EDID 6503 ASSIGNMENT 3

NAME: RENALDO GRAYSON

COURSE NAME: EDID 6503: INSTRUCTIONAL DESIGN THEORIES, MODELS
AND STRATEGIES
INSTITUTION: UNIVERSITY OF THE WEST INDIES, OPEN CAMPUS, ST.
AUGUSTINE
ID: 01703779
ASSIGNMENT 3

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Summary of Workplace Environment

My Workplace environment is of a legal nature. Law students who have
graduated from the University of the West Indies faculty of law and those
who did the entrance exam externally of the University enter the law school
in order to attain their LEC or Legal Education Certificate. On attainment of
this certificate the legal learners who would be between 20-65 years of age
would be qualified as attorneys-at-law who would then be able to practice
law not only in Trinidad and Tobago but in a number of other Caribbean
territories such as Barbados and Jamaica to name a few. The Library is the
department in which I work. The Library has a staff of 8 members with a Law
Librarian and a technical services Librarian with all the other members of
staff being library assistants of different levels. The only formal type of
instruction the library staff engages in is the Library orientation tours which
take place at the beginning of the term with the new intake of faculty of law
graduates. During the term students from the Legal Aid department or late
registrants are given a shorter more specific set of instructions usually
delivered by the Law Librarian with technical assistance from one of the
Library assistants.
The Library consists of reference material such as Halsburys laws and
encyclopaedias of forms and precedents as well as law reports of all types.
There are a number of legal Textbooks as well as consolidated indices of the
legislation of most of the Caribbean territories as well. There are the requisite
printer and photocopier services and in addition to the hardcopy paper-based

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material there are a number of online databases that the library has
subscribed to. These include LexisNexis and Westlaw which also contain a
number of the paper-based material in the library as well as other materials.
The library instruction that the library staff engages in at the beginning of
the term encompasses the usage of the entire library including the textbooks
and other materials as well as the use of the computers and printers. The
instruction that takes place during the term with other classes or groups of
students tends to be more focussed and mainly deals with the uses of the
library materials themselves such as the consolidated indices and the usage
of the online databases. The Library recently acquired an LED screen which
shows multimedia content and which will be utilised more in my instructional
model.

Instructional Models Identified

There is a limited number of models in use in the Library as the nature and
extent of our instruction is limited at present. There is also a mixture of
models that are employed. One of these models is the Dick and Carey
behaviourist model and the other is the Robert M. Gagnes cognitivist model.
The Dick and Carey model is classified as a systems model which assumes
that a large amount of instruction, for example school curricula, is to be
devised. As a result the Dick and Carey model tends to be very popular in
schools and other educational environments.

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Walter Dick, Lou Carey and James Carey developed this detailed process in 1978.
It is composed of ten components as shown in the chart below.

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Diagram and information retrieved from

http://www.nwlink.com/~donclark/history_isd/carey.html
1. Instructional Goals. The first step is to figure out the instructional
goals, that is, what the students need to learn. In this instance the
goals are to teach the students how to use the library materials. That
is, the Halsburys Laws, the Encyclopaedia of forms and precedents,
the consolidated indices of the territories and the online databases.
2. Instructional Analysis. This means identifying the exact performance
gap between the present performance and the desired performance.
This informs the instructional designer what the learners need to learn
in order to perform. Then identify the steps the learner must be able to
perform in order to accomplish the tasks that lead to the desired
performance. In this example what the students already know about
the materials in the library and the use of it will need to be
ascertained, perhaps via question and answer sessions. When this is
done the necessary gaps in knowledge and research skills will need to
be filled via the instruction.
3. Entry behaviours and Learner Characteristics. The general
characteristics of the learners need to be identified. This will include
skills, experience, motivation levels and basic demographics which
relate to the skills and topics that will be taught. The information
should have enough detail to allow you to identify the ideal starting
position so as not to waste time reviewing material that is already
known but does not omit material they do not know. The goal of the

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learning process is to start at a level they already understand so that

the information can be scaffolded by providing a foundation they can
build upon. This can be done in the library context by question and
answer sessions with the students once again. Once the general library
knowledge of the students is ascertained then instruction can be
provided to build on that knowledge. For example, most of the learners
would be familiar with using general dictionaries and encyclopaedias
but few may have actual experience with the Encyclopaedias of forms
and precedents or Atkins court forms. Consequently this knowledge
can be used to build upon.
4. Write Performance Objectives. This consists of a description of the
tasks or skills to be learned, the standards of criteria and the
conditions that the task must be performed. In my example this would
include the task of how to find a precedent on power of attorney in
the encyclopaedia of forms and precedents. This would involve the
skills of learning how to use the index in the back of the encyclopaedia,
how to locate the volume, perhaps a time frame in which to perform
this skill and also where to go to find it in the library itself.
5. Develop Assessment Instruments. This involves creating tests and
evaluations that will a) ensure the learners meet the necessary
requirements for performing the new skills and b) identify the learners
progress and c) evaluate the learning process itself to ensure it is
structurally sound. This could take the form of feedback such as
evaluation forms that assess the learners opinions on the

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effectiveness of the instruction, whether the instruction enabled them

to become better legal researchers, able to find precedents and
legislation in a timely and efficient manner, whether they can find
relevant information and know where to go to locate it and so forth.
6. Develop Instructional Strategy. That is, creating a blueprint of the
learning activities that will transfer, develop and reinforce the skills and
knowledge formulated in the performance objectives. These items
must be sequenced in the order that will provide the best learning
environment. For example, creating a PowerPoint of the various legal
materials and how to look for them. Then, devising exercises where the
students have to locate the information using the skills they just
learned on their own or in groups.
7. Develop and Select Instructional Materials. Using the blueprint from
the last step instructional content and activities should be fully
developed. In the interest of time existing material can be reused.
Consequently the PowerPoint that was created, the list of practical
exercises and other such activities can be reused with different groups
of law students as part of their instruction.
8. Design and Conduct Formative Evaluations. This is where Iterative
design methods such as prototypes, small field group trials and/or
interviews with prospective learners is used so that data can be
collected that can identify areas in the instructional material that may
need improvement before releasing the instruction for actual use. This
can involve using the same exercises with a group of students from the
faculty of law, for example, as the field group or interviewing them as

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well as A level students desirous of doing law at the tertiary level and
via these methods cogent information can be gathered on the
effectiveness of the proposed instruction.
9. Design and Conduct Summative Evaluations. This involves judging the
quality and efficacy of the entire program with the focus being on the
outcome. Did it produce the desired outcomes? Did the instruction
perform better than the last one? Did it work as intended? Can the law
students locate information quickly and efficiently in the
encyclopaedias of forms and precedents? Do they know where to
locate the information? Do they know how to use the information?
10.
Revise Instruction. Results from both sets of evaluations are used
to revise the instructional materials. Instructional analysis,
assumptions about entry behaviours and learner profile are validated.
The learning objectives, assessments and instructional strategy are
revised based on the findings. If adjustments need to be made to the
Library instruction then this is the stage at which it can be done.

The next Instructional model that describes my work environment will be

Robert M. Gagne`s Nine Events of Instruction. Gagne` believed that most
instruction should follow the sequence of events as shown even though he
recognized that this is not absolute (Driscoll, M.P., 2005). The manner in
which the events are implemented may vary greatly depending upon the
instructional delivery system chosen. The effects, however, in learning terms

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should be similar as long as the delivery system is designed to implement

the same event of instruction (Driscoll, M.P., 2005).
1. Gaining Attention. Learning cannot occur without the learner being
oriented and receptive to incoming information, thus, the need for
attention. Typically, gaining attention is accomplished through some
sort of stimulus change, which may be repeated in various forms
throughout a lesson to regain students attention when they appear to
be off-task (Driscoll, M.P., 2005, p. 372). An example of this in the
Library would be the turning off of the lights to highlight the
presentation on the screen or the holding up of a particular volume in
the consolidated indices.
2. Informing the Learner of the Objective. If learners are aware and
prepared to learn certain information, they will be more alert to any
stimuli related to that goal. Expectancies are easily established by
simple statements of instructional goals, references to what students
will be able to do after instruction, or demonstrations of anticipated
learning outcomes (Driscoll, M.P., 2005, p. 373). For example, the
Librarian will state that the objective of this instruction is to teach or to
develop their research skills, particularly in the use of the consolidated
indices and the online databases. Therefore, the expectations of the
students would be in line with the stated objectives.
3. Stimulating recall of prior learning. To prepare learners for encoding or
transfer of new information, instructors should assist them in recalling
relevant and prerequisite information. This can be as simple as

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reminding learners what was studied last week in class or through a

review exercise. In my library example the Law Librarian would ask the
students who has experience using their school libraries and more
specifically the reference material in those libraries. This would
encourage recall of relevant library skills that will be needed in the
instruction to come.
4. Presenting the stimulus. This event of instruction depends upon what is
to be learned. If the goal of instruction is information acquisition, then
the stimulus may consist of a textbook chapter or lecture. Presenting a
stimulus for motor skill or cognitive strategy learning would consist of
demonstrating the desired outcome or giving verbal directions
(Driscoll, M.P., 2005, p. 375). In the Library instruction example the
stimulus presented would be the intellectual skills of research which
would involve knowing what to look for and in what type of material be
it reference or textbook. With motor skills the stimulus presented
would be the location of the reference material within the library.
5. Providing Learning Guidance. How or what learning guidance is
provided in the instruction also depends on the desired outcome,
however, the primary process to be facilitated is semantic encoding.
Specifically, instructional activities should promote the entry of what is
to be learned into long-term memory in a meaningful way. This is
where an instructional designer should refer to the learning conditions
that are critical and unique to each type of learning outcome. (Driscoll,
M.P., 2005, p. 375). In the library example the legal students would

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possess high IQs and would be considered fast learners so guidance

would probably not need to be too invasive. Hints or cues can be
provided but these learners would be expected to figure problems out
for themselves as when they become professionals these skills would
become invaluable.
6. Eliciting Performance. The previous 5 instructional events would have
reasonably assured that what has to be learned has been sufficiently
encoded and stored in long-term memory. (Driscoll, M.P., 2005, p. 376).
This event then, enables learners to confirm their learning, to
themselves, to their instructors and to others. This event requires the
learner to produce a performance, something that is an appropriate
display of what has been learned. Therefore, when asked to look for a
legal precedent or a particular piece of legislation the learner, in this
case the law student, will be able to go to the relevant source or
sources without hesitation because of the learning that has taken
place.
7. Providing Feedback. After showing what they can do, learners should
be provided informative feedback on their performances. This involves
informing the learners whether there answers are correct or not. If not
correct feedback should assist learners in detecting and correcting
their errors. Feedback for a cognitive strategy would take the form of
informing learners how their performance might become more
strategic or creative whereas feedback for a motor skill would involve
improving their current skill levels. In the library example feedback

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would relate to both cognitive and motor skills if the responses were
incorrect. For example, if the student went to the wrong reference text
they would be asked to break down the request and see why the
material they chose was incorrect. In addition if they went to the wrong
location in the library they would be shown how the library is organized
to better understand where they need to go when the exercise is
redone.
8. Assessing Performance. A new skill must be performed dependably
before an instructor will state that it has been well learned. After
learners have had opportunities to demonstrate and refine their
knowledge, it can be formally assessed. This assessment can take the
form of unit or chapter tests, projects, portfolios or skill
demonstrations. After each performance feedback is also necessary.
The library instruction can be assessed via practical tests looking at
how efficient students are at locating different types of information
within the library. Where they go and what databases they use to look
for information.
9. Enhancing retention and transfer. These types of events are frequently
built into the instruction at an earlier phase. A variety of examples and
contexts are critical learning conditions for learners to be able to
transfer intellectual skills appropriately (Driscoll, M.P., 2005, p. 377).
During the library instruction, for example, repeating practice exercises
would be beneficial in helping the students remembering what
information is found where. Asking students where Halsburys laws can

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be found or what they are used to locate over the course of the
instruction would assist in enhancing their retention and transfer of the
knowledge.
Instruction Strategies.
Task centred is one of the more dominant Instructional Strategies in use in
my workplace. This is a form of direct instruction but in the context of
authentic, real-world problems or tasks. (Reigeluth, C., Carr-Chellman, A.
2009, p. 49)
1. As opposed to teaching topics out of context a sample whole task of
the type the students are learning is demonstrated up front. (Reigeluth,
C., Carr-Chellman, A. 2009 p. 50). That is, the law students are shown
how someone would use the Encyclopaedia of Forms and Precedents or
one of the online databases to do research.
2. Learners are then given instruction that is, presentation,
demonstration, application, of the skills required to do this task. This
instruction will not teach all there is to know about the topic but just
what the learners need to know to complete the task. ( Reigeluth, C.,
Carr-Chellman, A. 2009, p. 50) For example, a presentation of the
instructions as to how to go about registering for the online databases,
a demonstration of how to go about doing it and then an application of
the skills required. These skills will just satisfy the registration process
and not, for example, how to search for a case with that same
database.

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3. The whole task is now revisited and learners are shown how these
component skills were applied to complete the task or solve the
problem. This constitutes one cycle of instruction.
4. A new, slightly more complex task is then given to the learners.
Learners are asked to apply their newly acquired skills to this task. For
example, the students are asked to locate a Caribbean family law case
in the database which would involve using Boolean operators and/or
other keyword searches within the database.
5. In addition they are taught additional skills or more detail for the initial
skills that are required for this new task (Reigeluth, C., Carr-Chellman,
A. 2009, p. 50). For example, the students are taught how to use
keywords in their database searches on top of knowing what material
to search in.
6. Once again learners are shown or asked to recognize how the previous
and new skills are used to complete the task. This constitutes a second
cycle of instruction (Reigeluth, C., Carr-Chellman, A. 2009, p. 50).
This cyclical procedure is repeated for each new task in the progression,
with the learners required to do more and more of the task as they
acquire skill, while the instructional system demonstrates less and less
(Reigeluth, C., Carr-Chellman, A. 2009, p. 50).

Universal Design for Law Library Instruction.

Why?

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There is an apparent lack of and a paucity of research skills in a number of

recent law school graduates. Attorneys at law and long serving members of
the legal fraternity bemoan the seeming lack of practical and effective
research skills of the law school graduates produced every year.
As a result I am of the opinion that a consistent and more properly designed
model of instruction must be developed to strengthen and bolster the
research skills of law school students and eventual graduates.
Hence the name Universal Design for Law Library Instruction. The model will
be universal in nature and therefore can be applied to instruction in any law
or legal research library. It will outline specifically the legal research skills
and competencies required by the law students and will seek to achieve
these objectives via a number of integrated methods and approaches.

Universal Design for Law Library Instruction.

How?
Universal Design for Law Library Instruction (UDLLI) will support my work
environment in a number of ways.

It will bolster and support the existing Instruction as a result of more

collaboration with tutors re: specific research skills that may need to be

taught to the students.

As opposed to the current instruction which only lasts a few sessions
this model of instruction will last for the entire semester.

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This model will integrate more media content such as the LED Screen

in the Library and the Law Librarys website.

More online content will be integrated into the session so the students
can have constant reminders as well as constant and instant access.
This model will cater to the digital nature of the modern day law
student.
Universal Design for Law Library Instruction.
Instructional Strategies

The Universal Design for Law Library Instruction (UDLLI) will utilize a task
centred instructional strategy which I would have described in detail above
and which is also the strategy that is in use in the present instruction. The
major differences however, would come in the different approaches used and
the time-frame of the instruction.
These Approaches/Methods would include:

Guided Practice. This method involves the learners practice of a skill,

with supervision and assistance from the instructor as needed.
(Reigeluth, C., Carr-Chellman, A. 2009, p. 37). The students would be
shown how to conduct research using the online databases and
Encyclopedia and other reference materials by the Law Librarian and

library assistants.
Direct Instruction. A Method that draws on carefully scripted instruction
intended to promote efficient learning (Reigeluth, C., Carr-Chellman, A.

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2009, p. 36). This instruction will be accompanied by scripted lessons,

PowerPoint presentations and the use of other media which would

describe different legal research skills.

Demonstration. A basic component method/model in which an
instructor demonstrates to learners how to do or make something. This
method is often followed by student trial of the same skill (Reigeluth,
C., Carr-Chellman, A. 2009, p. 37). Demonstrations will be given to the

Law students as to how to conduct legal research.

Authentic Learning Environments. In the control of the instructional
designer, authentic learning environments are approaches that focus
on providing some degree of authenticity to the instructional event. In
this context, authenticity is synonymous with real world (Reigeluth, C.,
Carr-Chellman, A. 2009, p. 36). Previously the legal research skills
would have been taught in relative isolation without much relevance to
actual real world environments. Through the integration of the
students legal aid and in-service training and the library instruction
the students will be monitored and evaluated on the proficiency of
their research competencies. Via collaboration with the relevant course
directors and tutors the Law Librarian will be able to get feedback on
the students abilities and evaluate their performances when they go
out into these authentic situations. This method will also incorporate
situated cognition and cognitive apprenticeships which I will detail
next.

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Cognitive Apprenticeships. This is a method in which instruction is

organized around the interactions of novice and expert, much as with
an expert artisan and an apprentice. (In this example it would be an
attorney-at-law and a law student). In this case the work to be
mastered is thought processes (Reigeluth, C., Carr-Chellman, A. 2009,
p. 36). Via the in-service programmes and the legal aid training the
students receive they will have ample opportunities to learn and use

their legal research competencies in real-world situations.

Feedback. This is a component method that provides the student with
information about the quality of the performance and specific guidance
about the correct and incorrect aspects of the performance (Reigeluth,
C., Carr-Chellman, A. 2009, p. 37). During the course of the Library
instruction the Librarian will provide feedback to the students via email
and face to face interaction so as to guide them if they are

encountering problems or issues with the knowledge being imparted.

Assessment In-Situ. This requires that the way in which we
characterize the persons performance captures the various kinds of
situation types in which the persons particular activity is significant.
Certain forms of assessment are considered more appropriate ways to
measure situated learning. (Driscoll, M.P., 2005, p.179). Driscoll (2005)
posits a technique called confidential reports which provides diagnostic
information about learners in a systematic way during the semester.
Via this method the Law Librarian can email the students and ascertain

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the effectiveness of the instruction and if there is room for

improvement.

Universal Design for Law Library Instruction.

Similarities to and Differences from Current Model
Similarities.
1. Both models use a Task-centred strategy as the foundation for their
instructional models.
2. Both models use Direct Instruction as one of the main methods through
which the instruction is delivered.
3. Both models incorporate some level of collaboration with the Law
school tutors to deliver the legal research instruction.
Differences.
1. My model will involve more collaboration with tutors so as to enhance
and ensure the relevancy and effectiveness of the instruction.
2. This model will involve instruction that will be semester-long and not
just individual sessions as is currently the case.
3. This model will make more use of multimedia and online content. In
Deubels, P. (2003) article, An investigation of behaviourist and
cognitive approaches to instructional media design he identifies some
Rules for Interface Design for Effective Learning with Multimedia. He
says, The user interface plays a central role in learning using
multimedia. A quality interface can enhance the learning experience,

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increase the amount of knowledge retained and serve as a cognitive

dashboard from which users can control and monitor their progress
(Deubel, P. 2005). Deubel identifies eight (8) rules for interface design
which can also support guidelines that are effective for poor readers.
1. Keep cognitive load low.
2. Avoid dividing attention.
3. Use media to direct attention.
4. Keep important information visible.
5. Encourage rehearsal.
6. Use concrete words.
7. Design effective exercises.
8. Create realistic simulations.
From this list (UDLLI) will focus on all of the rules but in particular the
use of media to direct attention. According to Deubel (2005), Colours,
arrows and animation can be used to direct attention. The background,
icons and navigation tools should be consistent with the theme of the
application. In other words, in the Universal Design for Law Library
Instruction model (UDLLI), the multimedia aspect of the content will be
designed to enhance and increase the effectiveness of the instruction
and not just to make it aesthetically pleasing to the students. It will be
incorporated with clear advantages as outlined in Deubels research.
The LED Screen in the library and the various online media will be put
to greater use via my instructional model.
Reflection
This journey has been a very interesting and eye-opening experience.
Analysing my workplace instruction has given my studies a great deal of

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relevance and applying the theories and utilising them in this practical
manner has enrichened my instructional design experience. Looking at the
advantages and disadvantages of the instructional models and the degree of
creativity one can have in creating ones own model has been somewhat of a
rewarding journey. In particular, the multimedia aspect and potential for
online content is also an interest of mine and I hope to get more
opportunities to delve into and explore this area further.

References
Dick and Carey Instructional Model. Retrieved from
http://educationaltechnology.net/dick-and-carey-instructional-model/
Deubel, P. (2003). An investigation of behaviourist and cognitive approaches
to instructional multimedia design. Journal of Educational Multimedia
and Hypermedia, 12(1), 63-90. Norfolk, VA: Association for the
Advancement of Computing in Education (ACCE).

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Driscoll, M.P. (2005). Psychology of Learning for Instruction 3rd ed. Toronto:
Allyn and Bacon.
Reigeluth, C., Carr-Chellman, A. 2009. Instructional-Design Theories and
Models Building a Common Knowledge Base. Vol III. Routledge, Taylor
and Francis.
The Dick and Carey Model- 1978. Retrieved from
http://www.nwlink.com/~donclark/history_isd/carey.html