DESIGN MODEL- THREE PHASES

The instructional design model

provides a system that (when

followed correctly) leads to

positive results.

Human Memory Structure

Sensory Memory

Working Memory

Long-Term Memory

The Requirements of Quality Instruction

PLANNINGPlanning-the process of systematizing the design activities so that each instructional decision is informed by previous decisions.

Identify instructional needsArticulate learning objectives

Engage audience and facilitate instruction

Test

PRESENTATION

Presentation- medium through

which instruction is transmitted

from the giver of knowledge to

the learner.

Definitions

Examples

Graphics

PRACTICE

Practice- engaging the learner in

the learning process in an effort

to determine skill set or

knowledge gained.

Presentation and practice

sequence both emerge from the

planning process.

SENSORY MEMORY

Sensory Memory-describes ones

ability to make contact with the

environment through the

senses.

Presentation-Attention

management

Practice-Fading attention support

WORKING MEMORY

Working Memory- the area in

which one’s conscience

thinking occurs.

Presentation-Cognitive load

management (small in capacity)

Practice-Fading cognitive load

support.

Cognitive load management-

refers to working memories

capabilities.

LONG-TERM MEMORY

Long-Term Memory- appears to

have unlimited capacity. The

challenge with long term memory

is integrating new knowledge

with the learners neuron

structure.

Presentation-Structural

management

Practice- Fading structural support

QUALITY INSTRUCTION

A system of events

Identifying needs

Developing goals

Designing strategies

Create materials

Revise and editing

*Evaluation should take place

concurrently throughout the

process

PHASES REVISITED

Evaluate

and

Revise

• Analyzing needs

• Identifying tasks

• Create objectives

• Classify objectives

• Create test items

• Attention management

• Cognitive management

• Structural

management

• Attention management

• Cognitive management

• Structural management

Creating Supports For

Removing Supports For

P

L

A

N

P

R

E

S

P

R

A

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PHASES OF PLANNING

Analyze, identify, creating

objectives, classify objectives

and create test items.

Develop presentation

Develop practice

Develop evaluation

*Ensure that all phases are

congruent (each phase agrees

with and supports the others)

PLANNING PHASE INCLUDES

Determining problems to address

Determine tasks to involve

Learner consideration

Classify and describe goals

Consider learning domains

CHAPTER 2 - PLANNINGAnalyzing NeedsIs this an instructional problem or

something resulting from another

factor?

Two main sources to examine for

needs (Van Merrienboer, 1999)

1. World of Work – usually

occupational, new tools, new

employee, performance

issues, prioritized by

danger/economics

2. World of Knowledge – fields of

study, content areas, what an

individual knows or doesn’t know

Picture - http://sprouseart.blogspot.com/

CHAPTER 2 - PLANNINGIdentifying Tasks – how do you meet the discovered needs?

World of Work World of Knowledge

Procedural analysis Usually content

examination to reveal

updates/clarifications

needed

Produce comprehensive

list of knowledge and skills

to achieve desired

performance

Changes can result from

studies “performance

analysis” on World of

Work

Be mindful of sub-skills

Leads towards creation of learning objectives

Picture – www.brighthubeducation.com

CHAPTER 2 - PLANNING

Picture – socialwants.com

What do you want the

learner to be able to do at

the end of instruction?

Three components of good objective –

1. Behavior – WHAT the learner will

be able to do

2. Condition – WHERE and HOW

(accommodations, environment)

3. Standard – TO WHAT DEGREE –

some measure/level of mastery

CHAPTER 2 - PLANNINGComponents of a Learning

Objective

Given a pair of binoculars, on night

with sky visibility at ninety percent,

within thirty minutes the astronomy

student

Conditions

will be able to identify and list the

relative coordinates of the planets

Mars, Venus, and Jupiter

Behavior

on at least two out of three

separate viewing nights.

Standards

Taken from Designing Online Learning with Flash by David

Richard Moore, pg. 19

CHAPTER 2 - PLANNING

Classifying Objectives

Gathering together objectives that

are alike in order to help

choose appropriate

instructional strategies

(known to be successful for

that type of objective)

Taken from http://tarateach.blogspot.com/

http://tarateach.blogspot.com/

CHAPTER 2 - PLANNING

Create Test Items

Important to have a clear

connection between

objectives and test items to

produce valid and credible

instructional design

(assessments)

Taken from

http://infertility.about.com/od/infertilitytreatments/ss/ivf_treat

ment_10.htm