Instructional Design in a Technological World: Fitting Learning Activities Into the Larger Picture...
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Transcript of Instructional Design in a Technological World: Fitting Learning Activities Into the Larger Picture...
Instructional Design in a Technological World: Fitting Learning Activities Into the Larger Picture
ICALT Presentation August 6, 2001
Robin Soine
Wisconsin Technical College System Foundation, Inc.
UW Madison, PhD Student in Curriculum and Instruction
Statewide Performance-basedLearning Model• An approach to teaching and learning
which requires advance description of knowledge, skills, and attitudes learners must achieve on exit from a course or programInformed by theory and best practice
1990-1992 development
1992 released
In use statewide by Wisconsin and Michigan, USA
Copyright 2001. WIDS.
Model
• Who are the learners?
• What do they need to be able to achieve?
• How will I know when they’ve achieved it?
• How will they get there?
WHO
WHAT
WHEN
HOW
Model
WhoWho• Who are my learners?• Why are they here?• What experiences do they
bring?• What learning deficits do
they have?• What are their expectations?
WHO
Model
WhatWhat• What knowledge, skills, and
attitudes must they achieve?• How well must they perform
those outcomes? WHAT
Core Abilities
Competencies
Learning Objectives
Performance Standards
Model
WhenWhen• How will my learners know
when they have “arrived?”• How will their competence be
measured?• What strategy will I use for
assessment?WHEN
Performance Assessment Task
Model
HowHow• How can I help learners build
competence?• What activities will I plan?• How can I address different
learning styles, especially in online courses?
• How can I use more learner-centered activities?
• How do I design activities around learning cycle?
HOW
Learning Activities
Model
Copyright 2001. WIDS.
44 Plan strategies for HOW they’ll learn
11 Identify learners
22 Determine WHAT they must achieve
33 Establish how you’ll measure WHEN they have achieved
Model
Learner
What
When
How
Who
Copyright 2001. WIDS.
HowHow
Copyright 2001. WIDS.
Learning Activities:strategies for mastering specific learning outcomes
(often thought of as assignments)
HowHow
cause learning deliver instruction
Practice
Simulation
Discussion
Presentation
Demonstration
Methods vs. Media
computercase studyInternetsimulationdiscussiondemonstrationteacher
textrole playvideotransparenciespractice
Which cause learning?
Methods cause learning, media deliver instruction.
Methods vs. Media
Copyright 2001. WIDS.
Sensing Memory
What are we doing to the learner’s mind?
selector
large capacity
short duration
Copyright 2001. WIDS.
Working Memory
processor
powerful
fragile
short duration
small capacity
Copyright 2001. WIDS.
Long-Term Memory information storage
large capacity
requires retrieval
Copyright 2001. WIDS.
• insert frequent practice• vary the learning format• design with a bias for learner-
centered methods• provide learning plans• support all stages of the
learning process
When designing activities online
Clark, Ruth.
Copyright 2001. WIDS.
Too much information
Too fast
Fried Brain Syndrome
Copyright 2001. WIDS.
Cognitive OverloadCognitive OverloadCognitive OverloadCognitive OverloadCognitive OverloadCognitive Overload
Copyright 2001. WIDS.
To avoid cognitive overload:
•break learning into manageable chunks
•clear the working memory with meaningful practice
Copyright 2001. WIDS.
People learn in different ways
Vary the Learning Format
Copyright 2001. WIDS.
Method (Discussion? Simulation?)
Media (Computer? Paper?)
Environment (Outside work group?)
Interpersonal context (F2F? Electronic?)
Feedback (Written? Verbal?)
Givens
Vary the Learning Format
Application Motivation
Practice Comprehension
The Learning CycleThe Learning Cycle
Stage One: Motivation
Focus attentionAnswers: “Why do I need or
want to learn this material?’
Learners:
Example: (Competency = Critique Speeches )
_____1. Describe characteristics that make a speech or presentation effective for you. Post your description to the Discussion for this learning plan.
_____2. THINK about the many ways you have been critiqued by teachers, family, and friends. How was their feedback helpful or not helpful? Why was it so? Were strengths and weaknesses both pointed out? Was it better to hear both or just one of them?
Application Motivation
Practice Comprehension
access information they need to perform target competency
process content in working memory
minimize use of teacher-centered inform activities such as “listen to a lecture” or “read the text”
Stage Two: Comprehension
Learners:
_____3. POST two examples in the Discussion for Learning Plan 6 of how feedback you received was helpful and not helpful. After reading what others have written, do you see a pattern to what constitutes good feedback?
_____4. READ the six criteria to giving effective feedback on pages 68-69 in your text. Are any of these already second-nature to you? Are any of these new to you?
Application Motivation
Practice Comprehension
Stage Three: Practice(Encode to long-term memory)
engage in guided practice have the opportunity to DO what
they are learningreceive continuing improvement
assessment and feedback
Learners:
_____5. REVIEW the Speech Evaluation Form while you read a speech at the website http//:www.schoolforchampions.com/speeches.htm, www.artofspeaking.com, or another site. If possible, find an online video of the speech.
Application Motivation
Practice Comprehension
Stage Four: Application
apply what they have learned to real world problems
show that they have learnedset the stage for next learning
task
Learners:
_____6. ATTEND a community/campus speaker (i.e., sermon, lawyer's arguments, local speaker, etc.). FILL OUT the Speech Evaluation Form. If it is not appropriate to fill it out during the speech, please do so as soon as possible.
_____7. WATCH the videotape of your Special Occasion speech. COMPLETE the Speech Evaluation Form while you view yourself.
So, what’s the teacher’s role?
Support All Stages of the Learning Process
Support All Stages of the Learning Process
Application Motivation
Practice Compre-hension
Inspire
Inform(sage on the stage)
Mentor
Coach(guide on the side)
Copyright 2001. WIDS.
Learner Advantages of PBL Online
• What is learned is skill based; not outlines of information
• Expectations are set in advance; learners plan how to invest time and energy
Copyright 2001. WIDS.
• Grades are based on how well learners perform skill; not on how well others perform
• Learners are actively involved
• Learners have documentation showing skill
Learner Advantages of PBL Online
Learning Plan 12Instructional Materials
Introduction:Instructional materials contain the actual instructional content. You us them to communicate information to learners. . .
Competency
Develop instructional materials that support specific learning activities
Performance StandardsCriteria:•instructional materials are consistent with the core abilities competencies and learning objectives•instructional materials support the learning activities•instructional materials are accurate, complete . . .
Learning Objectives:a. Explain the effect of learning materials on the instructional experience.b. Identify the benefits of instructional materials. . .
Learning Activities:__1. PREVIEW the learning objectives and performance standards.__ 2. BRAINSTORM a list of characteristics that learners do and do not like about instructional materials (use the worksheet). . .__3. VIEW Video Lesson #12 “Instructional Materials.”. . .
Performance Assessment:__1. SUBMIT the instructional materials you developed in Assignment 12 to your facilitator for review.
Why?Why?
What?What?How?How?
When?When?
Copyright 2001. WIDS.
Theory/Practice Theorists
Learning Taxonomy Benjamin Bloom, D. Krathwohl, B. Masia, Robert Gagne
Cognitive Processing Ruth Colvin Clark, Renate and Geoffrey Caine, Sue Berryman, Patricia Cross, Robert Sylvester
Multiple Intelligence Howard Gardner
Accelerated Learning Paul Scheele, David Meier
Performance-Based Learning
Robert Mager, Michael Schmoker, Ruth Colvin Clark, Ralph Tyler
Dimensions of Learning Robert Marzano
Learning Styles David Kolb, Bernice McCarthy
Learning Cycle R. Gagne, Bernice McCarthy
Performance Assessment Grant Wiggins, Robert Mager, Michael, Robert Marzano, Donald Kirkpatrick
Component Display Theory (classification of
content and knowledge)
David Merrill
Workplace Skills A. Carnevale,
Instructional Materials F. Kiewra and G.M. Frank,
Performance Expectations Robert Mager, Norman Gronlund, Robert Marzano, Robert Gagne
Classroom Assessment Thomas Angelo, Patricia Cross
Instructional/Learning Design
Ruth Colvin Clark, William Rothwell and H.C. Kazanas, Walter Dick and Lou Carey, Curtis Finch and John Crunkilton, Jerrold Kemp, David Pucel
Adult Learning Jerald Apps, Alan Knox, Malcolm Knowles, Alan Tough
Learning Transfer Ruth Colvin Clark