DESIGN MODEL- THREE PHASES
The instructional design model
provides a system that (when
followed correctly) leads to
positive results.
Human Memory Structure
Sensory Memory
Working Memory
Long-Term Memory
The Requirements of Quality Instruction
PLANNINGPlanning-the process of systematizing the design activities so that each instructional decision is informed by previous decisions.
Identify instructional needsArticulate learning objectives
Engage audience and facilitate instruction
Test
PRESENTATION
Presentation- medium through
which instruction is transmitted
from the giver of knowledge to
the learner.
Definitions
Examples
Graphics
PRACTICE
Practice- engaging the learner in
the learning process in an effort
to determine skill set or
knowledge gained.
Presentation and practice
sequence both emerge from the
planning process.
SENSORY MEMORY
Sensory Memory-describes ones
ability to make contact with the
environment through the
senses.
Presentation-Attention
management
Practice-Fading attention support
WORKING MEMORY
Working Memory- the area in
which one’s conscience
thinking occurs.
Presentation-Cognitive load
management (small in capacity)
Practice-Fading cognitive load
support.
Cognitive load management-
refers to working memories
capabilities.
LONG-TERM MEMORY
Long-Term Memory- appears to
have unlimited capacity. The
challenge with long term memory
is integrating new knowledge
with the learners neuron
structure.
Presentation-Structural
management
Practice- Fading structural support
QUALITY INSTRUCTION
A system of events
Identifying needs
Developing goals
Designing strategies
Create materials
Revise and editing
*Evaluation should take place
concurrently throughout the
process
PHASES REVISITED
Evaluate
and
Revise
• Analyzing needs
• Identifying tasks
• Create objectives
• Classify objectives
• Create test items
• Attention management
• Cognitive management
• Structural
management
• Attention management
• Cognitive management
• Structural management
Creating Supports For
Removing Supports For
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PHASES OF PLANNING
Analyze, identify, creating
objectives, classify objectives
and create test items.
Develop presentation
Develop practice
Develop evaluation
*Ensure that all phases are
congruent (each phase agrees
with and supports the others)
PLANNING PHASE INCLUDES
Determining problems to address
Determine tasks to involve
Learner consideration
Classify and describe goals
Consider learning domains
CHAPTER 2 - PLANNINGAnalyzing NeedsIs this an instructional problem or
something resulting from another
factor?
Two main sources to examine for
needs (Van Merrienboer, 1999)
1. World of Work – usually
occupational, new tools, new
employee, performance
issues, prioritized by
danger/economics
2. World of Knowledge – fields of
study, content areas, what an
individual knows or doesn’t know
Picture - http://sprouseart.blogspot.com/
CHAPTER 2 - PLANNINGIdentifying Tasks – how do you meet the discovered needs?
World of Work World of Knowledge
Procedural analysis Usually content
examination to reveal
updates/clarifications
needed
Produce comprehensive
list of knowledge and skills
to achieve desired
performance
Changes can result from
studies “performance
analysis” on World of
Work
Be mindful of sub-skills
Leads towards creation of learning objectives
Picture – www.brighthubeducation.com
CHAPTER 2 - PLANNING
Picture – socialwants.com
What do you want the
learner to be able to do at
the end of instruction?
Three components of good objective –
1. Behavior – WHAT the learner will
be able to do
2. Condition – WHERE and HOW
(accommodations, environment)
3. Standard – TO WHAT DEGREE –
some measure/level of mastery
CHAPTER 2 - PLANNINGComponents of a Learning
Objective
Given a pair of binoculars, on night
with sky visibility at ninety percent,
within thirty minutes the astronomy
student
Conditions
will be able to identify and list the
relative coordinates of the planets
Mars, Venus, and Jupiter
Behavior
on at least two out of three
separate viewing nights.
Standards
Taken from Designing Online Learning with Flash by David
Richard Moore, pg. 19
CHAPTER 2 - PLANNING
Classifying Objectives
Gathering together objectives that
are alike in order to help
choose appropriate
instructional strategies
(known to be successful for
that type of objective)
Taken from http://tarateach.blogspot.com/
http://tarateach.blogspot.com/
CHAPTER 2 - PLANNING
Create Test Items
Important to have a clear
connection between
objectives and test items to
produce valid and credible
instructional design
(assessments)
Taken from
http://infertility.about.com/od/infertilitytreatments/ss/ivf_treat
ment_10.htm
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