HTI: Instructional Theories. Why instructional theories? Getting back to the basics Examine the function of parts – Need to optimize When do I have enough?

HTI: Instructional Theories

Why instructional theories?

• Getting back to the basics• Examine the function of parts– Need to optimize

• When do I have enough?

Disclaimer

Pick and Choose

Robert Gagne

• Godfather of Instructional Technology• Nine events of instruction

1. Gaining attention2. Informing the learner of the lesson objectives3. Stimulating recall of prior learning4. Presenting the stimulus material with

distinctive features (multimedia and variation)5. Providing learning guidance6. Eliciting the performance7. Providing informative feedback8. Assessing performance9. Enhancing retention and transfer

Critique of nine events

• A little too behaviorist?• A little too absolutist?

• What does that mean in a hybrid?

9 Events Version 1 (Flipped)

F2FLearner GuidanceProviding feedbackEnhance retentionAssessing (class or testing center)

OnlineGaining attentionLesson objectivesPresenting stimulusPrior recallEnhance retention (other assignments)

9 Events (mixed)

F2FGaining AttentionPrior recallLearning guidancePresenting stimulusEliciting performanceProviding feedbackAssessing (class or testing center)Enhance retention

OnlineGaining AttentionLesson objectivesPresenting stimulusLearning guidanceEliciting performanceProviding feedbackAssessing (Quizzes)

9 events (Hands-on)

F2FGaining AttentionPrior recallLearning guidancePresenting stimulusEliciting performanceProviding feedbackEnhance retention

OnlineLesson objectivesPrior recallProviding informative feedbackAssessing

ARCS model – John Keller

• More a motivation model rather than instructional– Attention – Relevance– Confidence– Satisfaction

Attention

• Curiosity• Perceptual arousal: surprising, incongruous,

novel• Inquiry arousal: mystery• Variability

• Oft-abused multimedia

Relevance

• Familiarity: using learner experience and concrete language

• Goal orientation: examples that show utility• Motive matching: teaching strategies to match

motives

Confidence

• Expectancy for success: awareness of criteria• Challenge setting: multiple achievement levels• Attribution molding: provide feedback that

supports student ability

Satisfaction

• Natural consequences: use skills in real or simulated setting

• Positive consequences: provide feedback and reinforcements

• Equity: consistent standards and consequences

Critique of ARCS

• Motivation != achievement• Requires constant checking with students– Bug or feature?

• What does that mean in a hybrid?

ARCS in hybrid

• Doesn’t yield a specific formula

Attention

• Need to consider what elements are grabbing student attention (F2F or online)

• Do you need something to grab their attention in both?

Relevance

• Are components a good fit?• Big student complaint is a mismatch between

F2F and online

Confidence

• Where are the criteria located?• When and where are you giving feedback?• How does a person excel in your course?

• Confidence is important with respect to online

Satisfaction

• Have the students had a chance to demonstrate their new knowledge, skills and abilities?– Wolverine Adamantium standards

• Showcasing good work

4C/ID

• Four Component Instructional Design• Van Merriënboer

Four Components

1. Learning tasks2. Supportive information3. JIT Information4. Part-task practice

Learning Tasks

• Concrete, authentic whole-task experiences that are provided to learners

• Simple to more complex• Goal is to build mental models that allow for

rules and strategies to be generated

Supportive Information

• Bridge between learners’ prior knowledge and learning tasks

• Fades as task become more complex• Learners determining relationships

JIT Information

• Information that is prerequisite to the learning and performance of recurrent aspects of learning task

• Help systems, checklists and manuals

Part-task practice

• Practice items to promote rule automation• Recurrent aspects of whole complex skill

…And much more

• Keeping it simple for today• Less focused on media delivery strategies

Critique of 4C/ID

• Difference between a complex and simple task?– As determined by faculty

• Requires extensive preparation• Limited to mechanistic concepts and

methods?

• What does that mean in a hybrid?

4C/ID (Flipped)

F2FJIT information

OnlineLearning tasksSupportive informationPart-task practice

4C/ID (Mixed)

F2FJIT informationPart-task practice

OnlineLearning tasksSupportive information

4C/ID (Hands-on)

F2FLearning tasksPart-task practiceJIT information

OnlineSupportive information

Questions?