ESEB3493 LEARNING DESIGN

TOPIC 2 Learning Design Sequence

Learning design sequence

• refer to the ORDER of student learning experiences

• A learning design sequence refer to the efficient ordering of
content in such a way as to help learners achieve their goals;
involves activities and interactions.
• may be at the level of a subject, or subject components. A learning
design can be considered the framework that supports student
learning experiences.
• you may find different kinds of instructional design models being
used

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Learning

Based on Oliver, R. (1999). Exploring strategies for online teaching and

learning. Distance Education, 20(2), 240-254.

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An Example of a Learning Design Sequence

This project evolved a graphical representation mechanism to describe and

document the generic learning design foci in terms of the tasks, resources
and supports that would be required in the learning setting. This mechanism
was later applied to contextualised designs.

A 'Learning Design Sequence' representation uses the following graphical

notation:
• Squares represent Tasks.
• Triangles represent Resources.
• Circles represent Supports.

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Example

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Questions to ask yourself

• WHAT exactly to instruct?

• HOW to organize instruction?
• HOW to develop high-quality instructional materials?
• HOW to assess what students have learned?
• HOW to evaluate how well the lessons worked?

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Sequencing and Structuring Learning Activities

Some of the techniques and considerations used in sequencing are:

• Job Performance Order: The learning sequence is the same as the job
sequence.
• From Simple to Complex: Objectives may be sequenced in terms of increasing
complexity.
• Critical Sequence: Objects are ordered in terms of their relative importance.
• Known to Unknown: Familiar topics are considered before unfamiliar ones.
• Dependent Relationship: Mastery of one objective requires prior mastery of
another.
• Supportive relationship: Transfer of learning takes place from one objective to
another, usually because common elements are included in each objective. These
should be placed as close together as possible so that the maximum transfer of
learning can take place.
• Cause to Effect: Objectives are sequenced from cause to effect.

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Theories affecting instruction

What is a theory?
A theory is an organized set of statements that allow us to explain,
predict, or control events.

 Systems Theory
 Communications Theory
 Learning Theory
 Instructional Theory

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Systems Theory

A set of interrelated parts all working

together to achieve a common goal.

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Communications Theory

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Learning Theories

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Learning Theories

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Instructional Theory

A theory that offers explicit guidance on how to better help people learn and develop.

"Theory" in this sense refers to the statement of the principles on which science instruction is
based.
• The most effective experiences to enhance learning
• The most effective way in which knowledge can be structured to enhance learning
• The most effective sequence in which to present material
• The most effective process for feedback and evaluation

Requirements:
• Active participation by students
• Optimal structure of the knowledge
• Optimal sequence of the knowledge
• Ability to receive, respond, and give feedback

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Robert Gagne’s Principles

1) Different instruction is required for different learning outcomes.

• Gagne identifies five major categories of learning: verbal
information, intellectual skills, cognitive strategies, motor skills
and attitudes.
• Different internal and external conditions are necessary for each type

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2) Events of learning operate on the learner in ways that
constitute the conditions of learning.
• These events should provide the necessary conditions of
learning and serve as the basis design instruction and
selecting appropriate media.
• Gagne’s 9 instructional events will be discussed later.

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3) Learning hierarchies define what intellectual skills are to be learned and a sequence
of instruction.
• Gagne suggest according to complexity:
Stimulus recognition (least complex)
Response generation
Procedure following
Use of terminology
Discriminations
Concept formation
Rule application
Problem-solving (most complex)
• The primary significance of the hierarchy is to identify prerequisites that should be
completed to facilitate learning at each level.

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1) Gain attention (Reception): Present a problem or a new situation.
2) Describe goals (Expectancy): Allow learners to organize thoughts and around what they are
suppose to see, hear, and/or do.
3) Stimulate prior knowledge (Retrieval): What’s the connection?
4) Present material (Selective perception): How to organize new material to be presented? Chunk
information to avoid memory overload.
5) Provide guidance (*Semantic encoding): Instructions on how to learn (*we have better memory
for things we associate meaning to and store)
6) People learn best when they do! (Responding)
7) Feedback (Reinforcement)
8) Test / Quiz / Questionnaires / Essays (Retrieval)
9) Additional practice for students to retain information

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Gagne’s 9 steps (Example)

Event Lesson Example / Condition of Rationale

learning

1) Gain attention Teacher tells students how PowerPoint Giving background information
(PPT) has been used in the classroom. creates validity.
Shows an example of PPT. Ask students The use of multimedia grabs
questions about using PPT. audience’s attention.
Asking questions in the
beginning creates an
interactive atmosphere.

2) Informing goals Teacher says “ Today we are going to Make students aware of what
work on using a multimedia presentation to expect so that they are
software, Microsoft PowerPoint. prepared.

3) Stimulate prior For this class, since they have already Assessing prior knowledge is
knowledge learned about Microsoft Word, a major factor in the process of
associate the knowledge with this acquiring new information.
present lesson.

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Event Lesson Example / Condition of Rationale
learning

4) Present stimulus Teacher gives hands on, step by step The goal is information
tutorial on using PPT. acquisition, therefore, the
stimulus employed is written
content and the actual
software program.

5) Provide Teacher demonstrates how to create a Teachers uses Discovery

guidance presentation; show students how tools Learning because students are
are used. Students are encouraged to try adults and they have freedom
the tools in their own computers. to explore.
Teacher facilitates learning by
guiding.

6) Practice Teacher asks students to demonstrate the Requiring students to produce

PPT tools. a product based on what was
being taught.
Feedback is welcomed.

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Event Lesson Example / Condition of Rationale
learning
7) Provide Teacher gives immediate feedback to
feedback students after eliciting responses.

8) Assess Assign practice / activity. Independent practice forces

performance students to apply what they
have learnt.
9) Retention and Teacher assigns creative work Apply real life learning is a
Transfer step to Mastery Learning.

Applications in teaching Gagne are learning hierarchy helps the teacher identify suitable learning
types for the learners.

1. It helps the teacher select appropriate teaching technique.

2. It helps the teacher select suitable content or unit for teaching for teaching
3. It helps the teacher decide what lower behaviors or subordinate skills should be taught before
teaching higher learning types.
4. It helps the teacher to break a complex task into component skills and teach those skills only
that the students are lacking.
5. Textbooks can be produced on the basis of the task analysis of learning objectives.

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Dick and Carey Model 1978

1) Identify Instructional Goals - Instructional goals are normally broad

statements of what you are trying to accomplish. Describe what the learners
should perform, not what you are going to do.

2) Conduct Instructional Analysis - What the learners need to learn in

order to perform? Identify the steps the learner must be able to perform in
order to accomplish the tasks that lead to the desired performance.

3) Identify Entry Behaviors - Identify the general characteristics of the

learners, including skills, experience, motivation levels, and basic
demographics; which relate to the skills and topics that will be taught.
The goal is to start the learning process at a level they already understand so
you can scaffold the instruction by providing a structure that they can build
upon.

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4) Write Performance Objectives - A description of the task or skills to be learned, the
standards or criteria, and the conditions that the task must be performed.

5) Develop Assessment Instruments - Tests and evaluations are created that will: 1) ensure
learners meet necessary prerequisites to perform new skills, 2) identify learner's progress in
meeting the performance objectives during learning process, and 3) evaluate learning process
itself to ensure it is structurally sound.

6) Develop Instructional Strategy - Create a blueprint of the learning activities that will transfer,
develop, and reinforce the skills and knowledge formulated in the performance objectives.
Sequence the items in the order that will provide the best learning environment.

7) Develop and Select Instructional Materials - Using the blueprint created in the previous
step, fully develop the instructional content and activities. To save time, reuse existing
material whenever possible.

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8) Design and Conduct Formative Evaluation - Use iterative design methods, such as
prototypes, small field group trials, and/or interviews with prospective learners so that you can
collect data to identify areas in the instructional material that need improvement before releasing
the instruction for actual use.

9) Design and Conduct Summative Evaluation - Judge the worthiness of the entire program
with the focus being on the outcome: Did it work as intended? Continue the evaluation after each
class or training activity to determine if it can be approved.

10) Revise Instruction: Use the data from the two types of evaluations to examine the validity of
the instructional material and revise as needed.

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ADDIE 1995

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ADDIE Model

The five phases of ADDIE are as follows:

ANALYSIS
• During analysis, the designer identifies the learning problem, the goals and objectives, the audience’s
needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning
environment, any constraints, the delivery options, and the timeline for the project.
DESIGN
• A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often
made, and the look and feel, graphic design, user-interface and content is determined here.
DEVELOPMENT
• The actual creation (production) of the content and learning materials based on the Design phase.
IMPLEMENTATION
• During implementation, the plan is put into action and a procedure for training the learner and teacher is
developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of
the training materials is evaluated.
EVALUATION
• This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in
each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related
referenced items and providing opportunities for feedback from the users. Revisions are made as
necessary.
• Rapid prototyping (continual feedback) has sometimes been cited as as a way to improve the generic
ADDIE model.

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ARCS Model of Motivation (Keller)

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ARCS Model

ARCS is an instructional model developed by John Keller, and focuses on motivation. It is

important to motivate the learners, and ensure the continuity of the motivation during the
instruction. This model is particularly important for e-learning, since motivating learners in an
online course more difficult than in face-to-face courses.

1. Attention: It refers to the learners’ interest. It is critical to get and hold the learners’ interests
and attention.
2. Relevance: The learning process should show the usefulness of the content so that learners
can bridge the gap between content and the real world.
3. Confidence: This component focuses on developing success expectation among learners,
and success expectation allow learners to control their learning processes. There is a
correlation between confidence level and success expectation. That’s why providing
estimation of probability of the success to learners is important.
4. Satisfaction: There is direct relation between motivation and satisfaction. Learners should
be satisfied of what they achieved during the learning process.

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Merrill’s First Principles of Instruction

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M. David Merrill (2002) identified 5 Instructional Design principles that promote learning when
creating learning/training environments, processes, and products. He noted that the most
effective learning processes or environments are problem-centered and involve the learner in the
five distinct phases of:
• Learning is promoted when learners are engaged in solving real-world problems — start with
simple problems and work through a progression of increasingly complex problems.
• Learning is promoted when existing knowledge is activated as a foundation for new
knowledge — prior experience from relevant past experience is used as a foundation for the
new skills and knowledge (also know as scaffolding).
• Learning is promoted when new knowledge is demonstrated to the learner — they are
shown, rather than just being told.
• Learning is promoted when new knowledge is applied by the learner — they are required to
use their new knowledge or skill to solve problems.
• Learning is promoted when new knowledge is integrated into the learner’s world — they are
able to demonstrate improvement in their newly acquired skills and to modify it for use in their
daily work.

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Blooms Taxonomy

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New terms of Blooms Taxonomy

• Remembering: Retrieving, recognizing, and recalling relevant knowledge

from long term memory.
• Understanding: Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying, summarizing,
inferring, comparing, and explaining.
• Applying: Carrying out or using a procedure through executing, or
implementing.
• Analyzing: Breaking material into constituent parts, determining how the
parts relate to one another and to an overall structure or purpose through
differentiating, organizing, and attributing.
• Evaluating: Making judgments based on criteria and standards through
checking and critiquing.
• Creating: Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating,
planning, or producing.
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THANK YOU

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