# Instructional Design ISE 482 ISE Senior Capstone Design

- Slides: 15

Instructional Design ISE 482: ISE Senior Capstone Design ISE 482 Moody 1

Purpose of the process Ø Identify instructional objectives l What do you expect the student to know or be able to do at the end of the instruction? Ø Develop specific content and sequences to achieve the objectives Ø Identify how instructional effectiveness will be evaluated l l ISE 482 Formative: during the instruction Summative: after the instruction Moody 2

An example Ø Develop an instructional module to teach middle school students simple statistical principles (mean, variance, standard deviation. ) ISE 482 Moody 3

An 8 -stage process … Ø Stage 1: Define instructional goals Ø Stage 2: Conduct an instructional analysis Ø Stage 3: Identify entry characteristics Ø Stage 4: Develop performance objectives Ø Stage 5: Select an instructional method Ø Stage 6: Assemble instructional material Ø Stage 7: Plan and conduct formative evaluation Ø Stage 8: Plan and conduct summative evaluation ISE 482 Moody 4

1. Instructional goals: our example Ø Students will master simple descriptive statistics. Ø Ø Ø ISE 482 Moody 5

2. Instructional analysis Ø What are the steps involved in achieving the instructional goals? l To understand the concept of the mathematical mean, a student must: • • l To calculate the mean, a student must be able to: • • ISE 482 recognize that there is variability in the world define “data” understand the concept of a “center value” in data etc. add a list of numbers (data points) count the number of data points in the list divide the sum of the data by the number of data points etc. Moody 6

Your turn Ø Perform the instructional analysis for finding the variance … ISE 482 Moody 7

3. Identify entry characteristics Ø What skills and knowledge can we expect learners to bring with them? l Middle school students possess the following: • basic math skills (counting, addition, multiplication, division, etc. ) • “worldly knowledge” such as understanding the variability of things like heights, distances, weights, etc. • etc. ISE 482 Moody 8

4. Develop performance objectives Specific enough to guide the instructor in teaching and the student in learning Ø Observable and measurable Ø For our example, at the end of our module the students should be able to: Ø l l l Calculate the mean of a data set Calculate the variance and standard deviation Explain what a given mean and standard deviation can tell one about the data (i. e. , the central tendency and inherent variability in the data. ) ISE 482 Moody 9

5. Select an instruction method What techniques will you employ to teach this topic? Ø Options might include: Ø l l l l Ø Lecture Laboratory Hands-on problem solving Case study Small group discussion Simulation etc. What would you choose for our example? ISE 482 Moody 10

6. Assemble materials Ø Reading assignments Ø Lecture notes, slides, etc. Ø Examples Ø Discussion questions Ø In-class problems Ø Demonstration materials Ø Etc. ISE 482 Moody 11

7. Formative evaluation Ø How will you evaluate and modify your instruction as you proceed? l l “Pilot test” Monitor progress during class and adjust as necessary • ask questions • watch for nonverbal feedback l ISE 482 Homework Moody 12

8. Summative evaluation Ø How will you evaluate the effectiveness of your instruction? l l l Exams Projects Course evaluation Ø REMEMBER: You are evaluating the achievement of the instructional objectives! l l ISE 482 Can the students calculate a mean? etc. Moody 13

Some pointers from the pros … Ø Teaching a class is fundamentally different from making a presentation Ø YOUR preparation will determine success Ø Prepare, review, rewrite, review, etc. as many times as necessary to ensure your notes are complete and accurate Ø Focus on a few main points (3 or 4) and emphasize understanding ISE 482 Moody 14

Some additional pointers … Ø “Open with gusto” and “finish strong” Ø Call attention to what you consider important Ø Your goal is to engage the class in the material Ø “Active learning” is preferred to lecturing because l l ISE 482 (primary) the more a student interacts with the material, the better it is learned, and it’s more interesting! Moody 15