MITE 6330-Learning Design and Technology
(Additional resources and materials are added with "STAR" symbols)
(Additional resources and materials are added with "STAR" symbols)
Instructional Design Models
Key Components
Analysis
Audience
Content
Hardware
Design
learning objectives
assessment instruments
exercises
content
subject matter analysis
lesson planning
media selection
Development
Implementation
Evaluation
Gagné's Nine Events of Instruction
Key Components
Gain attention
Giving learner a stimulus to ensure reception of coming instruction
Inform learner of objectives
Telling learner what they will be able to do for the instruction
Stimulate recall of prior learning
Asking for recall of existing relevant knowledge
Present stimulus material
Displaying the content
Provide learner guidance
Supplying organization and relevance to enhance understanding
Elicit performance
Asking learners to respond, demonstrating learning
Provide feedback
Giving immediate feedback on learner's performance.
Assess performance
Assessing and providing feedback to learners
Enhance retention transfer
Providing diverse practice to generalize the capability
Pros & Cons
Pros
Cons
Key Components
Problem
Principle
“Learning is promoted when learners are engaged in solving problems” (Merrill, 2002, p.43)
Types of Problems
Well-structured
Definition
All elements of the problems presented to learners
Application of a limited number of regular rules & procedures
Have a fixed number of known solutions
Examples
Algorithms Problems
Story Problems
Logic Problems
Ill-structured
Definition
Possess unknown problem elements
Have multiple solutions or no-solutions at all
Often require learners to express personal opinions/beliefs about the problem
Examples
Decision-making Problems
Diagnosis-solution Problems
Strategic Performance Problems
Design Problems
Integration
Principle
“Learning is promoted when new knowledge is integrated into the learner’s world.” (Merrill, 2002, p.43)
Application
Principle
“Learning is promoted when knowledge is applied by the learner.” (Merrill, 2002, p.43)
Demonstration
Principle
“Learning is promoted when new knowledge is demonstrated to the learner.” (Merrill, 2002, p.43)
Activation
Principle
“Learning is promoted when existing knowledge is activated as a foundation for new knowledge.” (Merrill, 2002, p.43)
Pros & Cons
Pros
Cons
Bloom's Learning Taxonomy
Key Components
Identify Instructional Goal
Conduct Instructional Analysis
Analyze Learners and Contexts
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop and Select Instructional Materials
Design and Conduct Formative Evaluation of Instruction
Revise Instruction
Design and Conduct Summative Evaluation
Key Components
Identify instructional problems, and specify goals for designing an instructional program
Examine learner characteristics that should receive attention during planning
Identify subject content, and analyze task components related to stated goals and purposes
State instructional objectives for the learner
Sequence content within each instructional unit for logical learning
Design instructional strategies so that each learner can master the objectives
Plan the instructional message and delivery
Develop evaluation instruments to assess objectives
Select resources to support instruction and learning activities
Kirkpatrick's 4 Levels of Training Evaluation
Key Components
Reaction
Learning
Behavior
Results
Seven Principles for Good Practice in Undergraduate Education
Key Components
Good Practice Encourages Student-Faculty Contact
Good Practice Encourages Cooperation among Students
Good Practice Encourages Active Learning
Good Practice Gives Prompt Feedback
Good Practice Emphasizes Time on Task
Good Practice Communicates High Expectations
Good Practice Respects Diverse Talents and Ways of Learning
Cathy Moore's Action Mapping
Learning Theory
Behaviorism
Reward and Punishment
Trial and Error
Cognitivism
Overcoming the Forgetting Curve
Long-term memory
Short-term memory
Constructivism
Engaging and challenging the learner
Learning by teaching
Collaboration among learners
Learning is an active, social process
Learning Goal & Learning Objective
Learning Goal
Definition
Desirable state of affairs
Simply expressions of the general results desired from instruction
Not measurable
Fuzzy
Need to be transformed into highly specific learning objectives which are concrete and can be observed
Learning Objective
Definition
Clear communication of what will be learned
Inform the learner how they will demonstrate their learning (i.e., assessment)
Communicate expectations to learners
Provide specifications for instructional products
How to write Learning Objective
ABCD Approach
Audience
Definition
Can be part of the statement
Rules
Write for an individual student, not a group
Not always necessary to include, except when it clarifies things
Behavior
Definition
Performance
Rules
Should be observable by an outsider
Defines the “level” of learning (See Bloom’s Taxonomy)
Should be what the learner does, not what the teacher or instruction does
Should include mention of the skills or knowledge a learner has attained
Conditions
Definition
During Performance
Rules
Conditions at the time of the test or performance
Should not include any prerequisite criteria
e.g. Not acceptable: “After completing X periods of instruction…”, “After completing the module on …”
Degree
Definition
Criterion, Quality or Standard
Rules
How good is “good enough”?
Don’t say “100%” unless perfection is the only acceptable level of performance
Observable performances usually require a judge or rater
Can also refer to external standards (if they exist)
Evaluation
Model
Kirkpatrick's Learning Evaluation Model
Level 1 - Reaction
Elements
Examples
Customer satisfaction
Methods
Survey
Level 2 - Learning
Elements
Knowledge
Skills
Methods
Short-form test
Short answer test
Essay
Performance test
Written report, paper
Project
Presentation
Portfolio
Level 3 - Behaviour
Elements
Transfer of learning to the real-world
Methods
Observe performer first-hand
Survey key people who observe performer
Level 4 - Results
Elements
Bottom line
Examples
Sales volume
Productivity
Time savings
Cost savings
Types of Evaluation
Summative Assessment
Formative Assessment
Problem Identification
Lack of support in work environment
Lack of resources
Type of resource
Cognitive support
Job aids
Documentation/ Manuals
Tools
Computers
Software
Machinery
Physical environment
Ergonomics
Light, noise, temperature
Physical layout
Lack of skills & knowledge
Ways to resolve
Training
Lacking in inherent ability
Lack of aptitude
Lack of appropriate physique
Learning Styles
David Kolb's model
Accommodator
Converger
Diverger
Assimilator
Peter Honey and Alan Mumford's model
Activist
Reflector
Theorist
Pragmatist
Learning modalities
Visualising modality
Picture
Shape
Sculpture
Paintings
Auditory modality
Gestures
Body movements
Object manipulation
Positioning
Kinesthetic modality
Listening
Rhythms
Tone
Chants
Neil Fleming's VAK/VARK model
Visual learning
Auditory learning
Read/write learning
Kinesthetic learning
Anthony Gregorc's model
perceptual qualities
concrete
five senses
abstract
understanding of ideas
qualities
concepts which cannot be seen
ordering abilities
random
chunks
No order
sequential
linear
logical way
Grasha and Riechmann's learning styles
avoidant
participative
competitive
collaborative
dependent
independent
NASSP model
Cognitive styles
perception
organization
retention
Affective styles
bodily states
predispositions
Examples
sex-related differences
health and nutrition
reaction to physical surroundings
levels of light
levels of sound
levels of temperature
Physiological styles
Technology
Web 2.0
User control of information
New forms of expression
Web as a point of presence
Internet-mediated social/collective activities
Web as a platform
Rich user experiences
Examples
Podcasting
Youtube
Social Networking
Facebook
Open Source Software
Design stage
Learning objectives
Sequence of learning activities
Format of the learning materials
Selection of method and tactics
Competency assessments
New node
Reflection
