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History of Instructional Design
Part III
EDUU566Based on Reiser & Dempsey, 2006 & Reiser, 2001 Carla Piper, Ed. D.Course Developer
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Four Phase Cycle of Instruction
Learning is promoted when:• learners observe a demonstration• learners apply the new knowledge• learners engage in a task-centered instructional strategy• learners activate relevant prior knowledge or experience• learners integrate their new knowledge into their
everyday worldReiser & Dempsey, 2006
David Merrill
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Information is NOT Instruction"If you don't provide adequate practice, if you don't
have an adequate knowledge structure, if you don't provide adequate guidance,
people don't learn" (Merrill, 1998)
• David Merrill’s Key to Learning– provide structured knowledge – provide practice – provide guidance
• Online Principles– Acknowledge learner’s prior experience and preconceptions– Help learners transform facts and concepts into usable
knowledge.– Help learners monitor their own learning and learn
independently– Provide learner-centered environment online David Merrill
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First Principle: Problem Centered
• Do you involve authentic real-world problems or tasks?
• Does the objective show the learners what they will be able to do when they complete the task?
• Is the problem broken down into component tasks which will help complete the whole task?
• Is the instruction a progression of problems – and not just a single application?
Reiser & Dempsey, 2006
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Principle: Activation
• Do you help learners recall, retell, describe, or apply prior knowledge?
• Is the instruction relevant?• Does the instruction help the learner organize
new knowledge? – Graphic organizers– Concrete advanced organizers– Conceptual models– Maps and Diagrams– Checklists
Reiser & Dempsey, 2006
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Principle: Demonstration• Show examples of what will be learned• Include demonstrations related to content
– Specific how-to procedures– Classify concepts– Activate misconceptions and clarify– Detailed sequence of actions – Provide visual models
• Provide learner guidance– Narrated animations– Signaling devices– Visual representation of material– Use structured tasks
• Make instructional media relevant to the content to enhance learning– Multimedia– Narrated animations in natural voice
Reiser & Dempsey, 2006
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Demonstration
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Principle: Application• Opportunity to practice and apply new skill
or knowledge– Use questions– Check for understanding
• Application and assessment consistent with learning objectives
• Practice followed by corrective and systematic feedback
• Enable learners to access context sensitive help
• Provide coaching• Use a variety of instructional tasks
Reiser & Dempsey, 2006
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Principle: Integration
• Can student integrate the skill and knowledge into everyday life?
• Publicly demonstrate their new knowledge or skill
• Provide opportunity for reflection, discussion, defense of knowledge
• Provide an opportunity to create, invent, and explore new ways to use this new knowledge.
WatchMe!
Reiser & Dempsey, 2006
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Implementation
• Facilitate learner navigation through task
• Allow learner to control pacing• Provide a course map• Use collaboration effectively• Structure group assignments
around products or processes• Use multimedia• Use conversational style Reiser & Dempsey, 2006
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4C/ID Instructional Model
• Characterized by four components: – Learning Tasks– Supportive Information – Procedural Information – Part-Task Practice
• Tasks ordered by task difficulty• Each task offers scaffolding at the beginning• Scaffolding is reduced as the learner
progresses. Merriënboer
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Holistic Design
ProcessMerriënboer
4C/ID Model
Merriënboer
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Kolb’s Model of Experiential Learning
Accommodate Divergent
AssimilativeConvergent
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Experiential Learning
• Learning is a process whereby knowledge is created through experience
• Experiences are a transformational process
• Students actively construct their experience within a socio-cultural context
• Provides a framework for designing active, collaborative, and interactive learning experiences.
Kolb Experiential Learning
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Kolb’s Four Stage Cycle and Learning Styles• Four-stage cycle
– Concrete Experience (CE)
– Reflective Observation (RO)
– Abstract Conceptualization (AC)
– Active Experimentation (AE)
• Four learning styles– Diverging (CE/RO) – Assimilating
(AC/RO) – Converging (AC/AE) – Accommodating
(CE/AE)
From Business Balls
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Diagram of Kolb’s
Learning Styles
From Business Balls
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Typology of Learners
• Activist = Accommodating • Reflector = Diverging • Theorist = Assimilating • Pragmatist = Converging
Honey & MumfordClark Website
Take the Learning Style
Inventory!
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Keller's ARCS Model for Motivation• Attention - gaining and
keeping the learner's attention– Through the senses– Through inquiry - thought
provoking questions– Through variety - variance in
exercises and use of different media
• Relevance – Training needs to relevant. – "What's in it for me?"
• Confidence – Need to feel confident in the
program’s purpose and objectives
– Need to believe they can succeed and that this is worthwhile for them
• Satisfaction – What’s the reward?– Need to feel rewarded from the
learning experience. – Need entertainment or a sense
of achievement. – Need to achieve satisfaction in
what they have learned– Need see that their new skills
can be immediately useful and beneficial on their job.
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Resources• Instructional Design Models• TIP Theories• Wikipedia• EduTech Wiki• Learning Theories• Kolb Experiential Learning• Business Balls• Honey & Mumford• David Merrill• ARCS Model• UCDenver Instructional Design Models• Reiser & Dempsey (2006). Trends and Issues in
Instructional Design and Technology.