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Apt 501 module 8
- 1. Planning the Instructional Strategy: Theoretical Bases By Jett Even
- 2. Background This presentation will address chapter seven including the ways an instructional designer identifies how instruction engages learners. Instructional strategy is essentially made up of a lot of microstrategies which are bonded together in the overall macrostratgey that must take learners from a motivational introduction into a topic, and then through learners’ mastery of the objectives. Sets of instructional materials that are well-designed contain many of the strategies or procedures that a good teacher might typically use within the group of learners. Educational psychologists have done a lot of research to see and understand how people learn. They have identified several major components in the learning process that typically always lead to learning, a few of these components include: motivation, prerequisite and subordinate skills, and practice and feedback.
- 3. Objectives ‣ Name the five learning components of an instructional strategy and list the primary considerations within each. ‣ Plan the learning components of an instructional strategy for a set of objectives for a particular group of learners. ‣ Specify learning components congruent with learners’ maturity and ability levels. ‣ Tailor learning comments for the type of learning outcome.
- 4. Learning Components of Instructional Strategies ๏ The concept of instructional strategy originated with the events of instruction which is described in R.M. Gagne’s conditions of learning. (1985) ๏ Gagne says nine events that support internal mental process learning. 1. Gaining attention 2. Informing learner of objective 3. Stimulating recall of prerequisite learning 4. Presenting the stimulus material 5. Providing learning guidance 6. Eliciting the performance 7. Providing feedback about performance correctness 8. Assessing the performance 9. Enhancing retention and transfer
- 5. Pre-instructional Activities Before any instruction had been done or introduced, consider three factors: 1. Motivating learners 2. Informing them of what they will learn 3. stimulating recall of relevant knowledge and skills that they should already know John Keller developed the ARCS model based on his studies of the psychological literature on motivation. He says there are four parts to his model: Attention, relevance, confidence, and satisfaction. All these separate have little impact on a learner, however, when you combine them all together in the ARCS model strategy, the chances of keeping your learners interest increases drastically.
- 6. ARCS Model
- 7. Content Presentation and Learning Guidance Content presentation is always interwoven with learning guidance meaning the content must be formatted in such a way that it allows us to understand it and remember it for the future. A textbook or powerpoint presentation is a prime example of how we use formatting to help us learn in the simplest way possible, with the layout. The layout obviously being: headings, subheadings, paragraph headings. Getting more specific and more specific the more down the line you go.
- 8. Assessment & Follow Through Activities You must decide exactly what your strategy as a designer will be for assessing what learners have accomplished using one of the four basic criterion from the last chapter (entry skills test, pretests, practice tests, and posttests). Make sure your assessments clearly asses your learners and answer the questions that need to be answered for the learner to retain information. Review the entire strategy to determine whether the learners memory transferred over and was a success or it needs to be addressed.
- 9. Learning Components for Learners of Different Maturity and Ability Levels Depending on the level of the learner, the material presented may differ significantly. For example, in a third grade math class learning division, all the information and components to the problem should be presented to its entirety. On the contrast, if you are going on your third year in medical school, the information given will be very specific and direct examples and practice. The information and learning curve should always be tailored to the learner and his/her level of education. More independent and highly autonomous learners are able to go through a low structure level with little interaction with the instructor. While a less autonomous learner who has now “learned how to learn” needs a lot more instructor involvement with a rigid course of structure.
- 10. Learning Components for Various Learning Outcomes Each of the five learning components should be considered when designing instruction for intellectual skills: 1. Preinstructional Activities Motivation for activity: attention, relevance, confidence, and satisfaction. Learner objectives made clear. Linking new content. 2. Content Presentation and Learning Guidance Know distinguishing characteristics of concepts. Organizing structures (outlines, headings, graphics, etc.) Create new ways of organizing existing skills. Point out common errors. 3. Learner Participation Make sure everything is in one accord from practice to conditions and behaviors. Progress difficulty from less to more. Feedback balanced positive and negative.
- 11. Learning Components for Various Learning Outcomes (Continued) 4. Assessment Make sure learners’ are ready for testing. Apply correct criteria for natural skills, age and ability. 5. Follow-Through Promote transfer of knowledge. Consider memory requirements and job aid requirements. Reflect on learning experience and future applications.
- 12. Learning Components for Verbal Information Table 8.4
- 13. Learning Components and Considerations for Attitudes Table 8.6
- 14. Learning Components for Constructivist Strategies Constructivism has roots in cognitive psychology and has two branches: 1. Cognitive constructivism 2. Social constructivism Social constructivism was developed from a Russian psychologist Lev Vygotsky in the beginning of the 20th century. Social constructivism is simply referred to as constructivism and this thinking has become a main feature of the instructional design literature and new literature of design research and learning sciences. Constructivists make the case that students need minimal guidance during learning as apposed to cognitive psychologists viewpoint which infers that students need fully guided instruction.
- 15. Theoretical Considerations Although the differences between cognitive ID processes and constructivist ideology simply seem like, minimal guidance versus full guided instruction, it is a lot more complex than that. That is why the ideal approach is to consider Constructivist Learning Environments (CLEs) into cognitive processes like the Dick and Carey Design Model, and blend the learning together to come out with the most efficient way for learners to consume and engrain the new content and information in the individuals mind. This all comes back to the ability level and maturity level of the learner, it must correspond to the individual for the necessary amount of guidance and CLEs.
- 16. Table 8.7
- 17. Goals and Skills Attitudinal goals are essential to the instructional design and strategy working and being successful overall. The information in the strategy does not directly relate to developing the skill necessarily, but instead, developing the desire to want to do that particular skill that is being tested. It is all related to recruitment, encouragement, confidence building, camaraderie, and the opportunity to participate. Verbal information subordinate skills unlike attitudinal skills, the strategy is directly related to learning the verbal information required to perform the intellectual skill it supports. In the actual instruction of a skill, the verbal information would be combined with the intellectual skills
- 18. Intellectual and Motor Skills The intellectual strategy is to get the learners to actually understand the factors that influence the accuracy of your objective and make a plan that is related. For motor skills, it is critical that learners are confident they can perform the skill, have seen the skill performed, and have a good amount of opportunities to practice with appropriate feedback.
- 19. Reflective Practitioner Response This chapter addresses the ways an instructional designer identifies how instruction engages learners and the planning of the instructional strategy. It is important that we identify not only how instruction engages the majority of people but even more specifically how each individual learns and accepts the instruction. Determining what type of abilities they have and the maturity level they are currently at, the instructor must customize all the instruction and tailor it to the individual. This also is the case between the constructivist versus the cognitive ID processes. Using more guidance in instruction for the cognitive ID process for someone that has low ability and maturity levels. Constructivist for low guidance and more advanced learners, but all depending on the learner. It is the most beneficial when you have a good amount of both combined in a proportionate manor than is advantageous to the learner and tailored specifically to that individual person.