Download to read offline
Instructional Design Models.ppttttsafsfsaf
- 1. Instructional Design Models By Assoc.Prof. Dr. Rozinah Jamaludin 25 August 2008 Lecture 7
- 2. What is Design? •“Design is that area of human experience, skill and knowledge which is concerned with man’s ability to mould his environment to suit his material and spiritual needs.” • References: 1. Archer, B (1973) “The Need for Design Education.” Royal College of Art 2. Jones, J.C. (1970) “Design Methods and Technology: Seeds of Human Futures” •
- 3. What is InstructionalDesign? • Instructional Design as a Process: • Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. • Instructional Design as a Discipline: • Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.
- 4. What is InstructionalDesign? • Instructional Design as a Science: • Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity. • Instructional Design as Reality: • Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and she or he checks to see that all parts of the "science" have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion.
- 5. What is InstructionalDesign? • Instructional System: • An instructional system is an arrangement of resources and procedures to promote learning. Instructional design is the systematic process of developing instructional systems and instructional development is the process of implementing the system or plan. • Instructional Technology: • Instructional technology is the systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems. • Instructional technology is the systematic application of theory and other organized knowledge to the task of instructional design and development. • Instructional Technology = Instructional Design + Instructional Development • Instructional Development: • The process of implementing the design plans. •
- 6. Instructional Design Theory? •Reigeluth (1999) describes the characteristics of an instructional-design theory as: • An orientation towards design • Identification of methods of instruction • The methods of instruction can be broken into more detailed component methods • The methods are probabilistic rather than deterministic • An instructional-design theory's goal (or design) has a value or philosophy that underlies it.
- 7. Instructional Design Theoryvs Instructional Design Model • Instructional design models may be defined as the visualized representations of an instructional design process, showing the main elements or phases, and their relationships. • More commonly known by their names, Dick & Carey Model, ADDIE Model, Kemp Model, ICARE Model, and ASSURE Model
- 8. Educational Technology? • Educationaltechnology is not to be confused with electronic gadgetry. • Essentially, it is a rational, problem-solving approach to education, a way of thinking sceptically and systematically about learning and teaching (Rowntree, 1982:1).
- 9. Instructional Technology? Instructional Technologyis the theory and practice of design, development, utilization, management, and evaluation of process and resources for learning. Barbara Seels, Rita Richey. (1994). Instructional Technology: The Definitions and Domains of the Field. Washington, D.C. , Association for Educational Coommunications and Technology.
- 10. The Models… Objectivist, Behaviorist,and Modern Models • Algo-Heuristic Theory (Lev Landa) • ADDIE: Analysis, Design, Development, Implementation, Evaluation • ARCS (John Keller) Behaviorism • Edward Thorndike • John Watson • B. F. Skinner • Criterion Referenced Instruction (Robert Mager) • Component Display Theory (Dave Merrill) • Dick and Carey • Elaboration Theory (Charles Reigeluth) • Robert Gagne • Instructional Systems Design ISD • the 4C-ID Model (Jeroen van Merriënboer)
- 11. The Models… Objective Taxonomies •Cognitive Domain (Benjamin Bloom) • Affective Domain (David Krathwohl) • Psycho-motor Domain (Elizabeth Jane Simpson) • Organizational Elements Model (Roger Kaufman) • Rapid Prototyping (Tripp & Bichelmeyer)
- 12. Cognitivist, Constructivist andPostmodern Models Edward Thorndike • Anchored Instruction (John Bransford) • Andrgogy (Malcom Knowles) • Cognitivism • Cognitive Flexibility Theory (Rand Spiro) • Generative Learning • CSCL Computer Supported Collaborative Learning • CSILE Computer Supported Intentional Learning Environments (Scardamalia and Bereiter) • Discovery Learning (Jerome Bruner) • Mind Tools (David Jonassen) • Problem-Based Learning • Role Play • Situated Cognition (John Seeley Brown) • Social Learning Theory (Albert Bandura)
- 13. Dick and CareyDesign Model
- 14. Robert Gagné's InstructionalDesign Approach
- 15. Instructional Event Group Instruction Tutorial Instruction Individual Learning Activating motivation; Instructorestablishes common motivation among learners Tutor discovers individual motivation Learner supplies own motivation Informing the learner of the objective Instructor communicates objectives to learners Tutor communicates objective to learner Learner confirms or selects objective Directing attention Instructor stimulates attention of learners Tutor adapts stimulation to learner attention Learner adopts attentional set Stimulating recall Instructor asks for recall by learners Tutor checks recall of essential terms Learner retrieves essential items Providing learning guidance Instructor elaborates or provides hints or prompts learners Tutor provides guidance only when needed Learner supplies own strategies Enhancing retention Instructor provides retrieval cues to learners Tutor encourages learner to use his own cues for retrieval Learner supplies own retrieval cues Promoting transfer Instructor sets transfer tasks for all learners Tutor sets transfer tasks adapted to learner’s capabilities Learner thinks out generalizations Eliciting Performance Instructor uses a test to assess performance of learners Tutor asks for performance when learner is ready Learner verifies his own performance Providing Feedback Instructor provides feedback to learners, varying in Tutor provides accurate and immediate feedback Learner provides own feedback
- 16.
- 17. The ASSURE Model A--- Analyze Learner S --- State Objectives S --- Select Methods, Media, and Materials U --- Utilize Media and Materials R --- Require Learner Participation E --- Evaluate and Revise
- 18. ANALYSE LEARNER • GeneralCharacteristics - learner characteristics • Specific Entry Competencies – prerequisite knowledge or skill • Learning Styles – refers to a cluster of psycological traits that determine how an individual perceives, interacts with, and responds emotionally to learning environments. • Learning style variables – perceptual preferences and strengths (auditory, visual, tactile, and kinesthetic), information processing habits (concrete vs abstract), motivational factors (motivation Keller’s (1987) ARCS model), and physiological factors (gender differences, health,and environmental conditions). • A- Attention, R- Relevance, C – Confidence, S - Satisfaction
- 19. STATE OBJECTIVES • Knowyour objectives in order to make appropriate selection of methods and media. • Guide your sequence of learning activities and your choice of media • Commit you to create a learning environment in which the objectives can be reached • Help to ensure proper evaluation – explicit objectives
- 20. ABCDs Objectives • Audience- focus what learners are doing, and not teacher • Behavior - the heart of the objective is the verb describing the new capability after instruction • Conditions - under which the performance is to be observed. • Degree - the standard or criterion by which acceptable performance will be judged.
- 21. Classifying Objectives • 3categories (domains) of classifying objectives: • Cognitive, Affective and Motor Skills • Cognitive involves an array of intellectual capabilities – verbal/visual information or intellectual skills • Affective domain involves feelings and values – e.g. stimulating interest in a school, encouraging healthy social attitudes • Motor skill domain involves athletic, manual, and other physical skills • Interpersonal domain involves interaction among people. Include teamwork, counselling techniques, administrative skills, salesmanship, discussion, and customer relations.
- 22. SELECT METHODS, MEDIA,AND MATERIALS • Rationale – it is important to consider why certain media have been selected • Evaluation of Commercial Materials • Selection process involves three process: • 1) deciding on the appropriate method for the given learning tasks • 2) choosing a media format that is suitable for carrying out the method • 3) selecting, modifying, or designing specific materials within that media format
- 23. Choosing a Method •A simulation activity to gain attention and arouse interest • Role-playing simulation
- 24. Choosing a MediaFormat • Example flip charts (still images and text), slides (projected still images), audio (voice and music), video (moving images on a TV screen) and computer multimedia (graphics, text, and moving images on a monitor)
- 25. Obtaining Specific Materials •1) selecting available materials • 2) modifying existing materials • 3) designing new materials Selection Criteria: • Does it match the curriculum? • Is it accurate and current? • Does it contain clear and concise language? • Will it motivate and maintain interest? • Does it provide for learner participation? • Is it of good technical quality? • Is there evidence of its effectiveness? • Is it free from objectionable bias and advertising? • Is a user guide or other documentation included?
- 26. UTILIZE MEDIA ANDMATERIALS • Preview the Materials • Prepare the Materials • Prepare the Environment • Prepare the Learners • Provide the Learning Experience
- 27. REQUIRE LEARNER PARTICIPATION Feedback: • Behaviorists • Cognitivists • Constructivists • Social psychologists Practice skills
- 28. EVALUATE AND REVISE Finalcomponent of ASSURE model for effective learning – Assessment of Learner Achievement – Evaluation of Methods and Media – Revision
- 29.