Instructional Strategies and s for Delivering Instruction Choosing the appropriate learner-center instructional strategy enables effective achievement of ucational goals. The following matrix, for use in distribut and blend learning s, assists the training developer in choosing the most appropriate and effective instructional strategy bas on applicable criteria. Includ are general descriptions for each of the methods of instruction from TRADOC Regulation 350-70 (Appendix H), and current best practices. These methods have been revis to include elearning applications, wherever possible. Instructional Strategy Name of Strategy Guid 100+ Indepen dent L No Requir may not have a role Description 1 through 4 For Classroom and DL (See Below) Technology that can support the instructional strategy. Mandatory Tags: Title (Name of Product) School Task/Topic or MOS Objective Audience Type (Video, lesson ) Date Time (Duration) Pertinent information 1 The student acts solely as a receiver of information; a page turner Read, listen, view text, charts, tables, graphics, narration, audio, video, rollovers, navigation, hyperlinks, buttons, title bars, click & drag, matching, simple questions and feback 2 Limit The student makes simple responses to instructional cues; bas on passive scenario. Perform, demonstrate, initiate Interactive GUI, branch activity Responses using vari techniques in response to instructional cues; complex scenarios. Simulate, apply, process, analyze Games, simulations, high fidelity The student is directly involv in a life-like set of complex cues and responses. Value, explore, discover, synthesize Simulations occurring in real-time Matrix of Instructional Strategies, 14Dec11 (LAS) NOTE: Page 1 1 and 2 are us mainly for Drill & Practice activity before entering the blend classroom
Brainstorming A group process Problem is present All ideas are accept and record creativity us to find a solution No Requir may not have a role A problem is present Possible solutions are generat 1. Focus on quantity 2. Withhold criticism 3. Welcome unusual ideas 4. Combine and improve ideas A and devices and/or online options: Blog Brainstorm App Chat Room Discussion Threads FaceBook Instant Messaging milbook Brainstorming Process Problem Solving Creativity Find Solution Synchronous A Critical Thinking Brainstorming Apps This instructional strategy can be us in a face-to-face setting or augment with technology Apps exist for use by one person Watch out for freeriders who opt out of participation Make sure results are record and can be access Case Study (Also call the Case. ) Students are given a real life situation - they solve a problem or identify actions relat to the situation They may be put in the role of the decision-maker facing the problem Milestones must be achiev in this process Guid L may not have a role Milestones: 1. Present point of view or dilemma 2. Consider context of situation 3. Find decision points 4. State conclusion and alternative decisions that can be made 2 Limit Milestones track electronically by: Blogs Discussion Threads Email Results compil; formal presentation can be author using word processor and/or digital presentation Case Study Case Real Life Problem Solving Individual Point of view Decision Points Conclusion Alternative decisions Critical Thinking This instructional method is us prominantly in business and law Specific milestones are achiev process of deciding conclusions and alternatives Track (and record) milestone information electronically for easy reach back Matrix of Instructional Strategies, 14Dec11 (LAS) Page 2
Discussion initiates a Student participation is elicit monitors for clarity and understanding Can be us to present a new topic, improve performance, or solve a problem Demonstration shows and explains a task to students (can be live or on video) Students expect to perform the task after the demonstration, using actual equipment, or writing the steps in the correct procure Guid 100+ Indepen dent Guid L L 1. introduces topic, task, process, or idea 2. Open-end questions are ask 3. Students are task with answering openend questions 4. clarifies, summarizes and reviews 1. introduces task 2. The demonstration is given 3. Questions are ask/answer 4. Students perform task successfully or show understanding of process 2 Limit 2 Limit If is pre-record, can be view on: computer, mobile device, slide show, or broadcast. If live use Skype, DCO Questions answer live (on line), via chat, a or Using dl ( 2) the task can be repeat successfully if: steps are put in correct order for drill & practice. Drag and drop, numbering (sequence), matching steps, simple or limit questions can be us to show understanding. dl (&4) are simulations Conference Discussion Student Topic L Open-end questions 2 Limit Pre-record Discussion Demonstration Live Demonstration Video Demonstration Task L 2 Limit This instructional strategy can be us in a face-to-face setting or augment with technology in a or a Suggestion: Chunk a lengthy into smaller (task or The demonstration method is usually instructor l (or prerecord by the instructor) Students may be requir to perform (or mirror) the task to show understanding Best Practice: for chunking purposes, keep pre-record video clips to a 6 minute maximum Matrix of Instructional Strategies, 14Dec11 (LAS) Page 3
Gaming (a.k.a. Serious Training Games) Students engage in gaming to simulate multiple or random attempts at a specific task or topic Games may mitigate risk and offer a safe in which to fail or try again Guest Speaker An individual (other than normal staff) presents information An expert Can be a large group in lecture hall setting Via Skype/DCO for unlimit participation 1 + This number depends on the game Guid 100+ Indepen dent No Requir may not have a role Speaker L may not have a role 1. Rules given 2. Game / simulation starts 3. Objectives test during game play 4. Game can end successfully or in failure 5. Game can be repeat to offer practice in achieving objective Information is present to a group It may or may not include a question/answer activity Live speaker (in person or via broadcast) or pre-record 2 Limit 1 (read, listen, view) The student acts solely as a receiver of information mlearning / elearning: Gaming can be as simple as reading a paragraph of text that is bas on a scenario, and making choices that will result in winning Simulation gaming works well and is not necessarily in an arcade-looking format it has high fidelity If speaker is prerecord, can be view on: computer, mobile device, slide show, or broadcast Questions can be answer on line, via chat, a or Gaming Serious Games Training Games Safe Environment mlearning elearning Scenario-Bas Practice Guest Speaker Expert L Speaker L 1 Pre-record speaker Immiate feback. Determine solutions to unprictable situations Safe and/or equipment compar to real participation Games offer practice Examples: DARWARS Ambush, EteRNA, IBM City One, X-Plane, etc Best Practice: for chunking purposes, keep videos to a 6 minute maximum Suggestion: Chunk a lengthy speaker into smaller (task or Matrix of Instructional Strategies, 14Dec11 (LAS) Page 4
Individualiz, Self Pac Instruction Student completes lessons at their own pace Examples: Individual Multimia Instruction (IMI), interactive power point, interactive on-line presentation, etc Guid ***100+ Indepen dent Student center role is minimal or is not ne Student controls the progress through the material Instruction proces bas on learner responses Can allow student to accelerate within the curriculum, or skip items they have already master 1 2 Limit Use with: Computer Smart Phone Tablet ipod Web Bas L/CMS Host Formatting nes to be consider for mlearning devices because screen size is smaller Individualiz Self Pac Student Center 1 2 Limit mlearning elearning Student-center, self pac instruction is a best practice Supports adult learning principles Modules should be chunk into 15 to 45 minutes of instruction Post-test can be taken in LMS/CMS after self-pac material is view Instruction Delivering training to many at one time group instruction should be us carefully because it does not offer individualiz training that might be ne by those who do not understand group setting the number of learners may depend on venue and/or facilities * L and/or Controll (*This method is not studentcenter.) Information is present to a large group It may or may not include a question/answer activity Live instructor (in person or via broadcast) or pre-record 1 (Read, listen, view.) The student acts solely as a receiver of information If instruction is pre-record, can be view on: computer, mobile device, slide show, or broadcast. Questions can be answer on line, via chat, a or Many People L Controll 1 Pre-record instruction Reach back ability This instructional strategy can be us in a face-to-face setting or augment with technology in a or a Suggestion: Chunk lengthy instruction into smaller (task or Matrix of Instructional Strategies, 14Dec11 (LAS) Page 5
Lecture Verbally passing information to attending audience Can be a live (face-to-face) lecture hall, Skype or pre-record Can be a large group setting the number of learners may depend on venue and/or facilities Guid 100+ Indepen dent L Speaker L Information is present to a group It may or may not include a question/answer activity Live speaker (in person or via broadcast) or pre-record 1 (read, listen, view) The student acts solely as a receiver of information If speaker is prerecord, can be view on: computer, mobile device, slide show, or broadcast Questions can be answer on line, via chat, a or Lecture Expert L Speaker L 1 Pre-record speaker Best Practice: for chunking purposes, keep videos to a 6 minute maximum Suggestion: Chunk a lengthy speaker into smaller (task or Mentoring A relationship between two people us to develop personally and professionally, especially in times of difficulty or confusion Can be 1-on-1 tutoring as well One-onone relationship as Mentor as Tutor A relationship is establish between two people An experienc Mentor can guide their mentee in making effective choices The Mentor can tutor in a oneon-one setting If Mentor is in another geographical area, the computer, or phone can be us It is strongly suggest that Mentoring be a personal (faceto-face) experience Mentor Guide Relationship Development Mentoring intends to develop the whole person, both personally and professionally Can be us as tutoring sessions Face-to-face is strongly encourag (instead of by phone or computer) so that body language can be read appropriately Matrix of Instructional Strategies, 14Dec11 (LAS) Page 6
Panel Discussion Consisting of s, Guest Speaker, and/or Subject Matter Experts (SMEs) The panel presents information and responds to student questions Guid L Speaker L Information presentation and responses to questions Provides a variety of views and opinions concerning material or problem, for which there is no one correct solution 1 2 Limit 1 2 Limit If speaker is prerecord, can be view on: computer, mobile device, slide show, or broadcast Questions can be answer on line, via chat, a or Panel Discussion SME Speaker L 1 Pre-record speaker Best Practice: for chunking purposes, keep videos to a 6 minute maximum Suggestion: Chunk a lengthy speaker into smaller (task or Peer Instruction Learning from others in a group setting Content is reinforc. Team building skills are reinforc Collaboration is encourag Empathy and understanding are foster in monitor setting Guid L, then Peer L This might be tricky to perform online. Lends itself better as face-toface, for appropriat e monitoring Students are train by s (or other methods) Then the students train others This reinforces learning and offers practice It must be monitor by a professional for accuracy and ucationally sound practices 1 2 Limit 1 2 Limit If pre-record, can be view on: computer, mobile device, slide show, or broadcast Questions can be answer on line, via chat, a or Peer Team Building Collaboration L Peer L 1 Pre-record Face-to-face is strongly encourag so that body language can be read appropriately (seeing those who don t understand) and so that appropriate monitoring can occur Suggestion: Chunk a lengthy speaker into smaller (task or Matrix of Instructional Strategies, 14Dec11 (LAS) Page 7
Practical Exercise (PE) Student is requir to perform the action requir by the learning objective under controll conditions to the establish standard Guid L This might be tricky to perform online Lends itself better as face-toface, for monitoring Action(s) are taken by the to show how to do something Student is requir to perform the same actions to an establish standard Right now this would be hard to perform on an independent device A simulator can work Most students do not have their own simulator Practical Exercise Mirrors Situation Real-World Setting Simulation Repeat exposure to concepts through practice increases the probability the student will remember the concept The task nes to be meaningful and authentic, replicating a real-world application (do not use peanut butter and jelly sandwich examples) Research/Study Objectives are present to the learners beginning with a topic of current interest Students go through the steps to reach the objective(s) of the research project checks for understanding Guid monitor Data nes to be monitor Resource s ne to be monitor Plagiarism is rampant Ideas learn through research can be test and appli in real-world situations This process nes to be carefully monitor so that the student understands what they ne to do to accomplish objectives successfully Devices lend themselves well to communication, research, storage, and sharing of data Discussion threads can keep everyone on track The results can be deposit in an electronic drop box or electronically publish Research Study research has been us successfully for years The key to making it effective is to monitor it carefully Effective structuring of the process will keep expectations in line with results Results should be defendable Evidence nes to support the study Matrix of Instructional Strategies, 14Dec11 (LAS) Page 8
Role Playing Learners act out the simulat situation Decision-making from another person s perspective Mirrors situation in response with and other learners in a real-world setting Guid has to first present the role monitors the role player 1. Define Objectives 2. Choose Context & Roles 3. Introduce the Exercise 4. Students Prepare for their Roles 5. The Role-Play 6. Conclusion 7. Discussion 8. Assessment Role play simulation games are available off the shelf Second life situations can also set up role play Role Playing Setting up the role play takes a great deal of time, but can be worth the effort in the level of learning that students can achieve Off the shelf games offer great ideas for role playing Fidelity is important. Using cartoon characters or fantasy situations jeopardizes cribility Seminar problem solving Focus is on a particular subject it is a webinar Guid A group is assembl with the expectation of focusing on a particular problem or subject Problem (subject) is present Thoughts from the group are elicit Notes (videos) are post 1 if just viewing a webcast with little or no ability to ask simple questions. Defense Connect (DCO) Go To Meeting Live broadcast On-line chat Teleconference Skype Video chat Webinar Seminar Problem Solving Real-World Setting DCO Teleconference Chat Webinar Web conferencing has been us successfully for the past few years If us effectively, web conferencing can be us for learning If us as a link to view a previously record webcast, it would just be 1 Matrix of Instructional Strategies, 14Dec11 (LAS) Page 9
Resources: EBSCO Host Research Database http://ebscohost.com/ Faculty Development Phase 3, Author's Handbook. Fort Leavenworth, KS: US Army Command and General Staff College, 2010. Glossary of Instructional Strategies - http://www.beesburg.com/tools/glossary.html Google Scholar http://scholar.google.com/ TRADOC Regulation 350-70, Appendix H, s and Techniques for Delivering Instruction http://www.tradoc.army.mil/tpubs/regs/r350-70/350_70_app_h.htm Wikipia http://en.wikipia.org/wiki/main_page Matrix of Instructional Strategies, 14Dec11 (LAS) Page 10