Model Addie Dan Assure

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Instructional Design

Transcript of Model Addie Dan Assure

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InstructionalDesign

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Last Week: Constructivism

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Instructional Design

Definition

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Instructional Design

Maximise the effectiveness, efficiency and appeal of instruction and other learning experiences.

The process consists of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition.

The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed.

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Instructional Design

We can divide models of instructional design broadly into two categories MARCO: Models which concern themselves with

the design and planning of an entire module or programme

MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session

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Instructional Design

The Classic Macro Model:

Bloom’s Taxonomy

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Benjamin S. Bloom

Born Feb 21, 1913 Died Sept 13, 1999 Born in Lansford,

Pennsylvania. Educational

psychologist Editor of “Taxonomy of

Educational Objectives, Handbook 1: Cognitive Domain”

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Bloom’s Taxonomy In the 1950s Bloom helped

developed a taxonomy of cognitive objectives in “Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain”

Means of expressing qualitatively different kinds of thinking

Been adapted for classroom use as a planning tool and continues to be one of the most universally applied models

Provides a way to organise thinking skills into six levels, from the most basic to the more complex levels of thinking

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Bloom’s Taxonomy

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Bloom’s Taxonomy(Meaning)

•Evaluation: compare and discriminate between ideas, assess value of theories, presentations make choices based on reasoned argument,

verify value of evidence, recognize subjectivity

•Synthesis: use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusions

•Analysis: seeing patterns, organization of parts, recognition of hidden meanings, identification of components

•Application: use information use methods, concepts, theories in new situations, solve problems using required skills or knowledge

•Comprehension: understanding information,grasp meaning, translate knowledge into new context

•Knowledge: observation and recall of information,knowledge of dates, events, places knowledge of major ideas

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Bloom’s Taxonomy(Verbs)

•Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value

•Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare

•Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine

•Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use

•Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review

•Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state

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Learning Outcomes

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Examples

Example Exam Paper 1

Example Exam Paper 2

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Bloom’s Taxonomy Revised In the 1990s Lorin

Anderson, a former student of Bloom, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers

Published in 2001, the revision includes several minor and major changes.

The revised version of the taxonomy is intended for a much broader audience.

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Original Terms New Terms

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering

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Bloom’s Taxonomy Revised Creating: Generating new ideas, products, or ways of viewing

things. Designing, constructing, planning, producing, inventing. 

Evaluating: Justifying a decision or course of action. Checking, hypothesising, critiquing, experimenting, judging 

Analysing: Breaking information into parts to explore understandings and relationships. Comparing, organising, deconstructing, interrogating, finding 

Applying: Using information in another familiar situation. Implementing, carrying out, using, executing 

Understanding: Explaining ideas or concepts. Interpreting, summarising, paraphrasing, classifying, explaining 

Remembering: Recalling information. Recognising, listing, describing, retrieving, naming, finding 

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Bloom’s Taxonomy Revised

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Creating Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key

EvaluatingBrick Wall Key, Decision Making Matrix, PMI, Prioritising.

Analysing Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key.

ApplyingBlue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart.

UnderstandingGraphic Organisers, Variations Key, Reverse Listing, PMI, Webs (Inspiration).

Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key.

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Instructional Design

Other Macro Models

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ADDIE Model The ADDIE model is used by instructional designers

and training developers. It is composed of five phases Analysis, Design, Development, Implementation, and Evaluation

Which represent a dynamic, flexible guideline for building effective training and performance support tools. This model attempts to save time and money by catching problems while they are still easy to fix.

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ADDIE Model

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ADDIE Model : A = Analysis

In analysis stage of ID process, want to find out: Who are the learners or audience

Audience analysis What is the goal or intended outcome

Goal analysis

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ADDIE Model : D = Design

Content of the course Subject matter analysis

Steps of instruction Lesson planning-writing objectives

Type of media or presentation mode Media selection

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ADDIE Model : D = Development

Development of instruction Generate lesson plans (different from lesson

planning) and lesson materials. Complete all media & materials for instruction,

and supporting documents. End result is a course or workshop ready for

delivery.

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ADDIE Model : I = Implementation

The delivery of the instruction. Purpose is effective & efficient delivery of

instruction. Promote students’ understanding of material &

objectives, and ensure transfer of knowledge.

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ADDIE Model : E = Evaluation

Two related evaluations going on simultaneously in most ID situations.

Formative Evaluation Summative Evaluation

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ADDIE Model

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The elusive origins of the ADDIE Model

Remarkably it appears that the ADDIE model wasn’t specifically developed by any single author but rather to have evolved

informally through oral tradition. The ADDIE Model is merely a colloquial term

used to describe a systematic approach to instructional development.

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ASSURE model Analyze learners’ characteristics, competencies, and learning

styles State objectives for what your lesson should accomplish (ABCD

format—audience/behavior/condition/degree) Select, modify, and design methods, media, and materials Utilize methods, media and materials—implement the lesson Require learner participation in lesson Evaluate learner outcomes with objectives and revise as

necessary

From “Instructional Media and Technologies for Learning” by Robert Heinich, Michael Molenda, James D. Russell, Sharon E. Smaldino

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The ABCD Format Audience: The audience is the group of individuals who are targeted for instruction. While

at first this seems straight forward, many times employees will ask “will I get anything out of this training?” or “should I attend this training?” or “who is supposed to go to this training?” Without a clear-cut audience in mind, it is difficult to pinpoint exactly who gains from the training and who would be better served in a different class.

Behaviour: The behaviour element of the objective indicates the desired outcome of the particular learning event. The behaviour will be stated in the following form “will be able to detail properly” or “will be able to discuss the mechanism of action (MOA) with the doctor.” The behaviour is what you want the person to be able to do as a result of the training. It is important to clarify the behaviour because training programs can get off track when the desired outcome of the training activity is not clearly defined.

Condition: The term “condition” describes circumstances under which the behaviour should occur. An example would be “when calling on a doctor,” The condition describes a trigger for the desired behaviour.

Degree: The term “degree” represents how well the employee must perform to be considered acceptable. The degree of the objective is the measurable component. Measures can be expressed as level of productivity, quantity, quality, time, internal or external customer requirements, or other criteria gained from actual or anticipated work practices.

From “Instructional Technology - A Systematic Approach to Education” by Frederick G. Knirk, Kent L. Gustafson

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Dick and Carey Model

The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled “The Systematic Design of Instruction”.

It champions a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction.

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Dick and Carey Model

Assess Need to IdentifyGoal(s)

Assess Need to IdentifyGoal(s)

ConductInstructional

Analysis

ConductInstructional

Analysis

AnalyzeLearners and

Contexts

AnalyzeLearners and

Contexts

WritePerformanceObjectives

WritePerformanceObjectives

ReviseInstruction

ReviseInstruction

DevelopAssessmentInstruments

DevelopAssessmentInstruments

DevelopInstructional

Strategy

DevelopInstructional

Strategy

DevelopAnd Select

InstructionalMaterials

DevelopAnd Select

InstructionalMaterials

Design andConduct

FormativeEvaluation

Design andConduct

FormativeEvaluation

Design andConduct

SummativeEvaluation

Design andConduct

SummativeEvaluation

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ICARE model

Based on the Dick and Carey Model and pioneered by San Diego State University in 1997, the model has found a place in the higher education sector.

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ICARE model

Introduce learners to what is to be learned Content of lesson is presented to learner

involving active participation Apply new knowledge and skills with practical

activities Reflect on what has been learned Extend learning of lesson by providing

alternative resources

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ICARE model

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Tripp and Bichelmeyer

Design that occurs in a rapid prototyping environment, when prototyping is specifically used as a method for instructional design.

The analysis of needs and content depends in part upon the knowledge that is gained by actually building and using a prototype instructional system.

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Tripp and Bichelmeyer Tripp,Steven, Bichelmeyer,Barbara, Rapid prototyping: An alternative instructional

design strategy, Educational Technology Research and Development, 38, 1, 3/18/1990, Pages 31-44

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Tripp and Bichelmeyer

Diagram needs additions

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Other Macro Models

There are many other macro models of instructional design, we won’t go into them, but I’ve included a few pictures for your viewing pleasure.

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Hannafin & Peck Model

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Knirk & Gustafson Model

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Jerrold Kemp Model

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Gerlach-Ely Model

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Ausubel’s Assimilation Theory

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Instructional Design

Micro Models

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Gagné’s Nine Events of Instruction

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Gagné’s Nine Events of Instruction1. Gain attention - Curiosity motivates students to learn. 2. Inform learners of objectives - These objectives should form the basis for

assessment. 3. Stimulate recall of prior learning - Associating new information with prior

knowledge can facilitate the learning process. 4. Present the content - This event of instruction is where the new content is

actually presented to the learner. 5. Provide “learning guidance” - use of examples, non-examples, case studies,

graphical representations, mnemonics, and analogies. 6. Elicit performance (practice) - Eliciting performance provides an opportunity

for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.

7. Provide feedback - guidance and answers provided at this stage are called formative feedback.

8. Assess performance - take a final assessment. 9. Enhance retention and transfer to the job - Effective education will have a

"performance" focus.

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Reigeluth’s Elaboration Theory

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Reigeluth’s Elaboration Theory1. Organizing Course Structure: Single organisation for complete course2. Simple to complex: start with simplest ideas, in the first lesson, and then

add elaborations in subsequent lessons.3. Within-lesson sequence: general to detailed, simple to complex, abstract

to concrete.4. Summarizers: content reviews presented in rule-example-practice format 5. Synthesizers: Presentation devices that help the learner integrate content

elements into a meaningful whole and assimilate them into prior knowledge, e.g. a concept hierarchy, a procedural flowchart or decision table, or a cause-effect model .

6. Analogies: relate the content to learners' prior knowledge, use multiple analogies, especially with a highly divergent group of learners.

7. Cognitive strategies: variety of cues - pictures, diagrams, mnemonics, etc. - can trigger cognitive strategies needed for processing of material.

8. Learner control: Learners are encouraged to exercise control over both content and instructional strategy. Clear labelling and separation of strategy components facilitates effective learner control of those components.

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Component Display Theory Component Display Theory (CDT) classifies learning along two

dimensions: content

facts, concepts, procedures, and principles performance

remembering, using, generalities

The theory specifies that instruction is more effective to the extent that it contains all necessary primary and secondary forms. Thus, a complete lesson would consist of objective followed by some combination of rules, examples, recall, practice, feedback, helps and mnemonics appropriate to the subject matter and learning task. Indeed, the theory suggests that for a given objective and learner, there is a unique combination of presentation forms that results in the most effective learning experience.

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Component Display Theory

Fact Concept Procedure Principle

Use

Find

Remember

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Component Display Theory

Fact Concept Procedure Principle

Use Identify or Classify

Demonstrate – How to

Explain why or predict

Find State or Define State steps State relationship

Remember Recall or Recognise

Recall or Recognise definition or example

Recall or Recognise steps or example

Recall or Recognise principles or example

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Component Display Theory

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Active Learning

an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners. Think-Pair-Share The Pause Procedure Fact Rounding Network Phasing Learning Cell Active Writing Team Quizzes

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Active Learning Think-Pair-Share

learners take a short amount of time (e.g. one minute) to ponder the previous lesson,

Then they discuss it with one or more of their peers, finally to share it with the class as part of a formal

discussion. It is during this formal discussion that the instructor

should clarify misconceptions. However students need a background in the subject matter to converse in a meaningful way. Therefore a "think pair share" exercise is useful in situations where learners can identify and relate what they already know to others.

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Active Learning The Pause Procedure We know that even the most motivated student's

concentration declines after 10-15 minutes. Teaching often requires students to play passive roles and assume all students need the same information at the same pace. By using three two-minute pauses during the lecture (about every 13 to 18 minutes), the students are given the chance to clarify, assimilate, and retain the information presented during the prior mini-class. The pause procedure can be used as a vehicle to carry into the traditional class a variety of active and collaborative learning structures.

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Active Learning The Pause Procedure Examples of things do to during the 'pause' include;

Ask students to turn to their neighbour and summarize the main ideas the instructor has just presented (e.g., List three major points in the last lecture and one point you're confused on).

Ask students to read over their notes of the materials covered today and put a question mark beside anything they want either clarification on or more details on.

Ask students to take out a blank sheet of paper, pose a question (either specific or open-ended), and give them one (or perhaps two - but not many more) minute(s) to respond. Some sample questions include: "What are the countries in Europe?", "What are 'Human Rights'?", "What is the different between adverbs and adjectives?" and so on (“one minute paper”).

Ask students "What was the 'muddiest point' in today's class?" or, perhaps, you might be more specific, asking, for example: "What (if anything) do you find unclear about the lesson?" listing topics.

Ask students to report their reactions to some facet of the course material - i.e., to provide an emotional or evaluative response to the material.

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Active Learning

Fact Rounding The Fact rounding technique works as

follows, towards the end of a lesson the students are asked to recall one fact from the material covered. Another student should not repeat a fact already mentioned and the activity should continue until all the lesson material has been covered.

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Active Learning Network Phasing

The activity of Phasing starts off with three groups in its first Phase. These groups will each be assigned a particular section of a larger problem. All groups are then given a specific amount of time to work on either fact finding or a solution or both. The time frame most suitable for Phasing is two hours but the approach taken can vary depending on the needs of the particular problem. After a given period of time the group elect a leader to present their findings. From this short presentation the students will learn about the different sections of the larger problem.

Phase 2 begins with the original groups being split in two halves and those halves coming to form two new groups. This formation ensures that all students get exposure to all areas of the larger problem. The two new groups will have a new solution or facts to find. Phase 2 develops in the same way as Phase 1 and the elected leader of each group present the findings.

Phase 3 takes the form of a group discussion bringing the findings of Phase 2 together to form the solution to the larger problem. This discussion should be lead by the teacher to ensure the student’s findings are correct and to give suggested improvements.

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Learning Cell A learning cell is a process of learning where two students

alternate asking and answering questions on commonly read materials. To prepare for the assignment, the students will read the assignment and write down questions that they have about the reading. At the next class meeting, the teacher will randomly put the students in pairs. The process begins by designating one student from each group to begin by asking one of their questions to the other. Once the two students discuss the question. The other student will ask a question and they will alternate accordingly. During this time, the teacher is going around the class from group to group giving feedback and answering questions. This system is also referred to as a “student dyad” (or pair).

Active Learning

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Active Learning Active Writing The Active Writing technique is used as follows;

at the end of the lesson students are asked to submit questions based on the material covered.

These questions are used as an introduction to the next lesson.

The purpose of this activity is to ensure that the students will have their questions answered and to reflect on the material. This activity is different to the other because it is spreads across two separate lessons. This technique can also be used to gauge students’ understanding of a subject based on the questions they submit.

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Active Learning

Team Quizzes The team quizzes activity divides the class into two

groups (Group A and Group B). The groups are given an amount of time to generate questions on the material covered. The teacher aims Group A’s questions to Group B and visa versa. If the group give the correct answer a point is awarded, otherwise the other group must give the answer. The purpose of this approach is to promote the generation of well thought out questions and answers.

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Six Thinking Hats

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Six Hats Instructional Model

BLUE: Introduction and overview of topic

WHITE: Facts and Figures about the Topic

YELLOW: Positive outcomes of Topic

BLACK: Negative outcomes of Topic

GREEN: Interesting outcomes of Topic

RED: Personal, emotional and people-oriented aspects of topic

WHITE: Review of new facts uncovered

BLUE: Summary and finish up

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Other Micro Techniques

Learning by teaching Problem-based learning Project-based learning Inquiry-based learning Action learning Progressive inquiry Service-learning

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Quiz

Put these in order of importance on student achievement;

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Quiz

Put these in order of importance on student achievement;

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Quiz

Put these in order of importance on student achievement;

Lecturer influence

Student influence