Instructional Design Presentation Instructional Design Course Review by

Instructional Design Presentation Instructional Design & Course Review by Christine Leake

BIO Born/raised in NY Married/Parent Traveled the U. S. Adult Learner “The cultivation of the intellect is man's highest good and purest happiness” ― Aristotle Experience Business Instructor Instructional Designer Certified Business Teacher Administrator Education M. S. , Instructional Design M. B. A. , Human Resource Management B. A. , Psychology Christine Leake, M. S. , M. B. A.

Today’s Objectives O 1. Discuss Instructional Design (ID) Terms and Concepts O 2. Examine how ID concepts can be used to enhance courses: Economics of Business Decisions Finance O 3. Review/Q & A Session

Instructional Design is where learning theory and the learning environment meet. Courses are designed with the students’ needs at the center of the instruction. Student Learning Theory/Principles Instructional Design & Technology O. 1

Concepts What is instructional design? Instructional Design “refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” with the end user in mind (Smith & Ragen, 2005 p. 4). Adult Learning Principles (Knowles, Holton, and Swanson, 2005) 1. Adults are motivated to learn as they experience needs and interests that learning will satisfy (immediate and relevant). 2. Adults’ orientation to learning is life-centered. 3. Experience is the richest source for adult learning. 4. Adult’s have a deep need to be self-directing. 5. Individual differences among people increase with age. O. 1

Instructional Systems Design Analysis Design Develop Implement Evaluate Needs Analysis What is the need? Can instruction fulfill it? Measurable Learning Objectives & Coordinating Assessment Tools (Rubric) Materials-Adult Learning Theory/Principles Facilitation (Delivery: Gagne’s Events) Assess student success Learner Analysis. What prerequisite skills are required? Classify Learning: Bloom’s Domains Consider learning preferences. Incorporate technology Manage Modify Update/Revise Re evaluate Learning strategies & activities Sample Course Design

Facilitating Student-Centered Instruction Gagne’s Events of Instruction (Smith & Ragan, 2005) 1. Gain Attention 2. Introduce Objectives 3. Activate prior learning 4. Present new material 5. Guide practice 6. Elicit performance 7. Provide feedback 8. Assess performance 9. Enhance retention and transfer The facilitator sets the “climate” for learning; “the facilitator regards himself or herself as a flexible resource…” and responds with “empathic understanding” (Knowles, 2005 pp. 85 -86). Sample Lesson Design O. 1

Consistent Form Why is it important to be consistent in the e learning environment? Answer: Keller’s ARCS Model of Motivation- Attention, Relevance, Confidence, Satisfaction When all faculty members use the same model of design, students come to anticipate familiar structure thus able to navigate hybrid and online courses independently, confidently, and experience satisfaction. (Adult Learning Principle). Example Form: READ, WATCH, DO Sample CMS Module Design O. 2

Fin Course Review Observation 1. : Course Objectives How will we know if the goal is met? Student – Centered Facilitation: Should the objectives be numbered and then linked from the syllabus to the Learning Modules? How will the “Goals” be assessed? Examples O. 2

Course Review Fin Observation 2. Organization Actual Strengths – icons, headings, learning styles Weaknesses - Distractions-flow/sequence Suggested Revisions: • Module Checklist • Welcome Video • Motivational tools on “Home” page • Activate prior learning with questions • Label LO to activities and assessments • Use “Action” icons O. 2

ECO Course Review Observation 1. Overwhelming Data Actual Strengths-Course facilitation/Delivery: Form “Read, Watch, Do” Weakness: Coordinating Icons; too much text Suggested Revisions: Checklist-Order Events of Instruction Reorganize according to model- Graphic Organizer Label assignments/assessments with LO Access: Link lectures and activities right into the Modules (1 click) Embed videos (ensure links work) into Modules Create a checklist O. 2

Sample Checklist Learning Objectives. LO LO 1. Define terms LO 2. Discuss concepts LO 3. Demonstrate understanding through application q Module 1 - Supply & Demand q 1. Chapter 1 - q 3. Chapter 1 Video q 4. Discuss Ques. Textbook q 5. Review Class q 2. Chapter 1 PPT- Examples/Old Notes Problems q 6. EOC Solutions q 7. Study Group q 8. Quiz

Let’s Review Student – Centered Learning Environments are designed with a systems’ design, guided with Adult Learning Principles, and are facilitated using strategies to engage and encourage the construction of new knowledge. O. 3

Q&A O. 3

References Knowles, M. S. Holton, E. F. and Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6 th ed. ). Burlington, MA: Elsevier Inc. Smith, P. L. & Ragan, T. J. (2005). Instructional design (3 rd ed. ). Hoboken, NJ: John Wiley & Sons