Advanced Instructional Design Dr. Karen Rasmussen EDG 6335.

Advanced Instructional DesignAdvanced Instructional Design

Dr. Karen Rasmussen

EDG 6335

Contacting MeContacting Me

M/R (2-5)M (online) 8-10W (online) 8-10krasmuss@uwf.edu474-3372

This ClassThis Class

Investigation into ID–Models– Case Studies

Access to Internet/WWW–Web Resources– Communication– Case Study Review

Class TopicsClass Topics

Define IDCreate a Theoretical Basis for ID

Theories and ModelsApply ID Theories and Models

Class AssignmentsClass Assignments

Class Activities and ParticipationPaper– Class Topic– Theoretical, with Application Examples

Short Discussions (2)Individual Difference StudyCase Study (Group)

Text and ResourcesText and Resources

Gustafson & Branch: Survey of Instructional Development Models

Ertmer & Quinn: The ID CaseBookWeb Resources

Tonight’s AgendaTonight’s Agenda

Defining Instructional DesignTaxonomiesReviewing Smith & Ragan

Saturday ClassesSaturday Classes

Case Analysis and Report– Case 1: Group Practice and Individual

Response to Threaded Discussion (Date TBA)

– Case 2: Group Report to KLR by 4/27

For Next WeekFor Next Week

Send Dr. Rasmussen an e-mailLocate the Web SiteSubscribe to the listservChoose an Individual Difference

What is it?What is it?

disciplinefieldprofessionartscience

1986 Definition1986 Definition

science of creating detailed specifications for the development, evaluation, and maintenance of situations which facilitate the learning of both large and small units of subject matter

AECT, 1986

1994 Definition1994 Definition

theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning

Seels & Richey, 1994

Of Instructional Design?

The Purpose of ID is to…..The Purpose of ID is to…..

create situations where people can learn

Theoretical Basis of IDTheoretical Basis of ID

Systems TheoryCommunication TheoryInstructional TheoryLearning Theory

What is a Theory?What is a Theory?

set of related propositions

suggest why events occur

propositions consist of concepts, linkages, or relationships

Purposes of TheoriesPurposes of Theories

provide patterns for interpretationlink studies togethersupply frameworks where concepts

and variables develop significancepermit interpretation of larger

meanings of findingsprovide structure for interpretationultimate role: Prediction

What is a Model?What is a Model?

representation of realityphysicalvisualsymbolic (using verbal descriptions)flowcharts, simulations

General Systems TheoryGeneral Systems Theory

orderedmade up of many components and

processesrelationships between various elementsrelationships between attributes of elementscomplete wholeopen, closed, natural, or contrivedhierarchical (suprasystem, subsystem)structure determines function

General Systems Theory & IDGeneral Systems Theory & ID

orderplanninganalysissynthesis

Communications TheoryCommunications Theory

information passed from one place to another

open systems

Transmission ModelTransmission Model

SourceSends Message

EncodesTransmits

Channel

ReceiverAccepts Message

DecodesDetermines Meaning

NoiseField of Experience Field of Experience

Environment

Communication & IDCommunication & ID

Message DesignInteractionActive Learning

Learning TheoryLearning Theory

BehavioristCognitivistConstructivist

Behaviorist - ImplicationsBehaviorist - Implications

Reinforcement; MotivationRetentionTransferLearner Performance

Cognitivist - Implications for IDCognitivist - Implications for ID

promotion of retention–practice

techniques for encoding, storing, retrieving–chunking–mnemonics–meaningful organization–advance organizers

Constructivist - Implications for IDConstructivist - Implications for ID

Discovery LearningStudent-generated goalsHigh-level problem solvingIll-structured domains

Learning Theory & IDLearning Theory & ID

PhilosophyLearning OutcomesActivities

Instructional ModelsInstructional Models

PrescriptiveDescriptivehelp determine “how” to createSmith & Ragan, Dick & Carey, Gagné,

CDT, Layers of Necessity, Elaboration Theory, ARCS, ADDIE

Instructional Models & IDInstructional Models & ID

GuidesPlans

Mean to Instructional Designers?

Core Elements for Systematic Core Elements for Systematic DesignDesigndetermine learner needsdetermine goals and objectivesconstruct assessment proceduresdesign/select delivery approachestry-out instructional systeminstall and maintain system

What are Domains/TaxonomiesWhat are Domains/Taxonomies

Classification schemes– ID (Seels & Richey)– Learning Outcome Taxonomies• Gagné• Bloom

Domains of ID (Seels & Richey)Domains of ID (Seels & Richey)

DesignDevelopmentUtilizationManagementEvaluation

Domains of IDDomains of ID

DesignISDMessage DesignInstructional StrategiesLearner Characteristics

Domains of IDDomains of ID

DevelopmentPrint TechnologiesAudiovisual TechnologiesComputer-based TechnologiesIntegrated Technologies

Domains of IDDomains of ID

UtilizationMedia UtilizationDiffusion of InnovationsImplementation and

InstitutionalizationPolicies and Regulations

Domains of IDDomains of ID

ManagementProject ManagementResource ManagementDelivery System ManagementInformation Management

Domains of IDDomains of ID

EvaluationProblem AnalysisCriterion-Referenced MeasurementFormative EvaluationSummative Evaluation

Learning Outcome TaxonomiesLearning Outcome Taxonomies

Gagné– Verbal Information– Cognitive Strategies– Attitudes– Psychomotor Skills– Intellectual Skills• Discrimination, Concrete Concept, Defined

Concept, Rule, Higher-Order Rule

Learning Outcome TaxonomiesLearning Outcome Taxonomies

Bloom - Cognitive– Recall– Comprehension– Application– Analysis– Synthesis– Evaluation

Models

Smith and Ragan