Instructional Design. Educating Today s Students for Tomorrow. Susan Owens MS OTR

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1 Instructional Design Educating Today s Students for Tomorrow Susan Owens MS OTR

2 Instructional Design Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction.

3 Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies. Sara McNeil.

4 Instructional Design research and theory about instructional strategies a process for developing and implementing strategies arranging resources and procedures to promote learning the systematic process of developing instructional systems

5 History of Instructional Design Some trace the emergence of instructional design back to WW II when in the USA the need arose to train quickly and efficiently thousands of new recruits 1950 s BF Skinner developed Stimulus response, feedback and reinforcement theories 1960 s Benjamin Bloom introduced the Taxonomy of Intellectual Behaviors 1970 s A variety of learning models for business organizations 1980 s Robert Glasser introduced the concept of Instructional Design

6 Instructional Models are guidelines or sets of strategies on which the approaches to teaching by instructors are based. Learning technology Service NC State University May 2006 "

7 Effective instructional models are based on learning theories. Learning Theories describe the ways that theorists believe people learn new ideas and concepts. Often, they explain the relationship between information we already know and the new information we are trying to learn. Learning technology Service NC State University May 2006

8 According to Reigeluth (1999: 6-7), Instructional Design-Theory is: 1. Design-oriented (focusing on means to attain given goals for learning or development) 2. Identifies methods of instruction (ways to support and facilitate learning) and the situation in which these methods should and should not be used. 3. Methods of instruction can be broken down into more detailed component methods

9 Instructional Design Steps analysis of learning needs and goals development of a delivery system to meet those needs development of instructional materials and activities systematic plan for implementation tryout and evaluation of all instruction and learner activities.

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11 Betty Crocker Method of Instructional Design Who s coming to dinner Decide what you want to create Gather all materials and resources Follow a clear recipe Evaluate your results What needs changing for next time

12 Success depends on having clear goals, and a thoughtful method for matching instruction with expected outcomes.

13 Conditions for Learning 1. Gaining attention (reception) - show a variety of examples related to the issue to be covered 2. Informing learners of the objective (expectency) - pose questions, and outline the objectives, question of the day 3. Stimulating recall of prior learning (retrieval) - review summaries, introductions and issues covered previously 4. Presenting the stimulus (selective perception) - adopt a definition and framework for learning/ understanding

14 Conditions for Learning 5.Providing learning guidance (semantic encoding) - show case studies and best practices Eliciting performance (responding) - get students to create products based on issues learned 7. Providing feedback (reinforcement) - check all examples as correct/incorrect 8. Assessing performance (retrieval) - provide scores and remediation 9. Enhancing retention and transfer (generalization) - show examples and statements and ask students to identify issues learned

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16 Factors affecting Learning MEANING: Highly meaningful words are easier to learn and remember than less meaningful words. MEMORY: is better for items placed at beginning or end of list rather than in the middle. Link with an emotion or feeling for long term storage.

17 PRIOR KNOWLEDGE :students can use existing knowledge to establish a context or construct a schema into which the new information can be assimilated. STUDENT MISCONCEPTIONS: Prior knowledge can lead to misconceptions. Misconceptions may be difficult to correct due to fact that learner may not be aware that knowledge s a misconception. Misconception occurs when input is filtered through schemas that are oversimplified, distorted or incorrect.

18 PRACTICE: Active practice or rehearsal improves retention 1) the number of associations the learner has for the word 2) by frequency of the word 3) or by familiarity with the sequential order of letters 4) or the tendency of the work to elicit clear images

19 MNEMONICS: strategies for elaborating on relatively meaningless input by associating the input with more meaningful images or semantic context. Four well-known mnemonic methods are the place method, the link method, the peg method and the keyword method.

20 TEXT ORGANIZATION: cues learners to which aspects of the material are most important. Structural elements such as advanced organizers, previews, logical sequencing, outline formats, higlighting of main ideas and summaries assist learning in retaining information

21 Chunking: Free recall of lists is better when learners organize the items into categories rather than attempt to memorize the list in serial order. Chunking enables encoding as an organized body of meaningful knowledge..

22 Lesson Plan Title 1 Learner Outcome: Task: Starting with a verb, describe the observable performance or behavior. b Condition: Describe the actual conditions under which the task will occur or be observed. Standard: State the level of acceptable performance of the task in terms of quantity, quality, time limitations, etc.

23 Objective: Help them to visualize a clear goal, such as what will this learning help me to achieve? What will I be able to do in the future? Why am I spending my time in this class? 1 Instruction: Give the big picture (Global), and use an instructional outline will list the details (Liner). Some students prefer large-scale concepts (over-all view of the material). Others prefer one-step at a time instructions. Stimulate recall of prior learning: Show how this lesson is built upon prior lessons or pre-course requirements.

24 Learning Point Strategies: Use teaching aids for long term memory, such as mnemonics, visualizations, mind maps, or activities to get the learners involved! ii Invoke positive emotions such as excitement, wonder, or challenge. Ask about concerns and then relate them to past or future achievements. Help them to visualize goals and encourage positive actions. Use all sensory channels - Visual, Auditory, & Kinesthetic (VAK). Using all three will reinforce the learning concepts.

25 Elicit performance (practice) and provide feedback: Give clear instructions and lots of feedback because task is new Some students need emotional support due to lack of confidence. Decrease support as skill level develops.

26 Review Reflection is an active process (the doer must think) do it in pairs, groups and individually. Reviews can also be an activity, i.e. toss a nerf ball around, the receiver of the ball then explains or lists what he or she thought was a major ideal or concept. The ball is then tossed to another student. Evaluation: Know what behaviors are to be looked for and how they are rated. These behaviors MUST support the learner outcomes (learning objective).

27 Important Questions to consider 1. Does the content relate to real world problems? Does the content activate prior knowledge or experience? Does the content demonstrate what is to be learned? Can learners practice and apply acquired knowledge or skill? Are learners encouraged to integrate (transfer) the new knowledge or skill into their everyday life?

28 Sound Curriculum + Effective Teachers + Safe Learning Environment + Receptive Student Brains = WHOLE Brain Learners

29 Assess Instructional Competencies Evaluation Synthesis Analysis application Outcomes Measures rubrics, critical thinking scales; rate quality of student arguments, predictions, conclusions products or artifacts synthesized by students rate according to desired criteria: originality, organizational scheme, appropriate use of evidence versus conjecture debates, critiques, discussions, case analyses; assess student ability to extract relevant variables underlying a problem, issue, or situation word problems, experiments; assess student ability to apply principles and theories to solve novel problems

30 Assess Instructional Outcomes comprehension knowledge characterizing organizing valuing responding receiving short answer questions multiple choice, true-false, matching practical experiences; interview, observe student beyond class, in real settings projects, cases discussions problems, questions problems, questions

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