Instructional Designs: A Tour

1. Instructional Designs: A Tour Allison RossettSan Diego State University

2. Overview • Behavioral Approaches • Behavior Modification • Behavior Modeling • Cognitive Approaches • Conditions of Learning • Component Display Theory • Synectics • Advance Organizer • Constructivism

3. Behavior Modification • Focus on defined, tangible, target behaviors and how they are reinforced • Continuous reinforcers: all the time • Then ratio: every third time perhaps • Then random • Focus on the observable, with no attention to causes. Good if can manage the contingencies, but can’t always. Is it bribery? • Programs work for children for clsrm skills; work for adults for tardiness, smoking, to increase sales calls

4. Behavior Modeling • Presentation of a model and demonstration (clarity about optimals) w. skill practices • Based on social learning theory: we learn from imitating others • Goes right at the target behaviors associated with social and interpersonal problems-- lots of review and rehearsal, with progressively more realistic and complex situations • Confucious: “I hear and I forget; I see and I remember; I do and I understand”

5. Overview • Behavioral Approaches • Behavior Modification • Behavior Modeling • Cognitive Approaches • Conditions of Learning • Component Display Theory • Synectics • Advance Organizer • Constructivism

6. Conditions of Learning • Predicated on both cognitive and behavioral antecedents, the assumption that different outcomes happen through different conditions • Domains of learning outcomes • Verbal information: knowing that, facts, state caps • Intellectual skills: know how, classify, relate, deciding whether to write yourself or hire editor • Cognitive strategies: manage own thinking, create • Attitudes: choices as manifestation of attitudes • Motor skills: physical movements, fluency

7. Conditions of Learning: Gagne’s Events of Instruction • Gain attention • Inform learners abt the objective • Stimulate recall of prior learning • Present content • Show, explain, demo, highlight distinctive aspects • Provide learning guidance • Organize, structure, link, tips, job aids • Elicit performance • Provide feedback • Assess performance again • Enhance retention and transfer

8. Component Display Theory • Like Gagne, strategies tied to outcomes • Focus on the cognitive • Examination of both the content type and the level of learner performance (use, remember, find) • Useful for generating design strategies, for building instruction to how to X or when to Y • 1/classify outcomes: fact, concept, procedure, or principle for the content AND remember, use or find • 2/assign strategies

9. Merrill’s perf/content matrix Remember Name the partsof an umbrella FACT CONCEPT PROCEDURE PRINCIPLE Use Find In battlefield,treat burns Explain the term,3rd degree burn Identify whichkind of burn it is State the stepsto get a driverlicense Get that driverslicense Name the partsof an umbrella State the secondlaw of physics Explain reasonsfor testing forthe license Determine implic of burn treatments

10. Overview • Behavioral Approaches • Behavior Modification • Behavior Modeling • Cognitive Approaches • Conditions of Learning • Component Display Theory • Synectics • Advance Organizer • Constructivism

11. Synectics • Method for enhancing creative thought • ‘Synectics’ means the joining together of supposedly irrelevant elements (stacked wet leaves =====> Pringles) • We can help learners become more creative • Key strategies (William J. J. Gordon) • Making the strange familiar • Making the familiar strange • All is metaphorical, with comparisons jogging creativity

12. Synectics in action (Weil & Joyce, 96) • Describe problem or oppty in detail • Brainstorm analogies. What’s like this? • Stretch to considering how a rhinocerous ( far out comparison) is like the problem; focus on attributes that rhino and problem share • Ask how the new way of thinking about it can be useful • Are any feelings useful, any feelings surprising?

13. Advance Organizer • Focus is on establishing a cognitive structure or scaffolding for learners • Much learning through presentation/lecture, with emphasis or organization and meaning • Works particularly well for verbal learning, such as product knowledge • Key strategies (David Ausubel) • Establish an idea or structure that depicts, explains how the material fits together • Use visual or verbal representations, such as outlines, stories, diagrams, charts….

14. Right, this is an advance organizer • Cognitive Approaches • Conditions of Learning • Component Display Theory • Synectics • Advance Organizer • Constructivism • Compared to objectivism • Cognitive constructivism • Socialcultural constructivism

15. Knowledge as objective reality Situate in real world Predefine the perspective Emphasis is on gaining content knowledge and skills We set objectives Evaluate against objectives Knowledge exists in the head Strip down at first Get it from multiple perspectives Focus on developing thinking and learning skills Objectives emerge Evaluate against individual goals===> Objectivism Constructivism [after Falance, in Medsker (in press)]

16. Active cognitive reorganization Indiv. psychology Focus on Grabinger’s REAL (real environm’ts, authentic learning) Emphasis is on individually constructing knowledge Acculturate into comm. of thought Social, cultural Focus on collaboration, interactions, culture, engagement Emphasis in on working together, to construct group view CognitiveSociocultural [after Burton et al, in Jonassen (1996)]

17. Think about it. • Take the topic of technology. How might constructivists see it differently than objectivists? How might a cognitive constructivist view it differently than a sociocultural constructivist?