1 / 22

Designing the Course

Designing the Course. Moving toward efficiency and effectiveness in instructional design. By Tammie Collom July, 2006. To meet the needs of learners:. Understand Foundations of Instructional Design. Combine theories and values. Analyze instruction. Goals.

cassie
Download Presentation

Designing the Course

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Designing the Course Moving toward efficiency and effectiveness in instructional design By Tammie Collom July, 2006

  2. To meet the needs of learners: Understand Foundations of Instructional Design Combine theories and values. Analyze instruction

  3. Goals • The learner will understand historical foundations of instructional design. • The learner will understand that Habermas’ theory of knowledge is a way to classify instructional design and can be used to effectively plan instruction.

  4. Objectives • The learner will identify the difference between descriptive and prescriptive instructional design theories. • The learner will identify cognitive psychology, behaviorism and constructivism as learning theories associated with instructional design. • The three human interests associated with Habermas’ theory of knowledge will be defined by the learner. • The learner will classify examples of technical, practical and emancipatory dimensions of instructional design.

  5. Instructional Design Instructional Theories Constructivism Learning Theories Prescriptive Cognitive Psychology Descriptive Behaviorism

  6. Instructional Theories Descriptive— * Describes cause and effect probability. * An “if-then” outcome. Prescriptive— * Describes an instructional “treatment.” * Helps a novice ID by providing guidelines for better instructional choices, judgements and decisions. * An “in-order-to/ought-to” outcome.

  7. Learning Theories

  8. Behaviorism— * The study of observable behavior: stimulus/response. * Objective is to control behaviors by predicting observable responses to stimuli. * Does not explain complex behaviors

  9. Cognitive Psychology— * The focus is on mental processes. * Objective is to facilitate thinking. * Thought to be unscientific because mental processes are not verifiable.

  10. Constructivism— * Information is interpreted in the context of one’s own experiences. * Focus is on problem solving and interaction with others. * Does not allow for predetermined behaviors.

  11. Technical Interest within ID • The teaching and learning focuses on prespecified outcomes and derives a certain product. It is planned before the learning takes place.

  12. Practical Interest within ID • The outcomes of the instruction are defined and then redefined during the instruction process. It is happening at the time of the interaction—not planned ahead of time.

  13. Emancipatory Interest within ID • Designers look into the ideologies of those involved in the learning process and examine how those ideologies may be preventing their understanding to be carried to actions. The instructional designer wants to empower the learner to look outside their cultural and social constraints.

  14. Scenario—You are on hole #5. You are the caddy and the player is 150 yards from the pin. You believe that the 5 iron is the perfect club for the player to use. However, you look around and the wind is blowing toward the pin. You speak with the player, letting him know that you think a 5 iron would be a good choice, but since the wind is blowing in that direction….he may think about a 6 iron. You leave the decision up to him. This is an example of: Technical Practical Emancipatory

  15. You are correct!

  16. Scenario—You are the caddy and your player is ready to tee off on hole #1. You give him a 3 wood. He hits it 200 yards and is in the fairway....just as you expected. This is an example of: Technical Practical Emancipatory

  17. You are correct!

  18. Scenario—You are the golf pro. A guy who has been playing for 12 years has asked you to help him with his swing. He thinks the problem is his stance. You agree, but he also has a problem with his grip. You ask him what he thinks about his stance and he suggests that he should not stand so wide. You agree, he fixes it and takes another swing. It’s better, but now you suggest he look at his grip. He looks and thinks it’s fine. Later out on the course, he looks at his grip again and moves his hands just slightly to the right. He hits a perfect shot! The next hole, he watches his stance and his grip before he hits. This is an example of: Technical Practical Emancipatory

  19. Analyze Instruction: Efficiency/Effectiveness Technical Practical Is this dimension the correct choice for my client? Keep designing and analyzing instruction to meet needs. Design Instruction Emancipatory values Flexibility Instructional Design Approaches Instructional Theories LearningTheories Values

  20. Other resource that may help: • Powerpoint to help define models and theories in ID

More Related