Instructional Design
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Instructional DesignID Process Theory:Learner MotivationMedia Selection (EDER 673 L.91 )From Calgary Asst. Professor Eugene G. KowchBeginning Week:March 13 to 20th, 2003(A synchronous meeting usingVclass Real-TimeAudioConference Technology &WebCT Course Spaces&The World Wide Web

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Agenda march 13

Agenda March 13

  • Update: Where we are in the course

  • Housekeeping

    • Posting your ID Model for Peer Review & Feedback by March 15

    • Details on the next assignment

  • “The Proper Study of Educational Technology” (Heinich) Discussion

  • Learner Motivation: Seeing the “Views” from Several Theorists

    • Dick & Carey / Rossett / Magliaro / Smith and Ragan / Reigeluth

    • (from EDER 673 WebCT, WWW, & Vclass Materials)

  • Media Selection:

    • (from EDER 673 WebCT, WWW and Vclass Materials)

    • Other optional resources (Views) on job analysis, content analysis and competency analysis


Applying your model the blueprint assignment

Applying your Model: The Blueprint Assignment

  • Value of the Instructional Design Blueprint: 20%

  • Conceive and set out a 30 minute lesson

    using your ID model and others!

  • Use the peer review feedback from your (Posted) ID model

  • The blueprint should cover roughly 30 minutes to one hour of instruction. (that's coverage.. you don't have to create the actual instructional event,just map out the design for it).

  • Your blueprint needs to have enough depth to reveal "consistency" between your learning or performance goals,objectives, instruction, and assessment/evaluation. It should also be long enough to reveal a good balance between teacher activity and learner activity. The blueprint need not be "scripted;" however, it must indicate the main ideas that will be covered, what will be done, and how it will be done. Remember that one of the course foci is that you are making informed, thoughtful, instructional decisions. Evidence of this is important, and you get to provide evidence here. If you are referencing certain theorists, cite them in the text, ie: (Dick and Carey, 1990) but do not create a reference list.


Applying your model the blueprint assignment1

Format

Applying your Model: The Blueprint Assignment

I. Approach: State your “ism” and why you chose that approach (1/2 page max).

II. Introduction: Purpose: Model Application: Beneficiary.

III. Audience: Who is the intended audience for this report?

IV. The Performance Problem: Explain the gap you will fill by your designed instruction. Explain how you know that gap exists. (hint: Give an idea of what your needs analysis found or might have found that led you to the instruction goals and learning outcomes that you have set for your prospective learners.

V. Learners: Provide a description of the learners for whom this instruction is intended.

VI. Objectives: State the learning outcomes that you desire from this 30 minute instructional module.

VII. Scope and Sequence: Describe the decision making process you went through to select the instruction content you used, and describe the decision making process you used to sequence that content the way you have.

VIII.Indicate optimal and minimal requirements for media and technology used in this learning event.

IX. Indicate the instructional flow: Delivery/Evaluation/Feedback systems

X. Conclusion. State why this blueprint will accomplish your instruction and learner goals.

- prepare a short 5 minute PowerPoint slide presentation to share your Blueprint in VClass use – and you will lead the session. You will present the project as a pitch to your fellow design team.


Applying your model the blueprint assignment2

Grading

Applying your Model: The Blueprint Assignment

Grading Method for this project:

Format: did the student follow the requested blueprint format? 10%

Content:

ID Model Application: did the student include and explain how

the instructional blueprint uses the student's personal ID model? 30%

Is the performance problem clearly identified? 10%

Clarity & Coherence: is the report clear and legible/logical? 20%

Scholarly / Theoretical basis: Are key models and theories cited? 10%

Conclusion: Does the conclusion explain the blueprint to someone who

might contract the designer for exactly this instruction? 20%

total: 100%


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Let’s have some funRole Play:Pros (Fer)vs.Cons (Agin)respond to Heinich’s (following) main points about the “Proper Study of Educational Technology”:-)


Pros vs cons

FER

AGINst

Pros Vs Cons


The proper study of educational technology

The Proper Study of Educational Technology*

  • Educational Technology is a subset of technology, not education (p. 61).

  • Tech sub-organizations fail because they do not gain control of the important systems at hand … support, budgets.

    LIMITATIONS

  • Faculties focus on servicing technologies not educational technology learning.

  • “Curriculum is planned independently of implementation to start with - we need R&D based on a theoretical development construct that requires manipulation of all variables, including instructors, that can lead us to an instructional science an technology capable of radically altering the institution of education” (p. 62).

  • The development of instructional technology has disturbed the symbiotic relationship between instructional materials and teachers by:

    • Not realizing that technology disturbs power relationships (in the org.).

    • We focus on faculty development and not theory development enough

    • We consult. We don’t lead.

* Reprinted in Anglin from Heinich, R. (1984) in the Educational Communication and Technology Journal, 33 (1), 9-15.


The proper study of educational technology1

The Proper Study of Educational Technology*

6. There is cognitive dissonance caused by a difference between what we “can” do and what the org. lets us do.

7. Cognitive dissonance is also caused by a difference between the design we teach and the design we PRACTICE.

8. We need an intellectual identity. Only then can we help departments to prepare themselves for the future.

9. “A funny thing happened on our way to the systems approach in ID. We stumbled over the rigidity of educational governance and the craft structure of educational institutions. We completely misread the institutions of which we are a part. We need to understand the our processes are basics, not luxuries in educational organizations”


The proper study of educational technology2

The Proper Study of Educational Technology*

  • FROM CRAFT TO TECHNOLOGY

    10. Instruction is changing from a craft to a technological culture.The teaching profession is a craft - it maintains guild tenets and dominates “production” of education. Technological processes killed crafts in Europe as new communication and transport technologies gave rise to the middleman and management. What have ET people learn from this?

    11. ET is aligned more with management than labor. Get used to it and do something about this in our theoretical frameworks.

    (architects vs. builders).

  • TECHNOLOGY AND THE EDUCATION PROFESSIONS

    12. We don’t help institutions understand how professional and institutional relations change with technology.

    13. Technology changes teacher tasks. Pushes menial tasks out. What can educators learn (teachers) from the other professions’ experiences with technology?


The proper study of educational technology3

The Proper Study of Educational Technology*

R & D

  • Our primary purpose is to Improve, not prove, technology in context.

  • Instruction is the management of learning so like engineering, it has its own complex organization of machines and people and process. Naturalistic inquiry is the best way to research Edtech.

  • The question is not whether science has influenced technology, but rather the precise nature of the interaction.

    WHERE DO WE GO FROM HERE

    17. ID must shift our intellectual base from education to technology.

    18. The “systems approach” must be reborn.

    19. We are in dire need of scholars.


Update eder 673

Update: EDER 673

History of ID

ID Terminology

Instructional Design Philosophies

SMCR/Feedback Communication Model

Context based designs

Learners and Learning Theories

ID Models: A peek

Needs Analysis

Media Selection

Task Analysis

Ordering Content (elaboration)

Evaluation

Motivation


Instructional media media selection kowch adapted from reiser gagne 1983 in dick carey 1996 4th ed

Self Instruction?

Motor Practice

Needed?

Instructional Media: Media SelectionKowch adapted from Reiser & Gagne (1983) in Dick & Carey, 1996 (4th Ed.)

Possible Media

Portable Equip.

Training device

Computer

Programmed Text

Interactive TV

Videoconference / IP / N

Videotape

Audio / Phone / IP

Chart / PPT / IP / Overhead

Instructor

no

no

Readers?

Attitude or Verbal

Information?

yes

Teach Verbal Info?

Teach a skill

(mental/motor)

Attitude?

Will Visuals Help

Recall?

no

yes

yes

no

no

Video / Film / IP Vidfilm, Motion Picture, Printed Text/Slides

Training Aids

Audio or

Printed Text

Portable Equip.+

Training Device)

Computer Based

Text/interactive TV/IP

Video/

VConf


Instructional media media selection from shambaugh magliaro 1997

Instructional Media: Media Selectionfrom Shambaugh & Magliaro, 1997

Discussion:

  • What types of media do you like to use ?

  • What media would be useful in your design project?

  • What kind of “instructional messages” does each carry?

  • Is “The Media the Message?”

    • K-12

    • K-12+

    • Training Scenarios

Think

about the

types of Media

you will use in your

Blueprint Design


Instructional media media selection from shambaugh magliaro 19971

Instructional Media: Media Selectionfrom Shambaugh & Magliaro, 1997

  • Instructional Technology Designers should view technology (and media) as a means to engage learners in problem solving (not as a product or thing).

  • Technology and media can be a cognitive aid

  • Cognitive artifacts are mental tools which can help us understand something.

  • This slide set is both media and a cognitive artifact. It is a mental tool to help you understand the theories and principles of instructional design (media selection).

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