance of situations which facilitate learning.” [Richey, 1986] “...entire process of analysis of learning needs... delivery system to meet needs”. [Briggs, 1977] Definitions of instructional design

3. The stiffening and systematization of curriculum Attempts to go beyond atheoretical curricular activity of teachers where they intuitively selected lessons and activities out of the air Primary roots in educational psychology, grappling with topics like: -effects of media on learners -motivation and attitude -confidence and persistence Historically ID is about

4. According to Rita Richey, ID is uniquely American in its pragmatism and in its belief in taming that which is difficult to tame. Focus on solving problems and on generating prescriptions that can be replicated and managed. -attempts at orderliness, defined purposes and repeated activities -where output from one phase serves as input for the next -based on studies seeking to find patterns of effectiveness, predictability, if we do this, then this will happen Definition of ID

5. defined systems defined interaction between components and belief in naming and managing and repeating elements assessment qualitative and quantitative means formative, summative and cost studies root cause analysis (Peter Senge, Robert Mager, Tom Gilbert, Joe Harless) for the purpose of defining solutions. Transcends habits about means Common attributes of ID

6. defined process from algorithmic to heuristic procedures Learning theories born to apply ed psych and theory to WWII generations reflect these changes in theory Evolving role of the developer, to serving as an expert creator of assets and systems historically, the teacher authors lessons movement to SMEs paired with ID experts, according to Tennyson and Foshay eventually automation will enhance move back to teachers and SMEs What does Mike Allen say about this? Common attributes of ID

7. Analysis focused on breaking content into small, testable components and creating instruction that reduced errors on part of learner and quickly got them to narrow, visible goals Goals are articulated in behavioral objectives, which are neatly evaluatable Reliant upon Skinner and behavioral psychology Looking askance at subjectivity and thought. Cognitivism emerges in response! 1st Generation ID

8. [www.quia.com]

9. Response to accountability movement of '60s More focus on evaluation and needs assessment – a checklist– http://www.e-learningguru.com/articles/art3_7.htm Birth of ADDIE; sufficiently complicated that it developed need for formal training in it - job/task analysis (Branson, Merrill) - first edition (Fleming and Levie) - sequencing learning intentions (Dick & Carey) ID teams 2nd Generation ID

10. Is ADDIE instructional design? What does ADDIE do for us?What are some proclaiming“ditch ADDIE?”

11. http://learn.caim.yale.edu/hhmi/public/overviewsp.html

16. By late 70s and early 80s, expectations about following fairly rigid ID2 rules…. Yet marketplace wanted simplicity and SPEED- demand for IDs who adapt, adjust, tailor ID as heuristic process More interest in authenticity, problems, inductive (constructivist) approaches Cynicism regarding power of courses and instruction-- more cause analysis, real interest in systems ---->birth of PT (systems), interest in OD, cognitive distribution (PSTs, for example) 3rd Generation ID

20. These tools present factors to rate and rank.

21. Additional detail is available for recommended breeds Results: The tool moves the prospective owner from 185 breeds to just a few.

22. Shift from definition of learning as change in behavior to definition of learning as shift of material from STM to LTM Dominance of cognitive psychology representations of SM through schema (mental models, abstractions, networks, change to represent experience). Think about Ausubel’s advance organizer. dual coding theory- pix and words enhance retention focus on context and situations. Leading to more exploration of environments and more group and PBL oriented exercises. focus on elevating skills to expertise. Think about driving. Think about how you now do analysis and how you will do it, as time goes by. 4thGeneration ID

23. Duffy & Cunningham (Jonnassen, 96): social construction of meaning (yup, social constructivist): Rejecting hierarchy, opposed to objectivist view of knowledge as something to be acquired, focus on tangle of nodes of interactions and understanding constructed by participants together, by negotiating. Knowledge as consensus of beliefs; learning is demonstrated by contributing to the community Cognitive apprenticeship favored if democratic, decenter the master! More interest in learner exploration, control, and dialogue and reflection ---> constructivism. Grabinger’s REAL? 4th Generation ID

26. Real problems, tasks,teams, and outcomes

27. Technologies are key feature in ID4 - power of media to enable learner control and choices - use of media to create complex and textured experiences Blends of education and information, just in time, via the internet. Consider the 3 ages of ID described by Winn & Snyder: from instructional design to message/product design to the design of shared and systemic blended environments. 4th Generation ID

29. Gripping, involving, dramatic learning

30. Please visit Colonial Williamsburg and experience isodynamic’s online lesson. What generation? Why? Do you like it? 2. Look at the table on the next page. What generation do you see here? Why? 4th Generation ID