Two Kinds of Basic DesignTwo Kinds of Basic Design

Conceptual DesignConceptual Design.

Presentation DesignPresentation Design

Creating the learning “architecture” ofCreating the learning “architecture” ofthe programthe program

Creating the “look and feel” of the Creating the “look and feel” of the programprogram

Conceptual DesignConceptual Design

Three questions must be answered:Three questions must be answered:.

1. How will the content be organized?1. How will the content be organized?

2. How will the learners interact with 2. How will the learners interact with the program?the program?

3. What kind of context will the learners3. What kind of context will the learners do it in?do it in?

Structuring/Organizing Your Content Structuring/Organizing Your Content

Formal-Hierarchical ApproachFormal-Hierarchical Approach

Course

Unit 2Unit 1 Unit 3

1.21.1 3.23.12.1

Structuring/Organizing Your Content Structuring/Organizing Your Content

Formal-Hierarchical Approach:Formal-Hierarchical Approach:

• Learning decomposed into constituent partsLearning decomposed into constituent parts

• Very systematicVery systematic

• Tends to be linearTends to be linear

Structuring/Organizing Your Content Structuring/Organizing Your Content

Network Structured ApproachNetwork Structured Approach

Structuring/Organizing Your Content Structuring/Organizing Your Content

Network Structured Approach:Network Structured Approach:

• Content is highly modularContent is highly modular

• Students select sequence based on personalStudents select sequence based on personal needs and preferencesneeds and preferences

• Centered around getting learners startedCentered around getting learners started quickly on relevant tasksquickly on relevant tasks

Structuring/Organizing Your Content Structuring/Organizing Your Content

Competence-Based ApproachCompetence-Based Approach

Structuring/Organizing Your Content Structuring/Organizing Your Content

Competence-Based Approach:Competence-Based Approach:

• Content is structured not formally in termsContent is structured not formally in terms of a hierarchy, but in the service of of a hierarchy, but in the service of functionfunction

• One competency, complete in itself, isOne competency, complete in itself, is mastered at a time mastered at a time

• Only the content that is required for thatOnly the content that is required for that specific achievement is coveredspecific achievement is covered

• Used with more complex tasks where learnersUsed with more complex tasks where learners have to know certain things before proceedinghave to know certain things before proceeding

Structuring/Organizing Your Content Structuring/Organizing Your Content

Spiral Curriculum ApproachSpiral Curriculum Approach

Structuring/Organizing Your Content Structuring/Organizing Your Content

Spiral Curriculum Approach:Spiral Curriculum Approach:

• Content is structured in the service of Content is structured in the service of functionfunction again again

• Complexity dealt with by introducing topicsComplexity dealt with by introducing topics in phasesin phases that build on each other that build on each other

• Skills and knowledge introduced at basic Skills and knowledge introduced at basic level -- at second level same skills and level -- at second level same skills and knowledge are examined, but at moreknowledge are examined, but at more demanding level demanding level

Structuring/Organizing Your Content Structuring/Organizing Your Content

Thematic/Case-Based ApproachThematic/Case-Based Approach

Task 1

Task2

Structuring/Organizing Your Content Structuring/Organizing Your Content

Thematic/Case-Based Approach:Thematic/Case-Based Approach:

• Content introduced as part of the themeContent introduced as part of the theme of the unfolding storyof the unfolding story

• Content is embedded in an “authentic” task Content is embedded in an “authentic” task

Structuring/Organizing Your Content Structuring/Organizing Your Content

Generative ApproachGenerative Approach

Structuring/Organizing Your Content Structuring/Organizing Your Content

Generative ApproachGenerative Approach

• There is no structure at all -- only “tools” toThere is no structure at all -- only “tools” to solve problemssolve problems

• Content is generated by students as they useContent is generated by students as they use a tool to solve problems a tool to solve problems

Learner Interaction with the Program Learner Interaction with the Program

Directed LearningDirected Learning

ConstructivistConstructivist

Free Access/BrowsingFree Access/Browsing

• TutorialsTutorials

• Drill & PracticeDrill & Practice

• Intelligent TutorialsIntelligent Tutorials

• Simulations/Case-BasedSimulations/Case-Based

• Discovery Discovery

• ApprenticeshipApprenticeship

• Constructionism -- Constructionism -- Learning ToolsLearning Tools

• ArchivesArchives

Learner Interaction with the Program Learner Interaction with the Program

Constructionism: Constructionism:

Learning through the construction of artefacts Learning through the construction of artefacts (e.g. LOGO)(e.g. LOGO)

Apprenticeship: Apprenticeship:

1) Model of expert performance provided1) Model of expert performance provided

2) Apprentice works on task with coaching from master; 2) Apprentice works on task with coaching from master; master provides hints, comments, and handles more master provides hints, comments, and handles more complex partscomplex parts

3) Master’s support gradually removed (scaffolding)3) Master’s support gradually removed (scaffolding)

Learner Interaction with the Program Learner Interaction with the Program

Discovery : Discovery :

1) Explicit instructional material minimized -- 1) Explicit instructional material minimized -- “ “natural” patterns of learning supportednatural” patterns of learning supported

2) Learners started on meaningful tasks quickly2) Learners started on meaningful tasks quickly

3) Support provided for exploration, reasoning, and3) Support provided for exploration, reasoning, and improvisationimprovisation

4) Error recognition and recovery strongly supported4) Error recognition and recovery strongly supported

Learner Interaction with the Program Learner Interaction with the Program

Forms of GuidanceForms of Guidance

1) Amount of orientation1) Amount of orientation

2) Amount of structure 2) Amount of structure

3) How evaluation managed3) How evaluation managed

Information providedInformation provided

Support providedSupport provided

Feedback providedFeedback provided

ExternalExternal

IntrinsicIntrinsic

Learner Interaction with the Program Learner Interaction with the Program

OrientationOrientation

Information Provided Information Provided

State objectivesState objectives

Model targetModel target

Explicit access -- apprenticeshipExplicit access -- apprenticeship

Implicit access -- problem + resourcesImplicit access -- problem + resources

examples + refinementexamples + refinement

Set taskSet task

Compositional Context for the Learner Compositional Context for the Learner

BookBook

GameGame

TextbookTextbook

Reference hyperbookReference hyperbook

Arcade GameArcade Game

Adventure GameAdventure Game

WorkbookWorkbook

This provides a bridge to discussions about the overallThis provides a bridge to discussions about the overalllook and feel of the program, or presentation design.look and feel of the program, or presentation design.

Compositional Context for the Learner Compositional Context for the Learner

Tool Tool

Simulated VisitSimulated Visit

Simulated TaskSimulated Task

Case-based TaskCase-based Task

Composition ToolsComposition Tools

MuseumMuseumRegionRegion

Knowledge MappingKnowledge Mapping

Simulated ExperimentSimulated Experiment

Virtual RealityVirtual Reality