Anyone who wishes to miss this session … …is free to leave - NOW (*) (*) provided they can give a really good reason afterwards to convince me, the Training.

Anyone who wishes to miss this session … …is free to leave - NOW (*)

(*) provided they can give a really good reason afterwards to convince me, the Training Manager and the BH

Instructional Design

What is this beast?

At the end of this session…

You will be able to Identify the various schools of

thought that have contributed to classical and new-wave instructional design

Apply some of these lines of thought to your own work in e-learning

Critique some of these theories in a meaningful way

From the beginning Pavlov’s Dog Operant Conditioning Behaviorism aims to measure learning

in terms of behavior … … and aims to modify that behavior to

achieve its aims A ‘military’ style of learning “Drill-and-Practice” Relies mostly on repetition

School # 2 (or College #1)

Cognitivism Aims to understand the mental

processes in the learner’s head Notice how the focus has changed

Theory # 3 Constructivism… …allows for – in fact – encourages

differences within learners The most democratic school of all Actually treats each learner as a unit of

instruction Each learner aims to relate the content

to his personal experience and embeds it within

How they are used

Spot the differences

Difference between IA and ID Training vs education Skills vs knowledge ….

The three domains of learning

Cognitive Affective Psycho-Motor

Note that a skill is combine of (a) and (c)

The Business Imperative

Where arises the need for training?

Task Analysis

How would you go about it One method – the DIF Next step

The 1-2-3 of the cognitive domain

More on Bloom Other examples: The process of addition: can you apply? Alphabet: plain letters to the idea of a

alphabet The theory of infinity The periodic table Classical music Bloom’s taxonomy itself!

Learning Objectives – the cornerstone of successful education/training

The three features of a good objective

Difference between an aim and an objective

10 minute Intermission

Only 10 minutes

Assessments

What are the good features of a good assessment

Making assessments tougher Assessments for higher levels of

knowledge … a word about mastery learning

Relative vs Absolute Grading

Pros and cons - discussion

What is content?

Concept Facts Procedures and Processes Principles

Ways of exposition

Facts – use mnemonics, use repetition, use grouping; try to have them apply facts in real-life situations

Procedures – use clear display of steps with visuals and descriptions – use chaining to allow for creation of scripts

More on exposition

Concepts – present examples, non-examples, borderline examples, border-line non-examples; vary only one attribute at a time

Principles – use critical incidents that allow assimilation of how it was applied in that situation

A chess game Procedure: how the knight moves Fact: it has 64 squares and 32 pieces Concept: the game itself Principle: Knocking out the

opponent’s queen results in victory / Castling early is a good way to defend the king/ the value of the queen to a pawn is in the rough ratio 9:1

Evaluating the instruction

Summative evaluation vs formative evaluation

Kirkpatrick

Reaction Learning Behavior Results

A closer look at learners

Learning styles Inductive-deductive Active-reflective Visual-auditory Sequential-global Sensory-intuitive

More on content exposition

Move from concrete to abstract From less difficult to more difficult From more familiar to less familiar Use advance organizers Use summarizers

Some other influences worth mentioning

Malcolm Knowles – andragogy Vyogtsky – social conditioning Gestalt theory Gagne’s conditions of learning ACT-R vs SOAR

Questions