Designing Learning and Instructional Strategies MID 7133 : [email protected] : Azmawati Mohd Lazim : 21A4FE60 : wawacrv : wawacrv Lecturer : Azmawati Binti Mohd Lazim
Designing Learning and Instructional Strategies
MID 7133
: [email protected] : Azmawati Mohd Lazim
: 21A4FE60 : wawacrv : wawacrv
Lecturer : Azmawati Binti Mohd Lazim
Learning Objectives
At the end of this lesson, learners should be able to : Write clearly the instruction and learning objectives State the differences between goal and objective Discuss the measurable objectives for the final
project documentation Construct the different set of objectives Identify the Information Design Principle Relate the Gagne Nine Event to the learning and
document preparation for the product assignment.
Instruction and learning
Effective instruction
begins with a systematic planning
process for instructional
events.
Interactivity in instruction
refers to active
learning
the learner acts on the information
given or presented
Learner transform it into new, personal meaning.
3 Intro
Goal vs Objectives
Measurable Objectives
Type of Objectives
Information Design
Principle
Gagne Nine Event
Instructional Strategy
Instructional strategy is a guideline on
which instructors base their
teaching and learning
approach or methodology on.
Effective instructional
strategies are based on learning
theories. E.g : Gagne Nine
Event
Learning Theories
describe the ways that
theorists believe people learn
new ideas and concepts.
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Goal vs Objectives
Measurable Objectives
Type of Objectives
Information Design
Principle
Gagne Nine Event
Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
MID 7133 5
The goal Where we want to be.
The objectives
The steps needed to get there.
Intro Goal vs
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Type of Objectives
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Gagne Nine Event
Developing goals
GOAL The course
goals are broad statements of
what the students will be able to do when
they have completed the
course.
Goals can be lofty ideas,
using words or phrases like
"appreciates" or "shows leadership
ability."
Example of a broad course
goal: Students will gain a
greater appreciation for
traditional music.
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Goal vs Objectives
Measurable Objectives
Type of Objectives
Information Design
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Gagne Nine Event
Writing objectives
How can we measure if the user understand the lesson?
For example : how to measure if they appreciate history?
It would be very difficult. That is why we develop objectives.
The objectives must be
measurable
specific
you can determine if the goal was achieved.
Also called
• learning outcomes
• measurable objectives
• behavioral objectives because they describe observable behavior rather than knowledge.
OBJECTIVES
7 Intro
Goal vs Objectives
Measurable Objectives
Type of Objectives
Information Design
Principle
Gagne Nine Event
Goals vs Objectives
GOAL
• Goals are broad.
• Goals are general intentions;
• Goals are intangible;
• Goals are abstract;
• Goals can't be validated as is;.
OBJECTIVES
• Objectives are narrow
• objectives are precise.
• objectives are tangible.
• objectives are concrete
• objectives can be validated
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Goal vs Objectives
Measurable Objectives
Type of Objectives
Information Design
Principle
Gagne Nine Event
What is measurable objectives?
Measurable objectives
the specific measures
use to determine whether or not we are
successful in achieving the goal.
The objectives
instructions about what we want the student to be able to
do.
Use verbs
include specific
conditions (how well or how many)
describe to what degree the students will be able
to demonstrate mastery of the task.
3/6/2012 9 Intro
Goal vs Objectives
Measurable Objectives
Type of Objectives
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Measurable Objectives
Objectives MUST BE clearly written and measurable.
They are clear in that the learner knows how they will be measure (condition), what he/she must do (performance) and how well he/she
must do it (criterion).
The objectives are measurable in that the criterion clearly states the performance level
that must be achieved.
10 Intro
Goal vs Objectives
Measurable Objectives
Type of Objectives
Information Design
Principle
Gagne Nine Event
Writing Measurable Objectives
ALLOW DEVELOPERS TO
Wrap their minds around the content to understand its scope
Use the big-picture view to understand
what themes, interactivity and
engagement strategies can work
Logically order the content (this can be
done in an instructional analysis which many people
don’t do)
Organize the content into chunks, topics,
lessons, units, modules, etc.
Ensure that no content slips through the
cracks
Ensure all required content is tested
Communicate the content to clients,
subject matter experts and the development
team
11 Intro
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Writing measurable objectives
First, it must be noted that one must consider one’s audience.
Second, an objective should include the following:
1. Performance/Action verbs. An objective always states what a learner is expected to be able to do and/or produce to be considered competent.
2. Conditions. An objective describes the important conditions (if any) under which the performance is to occur.
3. Criteria/Standards. An objective describes the criteria of acceptable performance; that is, it says how well someone would have to perform to be considered competent.
4. Audience. End user
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Gagne Nine Event
Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
3/6/2012 MID 7133 13
Example
Intro Goal vs
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14
know Understand FORBIDDEN WORDS
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Types of Objectives
Three domains and ensuing type of objectives
include:
Cognitive : thought or knowledge: "what the student is able to do" (an observable)
Affective : feelings or choices "how the student chooses to act”
Psychomotor : physical skills "what the student can perform"
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Cognitive Domain
16
Use this list to help you express distinct
performance expectations you have of
your users / students.
In general, cognitive competency in a
field begins with knowledge level
learning and advances up the taxonomy
to comprehension, application, and
then the higher order skills involved in
analysis, synthesis, and evaluation or
problem solving.
Intro Goal vs
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Type of Objectives
Information Design
Principle
Gagne Nine Event
Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
3/6/2012 MID 7133 17 Intro
Goal vs Objectives
Measurable Objectives
Type of Objectives
Information Design
Principle
Gagne Nine Event
Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
18
Knowledge
• arrange
• define
• duplicate
• know
• label
• list
• match
• memorize
• Name
• order
• quote
• recognize
• recall
• repeat
• reproduce
• restate
• retain
Comprehension
• characterize
• classify
• complete
• depict
• describe
• discuss
• establish
• explain
• express
• identify
• illustrate
• locate
• recognize
• report
• Relate
• review
• sort
• translate
Application
• administer
• apply
• calculate
• choose
• compute
• conduct
• demonstrate
• dramatize
• employ
• implement
• interpret
• operate
• perform
• practice
• prescribe
• roleplay
• sketch
• solve
Analysis
• analyze
• appraise
• categorize
• compare
• contrast
• critique
• diagram
• differentiate
• discriminate
• distinguish
• examine
• experiment
• explore
• inventory
• investigate
• question
• research
• test
Synthesis
• combine
• compose
• consolidate
• construct
• create
• design
• formulate
• hypothesize
• integrate
• merge
• organize
• plan
• propose
• synthesize
• systematize
• theorize
• unite
• write
Evaluation
• appraise
• argue
• assess
• critique
• defend
• envision
• estimate
• evaluate
• examine
• grade
• inspect
• judge
• justify
• rank
• rate
• review
• value
Verbs Words Use in Cognitive
Intro Goal vs
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Gagne Nine Event
Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
3/6/2012 MID 7133 19 Intro
Goal vs Objectives
Measurable Objectives
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Information Design
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Gagne Nine Event
Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed
from the simplest behavior to the most complex:
Intro Goal vs
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Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical
movement, coordination, and use of the motor-skill areas.
Development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures, or techniques in
execution. The seven major categories are listed from the simplest
behavior to the most complex:
Intro Goal vs
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Type of Objectives
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22 Intro
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Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
3/6/2012 MID 7133 23
Information Design Principles Retrieval • Attention to external stimulus will initially last up to a
maximum of 20 minutes. Keep content small and self-contained. Chunking or grouping pieces of data into units is a major
technique for getting and keeping information in short-term memory; it is also a type of elaboration that will help get information into long-term memory.
Label topics clearly. Use a template for consistency. Disclose information in progressive layers. Each topic has only one learning outcome and have 7 + 3
units of information ( a maximum of 10 screens)
Orientation • E-learning material has no physical representation of its
organization; there are no covers, chapters, or pages. Provide visual cues through metaphor or color.
Provide a site map, easy backtracking and exit, and a default path.
24 Intro
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Information Design Principles Presentation •Consider readability and layout.
•Reduce clutter; aim for 50% white space. •Distinguish important information. •Use color and graphics appropriately. Be consistent and conservative. •Use color and graphics for clarification and explanation, not for decoration.
Encoding
• When designing the structure, consider the purpose. design sequentially design hierarchically
• Structure each topic to answer one question/learning outcome
Sequence
•Provide several access techniques: menu, index, table of contents, hypertext links, keyword searches. •Provide multiple entry points and paths to address a variety of learner needs.
25 Intro
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Gagne Nine Event
Intro Goal vs
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Example: Instructional Event Lesson Activity
1.Gain Attention Engaging opening sequence. A space theme is used to play off the new software product's name, STAR. Inspirational music accompanies the opening sequence, which might consist of a shooting star or animated logo.
2. Recall Information Students are called upon to use their prior knowledge of other software applications to understand the basic functionality of the STAR system. They are asked to think about how they start, close, and print from other programs such as their word processor, and it is explained that the STAR system works similarly.
3. Inform Learner of Objective
A computer programmer presents students with the following learning outcome immediately after the introduction.
Upon completing this lesson you will be able to:
list the benefits of the new STAR system.
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Instructional Event Lesson Activity
4. Present Stimulus Material
Using screen images captured from the live application software and audio narration, the training program describes the basic features of the STAR system. After the description, a simple demonstration is
performed.
5. Provide Learning Guidance
With each STAR feature, students are shown a variety of ways to access it - using short-cut keys on the keyboard, drop-down menus, and button bars. Complex sequences are chunked into short, step-by-step lists for easier storage in long-term memory.
6. Elicit Performance After each function is demonstrated, students are asked to practice with
realistic, controlled simulations. 3/6/2012 MID 7133 28
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Instructional Event Lesson Activity
7. Provide Feedback During the simulations, students are given guidance as needed. If they are performing operations correctly, the simulated STAR system behaves just as the live application would. If the student makes a mistake, the tutorial immediately responds with an audible cue, and a pop-up window explains and reinforces the correct operation.
8. Assess Performance After all lessons are completed, students are required to take a post-test. Mastery is achieved with an 80% or better score.
9. Enhance Retention • A one-page, laminated quick reference card is distributed for further reinforcement of the learning session.
• A case study on the application of the software is discussed using the course discussion forum.
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Intro Goal vs
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Gagne Nine Event
Gagne Conditions for learning ◦ http://www.knowledgebank.irri.org/rkb/RKB_Content/eLearning.htm
◦ http://www.geom.uiuc.edu/apps/rainbow/
Apply Gagne Nine Events of Instruction for a specific topic in the Design Template given
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Why you have a ‘date’ with me next week?
Please prepare your
1 Learning goal for your English Course
10 learning objectives for your English Courseware by referring to the Cognitive Domain element & Blooms taxonomy verbs.
Update your blogs & present it in class.