Instructional design principles and models
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Instructional design principles and models . Mart Laanpere, M.Sc. in educational technology Tallinn University of Educational and Social Sciences http://dec50.vm.stuba.sk/~mart/IDMODELS.HTM. Today’s schedule. 9.00 Lecture: Instructional design principles and models 10.30 Coffee break

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Instructional design principles and models l.jpg

Instructional design principles and models

Mart Laanpere,

M.Sc. in educational technology

Tallinn University of Educational

and Social Sciences

http://dec50.vm.stuba.sk/~mart/IDMODELS.HTM


Today s schedule l.jpg

Today’s schedule

9.00 Lecture: Instructional design principles and models

10.30 Coffee break

10.45 Lecture continues, ending up with a group assignment

12.15 Lunch break

13.35 Sponsor’s spotlight: Newbridge Technologies

14.30 Lab: Case studies (sharing experiences)

16.00 Coffee break

16.15 Lecture: Front-end analysis

16.45 Lab: Working in groups on target group analysis

17.45 End of today’s program

18.30 Dinner

20.30 Evening lecture: Encryption (Newbridge)


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Instructional design: the basics

Clarifying the terms:

  • Instruction, teaching, education, training

  • Instructional design

  • Performance support

  • Educational technology


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Discuss ...

... in small groups the variety of ways the people learn. Try to come up with as many verbs as possible, to end the sentence:

People learn by ...


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Theories of learning and instruction

  • From philosophy: objectivist vs. constructivist

  • From psychology: behaviorist, gestalt, social, cognitive, developmental

  • Implicit learning theories: transmission, transaction, transformation

  • One of the key issues: what are the outcomes of learning, how they can be predicted and measured


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Taxonomies of learning outcomes

Bloom (1956):

  • recall and recognition

  • comprehension

  • analysis

  • synthesis

  • evaluation

Merrill (1987):

find

use

know

factprocedure conceptprinciple


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Reflect ...

… what are, in your personal opinion, two main factors, which are most affecting the learning outcomes?


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Instructional design models

  • Procedural and conceptual models

  • Based on theory (learning theory, systems theory) or practice (company, military, software development)

  • Media, production, cookbook, design and systems models

  • Three examples


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Instructional events

Gaining learners’ attention

Informing the learner of the objective

Stimulating recall of prerequisites

Presenting stimulus material

Providing learning guidance

Eliciting performance

Providing feedback

Assessing performance

Enhancing retention and transfer

The model of Gagné & Briggs

“…instruction is a set of events external to the learner, which are designed to support the internal processes of learning.”(Gagné)


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The model of Leshin, Pollock, Reigeluth

Selecting & sequencing content

Analyzing needs

Developing lessons

Evaluating instruction

1.Analyze problem

3.Analyze & sequence tasks

5.Specify learning events & activities

7.Evaluate instruction

2.Analyze domains

4.Analyze & sequence supporting content

6.Perform interactive message design


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Jonassen: CCC

Metacognition

Real-world problems

Reflective self-evaluation

Context

Construction

Authentic activities

Personal construction of knowledge

Collaboration

Social negotiation of meaning

Coaching


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Group assignment

Try out a Web-based lesson ‘Smart searching’ at http://www.digitalthink.com

Discuss with your groupmates underlying (implicit) learning theory.

What kind of learning outcomes should learners achieve by completing this lesson?


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