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Instructional Design Writing Objectives

Instructional Design Writing Objectives. Frederick C. Blum MD Department of Emergency Medicine West Virginia University November 1999. The Question!. Why are you here?. What is Learning?. How can you observe learning?. Definition of Learning.

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Instructional Design Writing Objectives

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  1. Instructional DesignWriting Objectives Frederick C. Blum MD Department of Emergency Medicine West Virginia University November 1999

  2. The Question! • Why are you here?

  3. What is Learning? • How can you observe learning?

  4. Definition of Learning • “A planned change in behavior with some degree of permanence” Mike Gallery

  5. Why have a plan? • If you don’t know where you are going, how will you know if you get there.

  6. Curriculum • “an intention or plan that will determine a learning outcome”

  7. End Result? • In the end, we want to prepare the student to perform a job.

  8. What is performance? • The achievement or some result(s). • There are several types • Individual Performance • Group Performance • Organizational Performance

  9. Individual Performance • Motivation • Attitudes • Knowledge • Ability • Aptitude • Skills

  10. Job Performance • Open Systems Theory • Changes in environment will effect all parts of the system • If you change one part you will automatically change the others.

  11. Job Performance Problem • Instructional design isn’t always the best or most cost-effective solution to human performance problems.

  12. Non-instructional solutions • Feedback methods • Job Aids • Reward Systems • Organizational Redesign • Student selection practice

  13. Feedback Methods • Quality/quantity • Incidental/intentional • When to use? • Deficiency in knowledge, skill, or attitude. • Could do it in the past • Skill is used often

  14. Feedback Methods • Types • Coaching • Wall charts • Memorandums • Performance appraisals • Customer Surveys

  15. Job Aids • Stores info external to user • Guides performance • Used in real time • Provides stimuli to user • Reduces access to memory

  16. Job Aids • When to use? • When consequences of errors are great • Procedures complicated • Types • Checklists • Algorithms • Procedure manuals

  17. Reward Systems • Tying performance to positive consequences. • Should be • Intentional • External • Standardized

  18. Student Selection • Matching people to jobs by virtue of education, experience,attitudes, and abilities.

  19. Organizational redesign • Mainly effects job context/environment

  20. Educational Plan • The Curriculum

  21. Historical Problems with the Curriculum • Perception by faculty as “busy work” • Crediting agencies expectations unclear • Not practical • Questionable utility • Bears little relationship to reality

  22. So Why Have One? • Crediting agencies requires it • Student uses • Focus and direction • What should I learn during this rotation? • What should I read during this rotation? • Where should I be at this stage in my training”

  23. Curriculum Uses • Faculty Uses • Sets guidelines for evaluation of students • Sets expectations for teaching • Program Director • Assures exposure to critical components by graduation • Documentation of competency

  24. Curriculum Components • Goals • Objectives • Implementation methods • Evaluation • Feedback

  25. Goals • How are these determined?

  26. Goals • What are the ideal set of behaviors that a student has when the instruction is completed. ( Where are we going?) • What set of behaviors does the student have now? ( Where are we starting from?) • How will we get there? ( The curriculum)

  27. Needs Assessment • A “need” is a performance gap separating what students know, do, or feel, from what they should know, do, or feel

  28. Methods to collect information • Interviews • Direct observation • Performance measures • Questionnaires • Task Analysis

  29. More Methods • Focus Groups • Nominal group techniques • Delphi procedure • CISD • Competency assessment • Exit interviews

  30. Assessing Learners • “ All learners are not alike” • Types of data • Demographic data • Physiologic data • Experience • Learning style • Aptitude

  31. Assessing Learners (cont.) • Types of data (cont.) • Knowledge • Attitudinal • Values • Organizational culture • Life cycle stage • Career stage

  32. Environmental Assessment • Developmental environment – setting in which instruction is to be prepared • Mission • Philosophy/values • Structure • Resources

  33. Environmental Assessment • Delivery Assessment • Learner involvement • Learner Affiliation • Instructor support • Task orientation • Competition • Innovation

  34. Environmental Assessment • Application Environment • Peer cohesion • Supervisor support • External influences • Co-workers • Job stress • Pay

  35. Job/Task Analysis • Individual components required to perform a job or task • Holding them up to our mirror

  36. Curriculum Components • Goals • Objectives • Implementation Methods • Evaluation • Feedback

  37. Goals vs Objectives • Goals • Broad • General • Objectives • More specific • Observable, measurable

  38. Goals • Help frame the overall plan of instruction • Not too general, not too specific • Examples: • The student will understand the approach to the poisoned patient • The student will have a basic understanding of the instructional design process

  39. Objectives • They must be observable and measurable. • They must focus on the learning outcome you desire to achieve. • They must enable you to achieve the learning goals you have set.

  40. Objectives • Why have objectives? • To provide direction to instruction. • To provide guidelines for assessment. • To convey instructional intent to others.

  41. Objectives • Focus on intended learning outcome. (What behavior do we wish to change) • Focus on student behavior and not teacher behavior • “to increase student’s reading ability” • “comprehends assigned reading material”

  42. Objectives • Focus on product instead of process. • “gains knowledge of basic principles” • “Applies basic principles to new situations”

  43. Objectives • Not simply a list of content • “principles of electricity” • “applies basic principles of electricity” • Does not include more than one outcome in each goal or objective. • “uses experimental procedures to solve problems” • “knows the scientific method and applies in effectively”

  44. Objectives • Selecting the proper level of generality

  45. Objectives • You must also decide what level of learning you expect from the student for any general goal.

  46. Objectives • Human performance • Motivation • Attitude • Knowledge • Ability • Skills

  47. Educational Domains • Cognitive domain • Knowledge • Ability • Affective domain • Motivation • Attitude • Psychomotor domain • skills

  48. Taxonomy of Educational Domains • Developed by educators to identify all possible educational outcomes and classify them in a hierarchical pattern. • Arranged from simple to complex • Each category includes learning at lower level. • There is frequent overlap

  49. Cognitive Domain • Bloom 1956 • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

  50. Cognitive Domain • Knowledge – remembering previously learned material • Illustrative verbs • Defines, describes, identifies, labels, lists, matches, names, outlines, selects, states. • Example: • State the textbook's definition of shock

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