Instructional design process: creation of instruction that focused on the learners’ acquisition of knowledge.
-simple drills to facilitate the memorization of facts and information.
-not only to identify the knowledge that students must have, but also the skills and attitudes that will lead to their future success in the classroom and in the real world.
What is ID?
simply the process by which instruction is created for classroom use through a systematic process of setting goals, creating learning objectives, analyzing student characteristics, writing tests, selecting materials, developing activities, selecting media, implementing and revising the lesson.
Steps in ID process: ADDIE
1. Analyze needs.
2. Design instruction.
3. Develop materials.
4. Implement the instruction.
5. Evaluate and revise the instruction.
Principles of ID
Know where you are going: clearly understand and state your goal
Know your learners
Be creative with your activities and media
Do drafts:
Test out your instruction and materials with a similar population and revise
Align: Goals should be aligned with objectives, objectives should be aligned with test items, the media and activities – so you can support your goals and objectives
Do ID all the time
ID as a JigSaw puzzle
ID is a systemic process: set of pieces working together for the good of the learning goal
Systematic: linear, step by step and disciplined
Systemic: looks at the whole picture from a very high level to consider possible solutions
ID should blend both these process
Four categories of ideas of learning:
Behaviorism- Skinner: the mind is a black box and that knowledge is really best understood as observable behavior
Information Processing– Cognitive Learning Theories: Mind as a computer – knowledge as objects kept in the memory – teacher figures out how to map their knowledge onto learner’s existing knowledge
Constructivism (Social constructivism): knowledge is internally constructed by the learner- learning = meaning is constructed
Postmodernism: mind as the world and living and thinking are both interpretation – mostly part of larger understanding of the existence of people in the post modern world
Types of learning: (Gagne)
Intellectual skills: rules, problem solving
Verbal skills: organized knowledge
Cognitive skills: ways to better understand your learning
Affective skills: Attitudes and appreciations
Motor skills
WHAT IS ID4T?
Learning goals
Learning objectives: Specify those things that make up learning goals
-Should have three parts: condition, behavior, and criterion- CBS
Under what conditions - condition,
Learner will do something- behavior,
E.g. within 5 minutes- criteria
Testing: clear and complete alignment between test items and test objectives
Learner Characteristics and Prerequisites: what they already know, how they learn, who they are – pretests
Analysis of Available Texts: before the selection of activities and media
Does text support instructional goals?
Is it accurate, current?
Is it in any way objectionable?
Is it engaging and motivating
Any great features?
Create and Specify Learning Activities: not the media but the activities
5 components: Pre-instructional activities
Information presentation
Student participation
Testing
Follow-through
Guidelines
- There is a zone of proximal development (Vygotsky), in which the learner is sufficiently challenged to keep their interests
- Advanced organizers: will let the learner know what is coming in the lesson and may serve as a scaffold
- Divide into smaller chunks
- Graphic organizers
- Organize into easy to remember structures
- Ensure learning environment is same as performance environment
- Use mastery learning model
- Active learning
- Immediate feedback
Selecting Media
Characteristics of -the media
-Task/learning
-your learners
-learning environment
-deve
-development environment
-economy, culture, and practical factors
Planning for implementation and trying it out
One -on-one, small group trial, and large group trial
Evaluating and revising the Instruction
Formative evaluation: aimed at improving
Summative evaluation: aimed at decision making and assessing effectiveness
Constructivism in the ID world
ID Is actually a behavioral model.
Social constructivism: knowledge is constructed inside learner’s head and then socially negotiated within a group
Focus of behaviorism: outcome
Focus of constructivism: process of learning
Constructivist classroom:
Authentic activities
Social context
Multiple perspectives
Knowledge construction
Metacognition – reflection on their own constructions
Also, Robyler adds: problem based learning, group work, learning as exploration, authentic assessment, rich visual learning environments
For radical constructivism, learners should negotiate their learning goals with the teachers
-setting learning goals can be done in collaboration with students, constructivist approach uses scaffolding here-
-authentic testing
-assess prerequisites: very important to know where your learners are in the learning process
-selecting available text: uses less text than traditional classroom
-selecting activities: authentic activities i.e. problem-based learning
-selecting media: both at the same time frame, so uses technology
-setting learning goals can be done in collaboration with students, constructivist approach uses scaffolding here-
-authentic testing
-assess prerequisites: very important to know where your learners are in the learning process
-selecting available text: uses less text than traditional classroom
-selecting activities: authentic activities i.e. problem-based learning
-selecting media: both at the same time frame, so uses technology
