Learning theories, instructional design theories and instructional design models
Intro to instructional design
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Introduction to instructional design
Mart LaanpereHead of the Centre for Educational
Technology
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What is design?
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Generic design models
• Waterfall model• Input-Process-Output model• Incremental design models• Evolutionary design models• Cyclic design models• Rapid prototyping models
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Planning the teaching: didactical view
• Herbart’s (1776-1841) 4-phase spiral model of planning the instruction: – Overview: Presentation of new material– Assimilation: Comparison of material with what is
already known– Systematization: Integration of old and new into a
unified whole– Application: Application of new systematic insight
to a concrete example
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Herbart’s maxims
• Foundation of Teaching Is Psychology . "There is only one correct method for education: its foundation is psychology.”
• Information Is Not Learning . "Mere information does not suffice.”
• Learning Should Be Enjoyable . "To be wearisome is the cardinal sin of instruction.”
• Theory and Practice . "In education, theory and practice go hand in hand.”
• Sequencing and Linking Are Keys to Creative Design . "Sequencing, arrangement, and coordination of what is to be learned—these create the real impact in the instructional process."
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R.Gagne (1916-2002)
• Internal and external conditions of learning• Nine events of instruction:
– Gain attention– Inform learners of objectives– Stimulate recall of prior learning– Present the content– Provide “learning guidance”– Elicit performance (practice).– Provide feedback– Assess performance– Enhance retention and transfer to the job
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Instructional design
• Instructional design (ID): – The process by which instruction is improved through
the analysis of learning needs and systematic development of learning materials. Instructional designers often use technology and multimedia as tools to enhance instruction.
• Instructional systems design (ISD):– a means for sound decision making in order to
determine the who, what, when, where, why, and how of a learning program, based on systemic view of the teaching and learning process.
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Brief history of ID
• 1940: military training materials, assessment• 1946: instructional media (Dale’s cone)• 1958: programmed instruction (Skinner)• 1960: standardised testing (Bloom’s taxonomy)• 1965: hierarchical analysis (Gagne)• 1970: ISD in military and corporate training• 1990: constructivist movement, paradigm war• 2005: Learning Design
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ADDIE model
• A – analysis of needs, requirements etc• D – Design of instructional process• D – Development of learning resources• I – Implementation of planned instruction• E – Evaluation
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ASSURE model
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Dick & Carey ID model
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Merrill: Pebble in the Pond model
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Merrienboër’s 4C/ID model
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Jonassen’s 3C model
Context
Collaboration
ConstructionKNOWLEDGE
Modeling process
Authentictasks
Apprenticeship
Situated learningCase-based problems
Multiple perspectives
Indexed meanings
Coaching
Social negotiation of meaning
Articulation Reflection
Mental modelsIntentions,
expectations
Internal negotiation
Domain-specific reasoning
Invention,exploration
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IMS Learning Design: imsglobal.org
LAM
S: L
earn
ing
Activ
ity M
anag
emen
t
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Assignment
• Define detailed measurable learning objectives for our course and map these objectives to Bloom’s taxonomy!