Instructional Design Models and Theory 2013 BILC PROFESSIONAL

Instructional Design Models and Theory 2013 BILC PROFESSIONAL SEMINAR COL DR ERNST CPT DAMMS

Outline • • What is Instructional Design? History Theories and Models Conclusion

Instructional Design Instructional Systems Design (ISD) "instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing“ in • Student- only • Teacher- led or • Community- based settings.

Instructional Design Instructional Systems Design (ISD) Goal > • create successful learning experiences • engender transfer of training Three fundamental concerns > • identifying the goals • selecting the strategy • evaluating success (Moore, Bates & Grundling, 2002, p. 71).

Instructional Design Instructional Systems Design (ISD) Traditionally rooted in Cognitive and Behavioral Psychology recently Constructivism (learning theory)

History • Skinner: “The Science of Learning and the Art of Teaching” > Programmed instructional materials • Bloom: “Three domains of learning“ > Cognitive (what one knows or thinks), > Psychomotor (what one does) > Affective (what one feels))

History • Gagne : “The conditions of learning” Cognitive Domain • 1. Verbal information is stated • 2. Intellectual skills - labelling or classifying the concepts • 3. Intellectual skills - applying the rules and principles • 4. Intellectual skills - problem solving allows the generation of solutions or procedures • 5. Cognitive strategies - are used for learning Affective Domain • 1. Attitudes - are demonstrated by preferring options Psychomotor Domain • 1. Motor skills - enable physical performance

History • Gagne‘s Nine Events of Instruction 1. 2. Gaining attention: Stimulus Informing learners of objectives: Teacher communicates outcome to the group Stimulating recall of prior learning: The teacher asks for recall of existing relevant knowledge Presenting the stimulus: The teacher gives emphasis to distinctive features. Providing learning guidance: The teacher helps the students in understanding (semantic encoding) by providing organization and relevance. Eliciting performance: The teacher asks the learners to respond, demonstrating learning. Providing feedback: The teacher gives informative feedback on the learners' performance. Assessing performance: The teacher requires more learner performance, and gives feedback, to reinforce learning. Enhancing retention and transfer: The teacher provides varied practice to generalize the capability. 3. 4. 5. 6. 7. 8. 9.

History • 1990 s constructivist theory began to gain traction • In 2000 Internet, social media tools and multitudes of information resources, became a popular tool instructional designers • Nowadays the challenge for instructional designers is how to create learning opportunities that may now occur anywhere and anytime.

Theories and Models • ISD is a system approach to create instruction. • ISD idea : provide learners with a clear statement of what they must be able to do as a result of training and how their performance will be evaluated.

Theories and Models • • • ADDIE model Analysis Design Development Implementation Evaluation

Theories and Models • Analysis refers to the gathering of information about one’s audience, the tasks to be completed, and the project’s overall goals. The instructional designer then classifies the information. • Design phase: instructional designers create their project. Information gathered from the analysis phase, in conjunction with theories and models of instructional design, is meant to explain how the learning will be acquired.

Theories and Models • Development – relates to the creation of the activities being implemented. This stage is where the blueprints in the design phase are assembled. • Implement – allows the instructional designer to test all materials to identify if they are functional and appropriate for the intended audience. • Evaluate – ensures that the materials achieved the desired goals. The evaluation phase consists of two parts: formative and summative assessment. This final phase is vital for the instructional design team because it provides data used to alter and enhance the design.

Theories and Models The Morrison, Ross and Kemp model is classroom-oriented and designed to focus on content and to appeal to teachers Three elements that differentiate it from some other models: • instruction is considered from the perspective of the learner • the model takes a general systems view towards development with instructional design being presented as a continuous cycle • the model emphasizes management of the instructional design process. (Prestera, 2002, p. 4).

Theories and Model The Morrison, Ross and Kemp model

Theorie and Models Seels and Glasgow Model is Product-oriented Three phases: • needs analysis, • instructional design • implementation and evaluation

Theorie and Models Seels and Glasgow Model

Theories and Models • needs analysis > instructional goals, requirements, and context. • instructional six steps > task analysis; instructional analysis; objectives and tests; formative evaluation, materials development, instructional strategy and delivery systems • implementation and evaluation > development and production of materials, delivery of the training, and summative evaluation. (Gustafson and Branch, 2001, p. 43).

Theories and Models Dick and Carey Systems Approach Model is systems-oriented > link between a stimulus (instructional materials) and response that it produces in a learner (learning of the materials)

Theorie and Models

Theorie and Models Other useful design models : • Instructional Development Learning System (IDLS) • Smith/Ragan Model • OAR Model ( Objectives-Activities Resources) in higher education • Wiggins' theory of backward design

Conclusion Perkins: Instructional-design theory • Clear information. Descriptions and examples of the goals • Thoughtful practice. Opportunity for learners to engage actively and reflectively whatever is to be learned • Informative feedback. Clear, helping them to proceed more effectively. • Strong intrinsic or extrinsic motivation. Activities that are amply rewarded (Perkins, 1992, p. 45).

Conclusion Instructional-design theories are: • design oriented, • they describe methods of instruction and the situations in which those methods should be used, • the methods can be broken into simpler component methods, and • the methods are probabilistic (Perkins, 1992, pp. 53).

References • Cognition and instruction: Their historic meeting within educational psychology. Mayer, Richard E. Journal of Educational Psychology, Vol 84(4), Dec 1992 • Dick, W. , & Carey, L. (1996). The systematic design of instruction. 4 th ed. New York, NY: Harper Collin • Gagné, R. M. (1985). The conditions of learning (4 th ed. ). 30. New York: Holt Rinehart & Winston. • The Herridge Group (2004). The Use of Traditional Instructional Systems Design Models for e. Learning (online) Available: http: //www. herridgegroup. com • Perkins, D. (1992) Smart Schools. New York. Free Press • Prestera, G. (2002). Instructional Design Models [online]. Available: http: //www. personal. psu. edu/users • Reigeluth-Snelbecker : What is Instructional-Design Theory and How is it Changing? Available: http: // www. netwerkopenhogeschool. org

Thank you for your attention !