The Essentials of Instructional Design (Ch. 1, 4, 7) PDF

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The Essentials of Instructional Design (Ch. 1, 4, 7) Monday, August 5, 2019

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Chapter 1:The Discipline of Instructional Design 1. Instructional Design (ID) demanded that the educator add to that some consideration for how the information was to be organized and presented based on what is known about the learners and their abilities (6) a. It may be defined as the "systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation" (6) b. It is a: Process, Discipline, Science, Reality c. "design involves dealing with uncertainties, and designers must not only learn to deal with uncertainty but embrace and use uncertainty as a tool to propel optimal design solutions" (7) 2.

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ADDIE is an acronym that divides the three steps described into five actions (7) a. Analyze b. Design c. Develop d. Implement e. Evaluate The instructional designer can always take an eclectic approach Models in instructional designs provide "guidelines and procedures" that can be applied to a wide variety of specific situations (8) The Kemp, Morrison, and Ross's Instructional Design Plan includes nine elements that are presented in an oval pattern without lines or arrows to signify that each element "may be addressed at any time while developing instruction" (10) Michael Allen's SAM Model (Successive Approximation Model) ○ Evaluate --> Design --> Develop (11) Scholars generally agree that ADDIE is an illustration of the essential steps of any instructional design model (12) "no single model should be considered a lock-step recipe" for creating instruction, nor is any one model the "only correct way" to design instruction (12) The goal of General Systems Theory (GST) is to explain the common elements of the theoretical constructions of the various scientific disciplines (13) GST inspired educators to examine how the various factors that influence learning all connect (14)

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One of the pillars of postmodernism is that there cannot be an agreed-upon, single type of well-educated individual (16) No single, objective truth exists because truth is based on an individual's personal interpretation or on the consensus of a group of people for their purposes (16) An eclectic approach means picking and choosing the better aspects of any number of design procedures and recommended practices (18) Rapid prototyping is arriving at a final product with a number of different prototypes (18) ○ Has the potential to encourage "informal design methods which may introduce more problems than they eliminate" (19)

Chapter 4:Task Analysis 1. Task Analysis provides important information about the content and/or tasks that will form the basis for the instruction being developed (60) a. The goal of task analysis is to gather information about the content and/or tasks that need to be part of the instruction being developed (60) b. Inventorying tasks is identifying the tasks needed to be developed for instruction (62) 2. Topic analysis provides: a. Content that will make up instruction b. Structure of the content components (62) 3. Topic analyses start with a major topic and narrow down from there 4. The interview process in the critical incident method allows the instructional designers to identify knowledge and skills that an individual uses to accomplish a task (63) 5. The result of a learning task analysis is a listing of the that describe what learners should know or be able to accomplish as a result of the instruction (64) 6. SMEs play a critical role in the task analysis process by providing insights into what makes up the content and how it can be sequenced (65) a. Successful instructional designers are able to select the appropriate approach based on the context and the instruction that needs to be developed and then modify the approach to meet their particular needs (65) 7. Probably one of the most effective methods for determining success of your task analysis is to ask a subject matter expert who was not part of the task to look over what you created and evaluate it for accuracy and thoroughness (67) a. You can also compare to other generated task analyses b. Were the learners actually successful? (68) A. B. C. D.

What is the task that individuals need to accomplish? (69) What are the key components of this task? What is the task's sequence and should this matter? How can/will you determine whether an individual is able to complete the task?

Chapter 6:Instructional Goals and Objectives A. "the instruction needs to begin with an explanation of its purpose. Faculty are

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going to want to know why they are doing this and what they are expected to accomplish" (89) There is no point to creating instruction without first setting goals for that instruction (90) A design must have some goal defined at the outset, and instructional design is not an exception (91) Robert Mager's approach generates performance objectives including action, condition, and criterion a. To him, a learning objective is a "description of a performance you want learners to be able to exhibit before you consider them competent" (92) b. Subject Matter Expert (SMEs) prescribe goals and objectives and a subordinate skills analysis is created (92) c. Heinich, Molenda, Russell, and Smaldino (2002) describe the ABCDs of well-stated objectives i. Audience ii. Behavior iii. Conditions iv. Degree d. A terminal learning objective explains the overall learning outcome while an enabling objective supports descriptions of observable behaviors or actions that indicate the terminal objective has been reached (92) Tradition, politics, and the predilections of decision makers are critical factors in determining goals for an ID project (93) FAST (functional analysis system technique) charts determine the goals for instruction and help establish expected sets of instructional activities that are part of standard practice (94) a. "Learning objectives" serve as a concrete focus of communication (95) b. This can be an excellent way to identify missing or poorly articulated instructional goals by method of working from a specific instructional objective back to a general goal (98) Bloom's taxonomy is the greatest example of setting instructional objectives a. Knowing (bottom) b. Comprehending c. Applying d. Analyzing e. Synthesizing f. Evaluating (top) Gagne's hierarchy of intellectual skills is divided into three categories a. Declarative knowledge or verbal information b. Procedural knowledge: motor skills, intellectual skills, and cognitive strategies c. Affective knowledge: attitudes Articulation of instructional goals is the written embodiment of the intention behind the instructional intervention (96) Testimonial from Kursat Cagiltay, Professor at Turkey's Middle East Technical University a. "I can say that the results of learner, task, and needs analyses almost

always give the general goals and objectives of the instruction" (97) K. "Is the intention of the instruction accurately reflected in the goals and objectives?" (98) L. "Are there any specific, observable behaviors the learners should exhibit after they have completed the instruction?" (98) --> objectives are critically important if the learners are to be evaluated based on standards or specific criteria (98) --> always consider the constant comparison of the goals with the objectives (and vice versa) which can help make the final instructional product one that is truly useful Chapter 7:Organizing Instruction - The scope and sequence of activities are determined by the instructional designer, based on the goals and objectives he or she has developed through needs, tasks, and learner analyses (102) - A curriculum can be thought of as the set of markers necessary to define a course (103) - The most elemental series of instructional events includes an introduction, a body, a conclusion, and an assessment (104) ○ Supplantive--those supplied by instruction ○ Generative--those generated by the student (105) - It is generally considered a good idea to include a wide range of enactive, iconic, and symbolic activities in order to provide students with a variety of learning opportunities (106) - Blackboard and Canvas are LMS's or Learning Management Systems (109) - More students admit that a live instructor and the presence of learning group peers is important to them (109) - Socialization and the hidden curriculum ○ Participating in instructional activities with peers and other members of that professional community reveal the methods, expectations, and actual practices of that community (111) - The goal of every instructional designer is to create effective, efficient, and satisfying learning experiences for every student (112) - The horizontal dimensions are the ranges of content taught concurrently at any one time while the vertical dimensions describe the sequence of the content taught over time (112) - Content structure (concepts, skills, attitudes students acquire) vs. media structure (activities, methods, and materials used to teach the content) (113) - A job aid supports performance by relieving an individual of the need to memorize a set of steps or procedures (113) The ADDIE Model A Five-step model for Instructional Systems Design

A. Five-step model for Instructional Systems Design a. It is systematic as in each step has an outcome that feeds into the next step B. Analyze: The designer identifies the learning problem, the goals, objectives, and the learner's needs a. Audience and characteristics b. The learning environment c. Delivery options d. Timeline for project completion e. Learning constraints C. Design: dealing with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection a. Apply visual design b. Documentation of project's visual, instructional, and technical strategies c. Prototype creation D. Development a. Creation and assembly of content assets b. Development and integration of technologies c. Reviewed and revised/feedback given E. Implementation: facilitator's training covers the course curriculum, learning outcomes, methods of delivery, and testing procedures a. Project managers ensure that software is functional F. Evaluation a. Formative (present at each stage of ADDIE Model) b. Summative (domain specific criterion-related referenced items) i. Feedback from users...