Instructional Design Overview
-
Upload
doug-pietrzak -
Category
Education
-
view
131 -
download
2
Transcript of Instructional Design Overview
![Page 1: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/1.jpg)
“Education is not preparation for life; education is life itself.”
John Dewey
Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.
Bill Gates
Men have become the tools of their tools.
Henry David Thoreau
![Page 2: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/2.jpg)
Bell ringer – think, pair, share
Pair up – in 2’s or 3’sEXPLORE -- Chat for 1 MINUTEWhat is instructional design and do we need it here?REPORT BACKCome up with 3 descriptive words about instructional design
![Page 3: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/3.jpg)
Goals
• What is instructional design? / How is it done? • How would this look at edX?• What are some relevant guiding theories in
instructional design / education?• Application of theories!
![Page 4: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/4.jpg)
instructional design
educational history
pedagogy
technology
engineering
modern learning theories
universal design for learning
Data analytics
Research informed, data-driven
production constraints
goals
backwards design lesson planning
assessment
Learning visualization
designing for better learning
![Page 5: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/5.jpg)
MULTIPLE LENSESTeaching for Understanding, David Perkins, Howard Gardner 1991Teaching for Understanding with Technology, Stone Wiske 2004
![Page 6: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/6.jpg)
Where are we?
Clayton Christensen, Disruptive Innovation Theory
![Page 7: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/7.jpg)
![Page 8: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/8.jpg)
Instructional Design
relationships emerging technology
contenthuman motivation
engineeringpedagogy
liberal arts SCIENCE
school politics tech constraints
![Page 9: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/9.jpg)
doug pietrzak
![Page 10: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/10.jpg)
Why do we need instructional design?
• Modal shift• Competing interests• Learning from learning• Students at the center• Goals-aligned movement• Quality is the real frontier• Improve communication across partners
![Page 11: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/11.jpg)
quality is the real frontier
• holistic course design• student interactive modes / group learning• improved instructional technique, delivery• flipped classrooms• data-driven instruction• multiple learning paths
![Page 12: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/12.jpg)
Understanding by design framework(first 3 of 7 tenets)
1. Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid process or prescriptive recipe.
2. The UbD framework helps focus curriculum and teaching on the development and deepening of student understanding and transfer of learning (i.e., the ability to effectively use content knowledge and skill).
3. Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of understanding—the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess—can serve as indicators of understanding.
Borrowed from Understanding by Design Framework, ASCD 2013
![Page 13: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/13.jpg)
How it is done?design methodology
IDEO, design methodology, 2013
![Page 14: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/14.jpg)
Stage 1• Begins as a conversation: modal change– Hopes, desires– Trade-offs
• Who is your target audience?• What are the overarching goals of your course?
What are the essential questions you and your students will ask?
• At the end of your course, what will students have achieved
Adapted from Understanding by Design Framework, ASCD 2013
![Page 15: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/15.jpg)
Stage 2
• Design assessment methods for goals• How will this be measured? • Assessment types– Formal and informal– Formative, summative
Adapted from Understanding by Design Framework, ASCD 2013
![Page 16: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/16.jpg)
Stage 3
• Select pedagogical methods that will best suit these goals as well as content type
• Plan activities and design based on these goals• Recognize technologies that can assist these
goals
Kindergarten Thinking, Mitch Resnick, MIT Media Lab
![Page 17: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/17.jpg)
Edx/partners
Engineering
Services
Marketinglegal
University relations
Where does this fit edX?
![Page 18: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/18.jpg)
Complex systems theory
![Page 19: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/19.jpg)
![Page 20: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/20.jpg)
At UPS, the average driver makes about 120 deliveries per day, …To figure out how many different possible routes that driver could travel, just start multiplying: 120 * 119 * 118 * . . . * 3 * 2 * 1. The end result, Levis likes to say, far exceeds the age of the Earth in nanoseconds.
![Page 21: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/21.jpg)
Education and Variability
• Complex systems• This is the case in the universe. • Education itself is a variable term• There is no perfect course, or even perfect
lesson.
![Page 22: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/22.jpg)
• civic engagement• skills development• moral / ethical development• critical thinking• literacy
“Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.” John Dewey
why educate?
![Page 23: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/23.jpg)
![Page 24: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/24.jpg)
![Page 25: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/25.jpg)
MULTIPLE DIRECTIONS
disruptio
n
exposure
Teaching for Understanding, David Perkins, Howard Gardner 1991Teaching for Understanding with Technology, Stone Wiske 2004
![Page 26: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/26.jpg)
we know about variability first-hand
![Page 27: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/27.jpg)
Applications to edx!
![Page 28: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/28.jpg)
CAST, Universal Design for Learning: Anne Meyer, David H. Rose, and David Gordon 2013
![Page 29: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/29.jpg)
from disability to variability CAST, Universal Design for Learning: Anne Meyer, David H. Rose, and David Gordon 2013
Brain of learner with autism
![Page 30: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/30.jpg)
Affective networks that monitor the internal and external environment to set priorities, to motivate, and to engage learning and behavior.Recognition networks that sense and perceive information in the environment andtransform it into usable knowledge.Strategic networks that plan, organize, and initiate purposeful actions in the environment.
CAST, Universal Design for Learning: Anne Meyer, David H. Rose, and David Gordon 2013
![Page 31: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/31.jpg)
CAST, Universal Design for Learning: Anne Meyer, David H. Rose, and David Gordon 2013
![Page 32: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/32.jpg)
Go right.
• Video extracted to fit online, but available at:
http://www.youtube.com/watch?v=kiePaAHK3jE
![Page 33: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/33.jpg)
How does this apply to education?
• to edx?
![Page 34: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/34.jpg)
![Page 35: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/35.jpg)
![Page 36: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/36.jpg)
open design – multiple pathwaysShigeru Miyamoto
![Page 37: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/37.jpg)
![Page 38: Instructional Design Overview](https://reader035.fdocuments.in/reader035/viewer/2022062708/55890413d8b42a7a1b8b473a/html5/thumbnails/38.jpg)
QUESTIONS?