Agenda for tonight

1. WelcometoInstructional Design (EDER 673 L.91 )From Calgary With Asst. Professor Eugene G. KowchJanuary 14, Seminar One(A Synchronous Meeting) Instructional Design

2. Housekeeping Agenda for tonight • Introductions - getting to know each other • Vclass Tips • WebCT Tips • An overview of the Course • The History of Instructional Design • The Context of Instructional Design • Readings / Tasks for Next Thursday’s Class Instructional Design

3. Introductions Class Introductions A Guide… • My Name is… • My Location / what it’s like where I live… • My professional practice today (K-12, Higher Ed, Industry, Government) • My interests outside work (and learning) include…. • Presently, I develop instruction for…. • I’m in my Nth course in the M.Ed program.. • From this course, I would like to achieve… • With all this education I am getting, I would ideally like to …. Instructional Design

4. Housekeeping Audio Conferencing (Vclass) Communication Tips • Ten second idea.. Use the X symbol by your name if you are experiencing tech difficulties - let’s try the (check) and ( X) signals… • Positive discourse really counts online - it makes the learning community stronger and we don’t feel so remote from each other (Praeger, 1999). • The message center is great - but it can distract you from the interactive goings-on. • For Centra-Experienced Users - What’s new with Vclass • You can run it on a Mac computer • We are all new Vclass users! • Only the instructor can load your Power Point files • There are new tech support numbers, protocols (see course outline) • There is no breakout room feature just yet • We will use WebCT mail as our mail host for this class: http://webct-a.ucalgary.ca • You should have email turnaround in 2 days (ekowch@ucalgary.ca) • Recordings are available of the class sessions Instructional Design

5. Housekeeping WebCt Hints • We may use these features in your WebCT Environment • To link to the Course Home Page:http://www.ucalgary.ca/~ekowch/673/673home.html • To email each other & send attached files • Put the Subject of your email in your “To” message please • To engage in discussion threads on new topics • To chat in real time using text, -- students can get a transcript of that Chat from Gene • Hints about Discussion Threads: • 1. Respond to an item by pressing “post” while the message you respond (to) is on the screen. • 2. Include URLs if you like - make your note significant - I do not do a statistical check of “inputs”.. I read for content in the discussion • 3. Reflect on the readings / class discussions in your debates - keep an eye on the purpose of the course. • 4. Brief, poignant responses mean a lot to your fellow students as they read the threads. Instructional Design

6. Housekeeping Agenda for tonight • Introductions - getting to know each other • Vclass Tips • WebCT Tips • An overview of the Course • The History of Instructional Design • The Context of Instructional Design • Readings / Tasks for Next Thursday’s Class Instructional Design

7. Overview Course Overview • Text Books: • Reigeluth, C. M. (Ed.). (1999). Instructional-design theories and models volume II: A new paradigm of instructional theory. London. Lawrence-Erlbaum Associates. • Anglin, G. J. (Ed.). (1995). Instructional technology: Past, Present and Future (2nd Ed.). Englewood, CO: Libraries Unlimited. Instructional Design

8. Overview Instructional Design

9. We can cover any topics that interest you.. You are a storehouse of ideas… Instructional Design

10. 673 Course Objectives: • Explore theories of learning and instruction, exploring implications and possible applications for practice, 2. Explore, develop and articulate your own instructional design model- to see how theory and practice can be articulated, 3. Design and present efficient, effective and appealing instructional interventions informed and referenced to theory, 4. Participate and present in a collaborative learning community to exchange and consider developing design ideas as instructional designers, 5. Examine the potential and limitations of media and technology usage. 6. Analyze critically some models an instructional interventions associated with the selection and sequencing of content across the instructional spectrum and 7. Explore and analyze the matching of instructional strategies to characteristics of learners and content. Instructional Design

11. Phase 1: Sketchyour initial Instructional Design Model Due: Jan 23rd(5%) Phase 2 Develop your Informed Instructional Design Model. Create an APA format paper Due: Feb. 24th (15%) Researching Literature, Theory and Practice Phase 2InformedInstructional Design Model Peer Review Process: Post a summary of your personal ID model in an online discussion thread. Due: Your posting is required in the discussion thread on February 27th. Instructional Blueprint: Now use your Phase 2 Model to actually develop an outline for some instruction: Generate a report Due: April 3rd (20%) Peer Feedback helps you refine your model Peer Feedback helps you refine your model Phase 3:Final Personal ID Model Submission (Report) and Audiographic Presentation (30%) Due: April 10th or 17th * see outline Flow of the Course: Deliverables Instructional Design

12. 673 Assignments / Deliverables Due • Participation & Discussion Overall (10)% Ongoing • Activities & Assignments (20%) Ongoing • Discussion Thread Contributions & Leadership (10%) Ongoing • Your personal ID Model Creation: • A Sketch of your ID Model (5%)Jan 23rd • An Informed ID Model Creation (An APA quality Paper) (15%)Feb 24th • A final ID Model Creation (a Report) (20%) Apr 17th • Your Final Instruction Design Blueprint & Presentation (30%) April 3rd Instructional Design

13. Let’s get started, Instructional Designers! Instructional Design

14. Housekeeping Agenda for tonight • Introductions - getting to know each other • Vclass Tips • WebCT Tips • An overview of the Course • The History of Instructional Design • The Context of Instructional Design • Readings / Tasks for Next Thursday’s Class Instructional Design

15. History of ID Before the 1920s: Birth of an Empirical Knowledge Base for Education * • The mind is a muscle • Just work it and it will grow. Outcomes are not considered • Thorndike (Columbia) • 1. Moved from “learning law” study to think that instruction should consider social goals • 2. Advocated “Educational Measurement” (of learning outcomes) * From Schrock, S in Anglin(1995) Instructional Design

16. History of ID The 1920s: Educators Create Learning Objectives • Schools should provide experiences related to social activity (Bobbitt, 1918). • The objectives of schooling could be found by analysing the skills necessary for living. • Objectives-driven learning • A reliance on self-instructional materials allowing students to progress at their own pace • The Winnetka Schools Plan was self paced, self instructional and self corrective • Used workbooks • Incorporated diagnostic tests and self-administered (student) readiness tests. • New tasks were undertaken at proven task (mastery, competency). • Goal Assessment evolved (Can they do the task?) Instructional Design

17. History of ID The 1930s: Social Forces lead to Behavioral Objectives and Formative Evaluation • The Great Depression • Decreased funds for education and research • The “Progressive Movement” • Advocates wanted student initiated activities • (but the outcomes were not “objective”).. So this died. • PostWar pressures to increase # of students in High School • High Schools needed a Vocational and Academic Stream (Alternative Curricula) • Tyler developed tests of intended learning outcomes • Study confirmed that objectives could be clarified if written in terms of student behaviors (Guba & Lincoln, 1989). (TSWBAT, anyone? :-) • Assessments of objectives were used to revise and refine new curricula until the curricula created an “improved level of acheivement”. • We know this as formative evaluation today Instructional Design

18. History of ID 1940s: Instructional Media Emerge and R&D Emerges • The end of WWII created thousands of military personnel who had to be trained rapidly. • The Government created thousands of instructional films. • Still Photos, audio recordings, transparencies were used. • Funding allowed for a lot of experimentation & study • The role of the instructional technologist emerged • The basic ID development team began: SME Designer Producer Instructional Design

19. History of ID 1950s: Programmed Instruction and Task Analysis Emerge… • Skinner’s operant conditioning • optimal human learning could be achieved by careful control and reinforcement of behavioral objectives • Programmed instruction evolved: • Clear behavioral objectives • Small instruction frames • Self pacing • Active learner response to inserted questions • Immediate feedback as to correctness of response (Heinich, 1990). • It was dead boring. • Instruction like this could be applied with mass media (Schwier, 2003). • Analytical procedures developed: Task Analyis (Air Force) • Bloom’s Taxonomy of Educational Objectives was formed. Instructional Design

20. History of ID 1960s: ISD (Instructional Systems Development) exploded • Glaser & Gagne developed “The Conditions of Learning” • Different classes of learning objectives were related to appropriate designs for instruction • Norm - referenced evaluation came into question • Criterion - referenced testing research began • Great leaps in academic and performance learning were realized by large institutions • The tension between “Media People” and “Developers” began…. • Communication theory was the root of the developing ID field Learning Architects Learning Product Builders vs Instructional Design

21. History of ID Communications Theory On One Slide Source Feedback Message Channel Receiver Feedback Instructional Design

22. History of ID The 1970s: ID Models Mature • Models proliferated. Goodson (1980) identified over 60 models • So far, instructional design was missing something • Needs Analysis was added to the collection of steps that define the instruction process • Instructional developer roles emerged Instructional Design

23. History of ID 1980s: MicroComputers and Performance Technology arrive • Computers in instructional design became a focus. Few scholars agreed on their impact and use (Shrock, 1995). • Learning theories, human / machine interface studies focussed on SMCR and on the ID process. • Drill and practice software emerged • The seeds of post behaviorist ID began - Constructivism was an idea that learning outcomes could vary by student / environment interaction Instructional Design

24. History of ID 1990s: Computers become communication conduits • Instructional Design needed to accommodate communciation, as learners began to be connected globally. • Ed Psychology found new learning models (Multiple Intelligences, Emotional Intelligences). • The ID field responded with more constructivist thinking about the context of learning. • With the internet, Instructional Designers developing Distance Education materials became important - the role became understandable in new ways. • What’s next? Instructional Design

25. Agenda for tonight • Introductions - getting to know each other • Vclass Tips • WebCT Tips • An overview of the Course • The History of Instructional Design • The Context of Instructional Design • Readings / Tasks for Next Thursday’s Class Instructional Design

26. ID Context The Context of Instructional Design* • Utilization • Media Utilization • Diffusion of Innovations • Implementation & Institutionalization • Policies and Regulations • Development • Print Technologies • Audiovisual Technologies • Computer Based Technologies • Integrated Technologies Theory • Design • Instructional Systems Design • Message Design • Instructional Strategies • Learner Characteristics • Performance Design • Leadership • Project Management / Consultation • Team Building & Planning • Resource Mgt. (Human & $.) • Delivery System Mgt. • Information Mgt. Practice You are here *(Kowch after Fitzgerald, AECT, 2002) Instructional Design

27. NEXT WEEK Next Week’s Topics (on WebCT)(1) How Minds Learn. (?) Cognitive Education & Cognitive Development • Recommended Readings for this next week: • Reigeluth Textbook: Cognitive Eduation and the Cognitive Domain by Charles M. Reigeluth & Jule Moore (1999) pages 51-69 of your text. • Discussion Thread Leader for this week (Gene) • Topic: The History and Context of Instructional Design • Deliverables for next day (January 23rd) • Email Gene Your ID model Sketch (attached to your email named : My ID Sketch) • Respond To the Discussion Thread Question before the 23rd. • Go over the course outline carefully - a lot of detail on your assignments is there. • Discussion Thread Roster: Find a partner and email me with both your names - identify a week between January 30 and April 17th where you’ll lead the discussion on the topic from the previous week. • Check the Course Home Page from WebCT - After January 18th for this copy…. Instructional Design

28. Adieu from Calgary, until January 23 - When the new material will be available in your WebCT shell - link to the Class Home Pagehttp://www.ucalgary.ca/~ekowch/673/673home.htmlour next Live session is on January 30th, 7 PM Mountain time Instructional Design