Instructional design

INSTRUCTIONAL DESIGNNEW FACULTY ORIENTATIONSPRING 2015DONNA GREENE, ASSOCIATE PROFESSOR EARLY CHILDHOOD

EDUCATION

WALK ABOUT

• What does the term “instructional design” mean to you?

• Take a few moments, write a definition on the sticky notes and

put up on the easel paper.

• Take the dots and put a dot next to the definitions that

resonate to you in some way.

• Share in small groups- was there a definition that was new to

you?

• Large group sharing.

INSTRUCTIONAL DESIGN OR INSTRUCTIONAL SYSTEM DESIGN (ISD)

• The practice of creating “instructional experiences which make

the acquisition of knowledge and skill more efficient, effective,

and appealing.”

THE TRADITIONAL TEACHING CYCLE

Topic

Review the topic

Lecture/students

take notes

Assessment/Quiz

or exam

Analyze

BEGINNING AT THE BEGINNING EDGAR DALE - 1946

1950’S AND 1960’S – B F SKINNER AND HIS RATS!

BENJAMIN BLOOM AND HIS TAXONOMY OF LEARNING DOMAINS

•Cognitive•Psychomotor•Affective

THE LEARNING CYCLE

Encounter

New Ideas

Reflect

/Implement

New Idea

Create a

new

Paradigm

KOLB AND FRY• Kolb and Fry's (1975) experiential learning model is a continuous spiral process which consists of four

basic elements:

• Concrete experience

• Observation and reflection

• Forming abstract concepts

• Testing in new situations

• Immediate or concrete experiences are the basis for observation and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn (Kolb & Fry).

• According to Kolb and Fry (1975), the adult learner can enter the process at any one of the elements. The adult learner moves to the next step once he or she processes their experience in the previous step.

HOW LEARNING WORKS: AMBROSE, BRIDGES, DIPIETRO, LOVETT & NORMAN• 1- Prior knowledge can help or hinder learning

• Old incorrect knowledge may supersede new knowledge

• 2-Organization of knowledge

• Experts have rich complex mental structures-students have sparse superficial

• 3-Motivation

• How will this help me be successful?

• 4- Mastery

• Students must acquire skills, practice integration, know when to apply

• 5-Goal-Directed Practice coupled with explicit feedback enhances learning

• Driving and the expert blind spot

• 6-Students level of development and social climate interact to impact learning

• Accepting, resisting , passive- marginalizing, centralizing

• 7-Self-directed learners are self-aware

• Metacognitive strategies- assess a task, self evaluation, plan, apply strategies, monitor performance, reflect and adjust – (students don’t do any of these)

TEACHING ADULTS REVISITED: BETTY JONES• Adults learn complex tasks and concepts by doing them, then reflecting and dialoging about

them

• Teaching-learning relationships are build in small groups over time

• Teaching-learning partnerships are based on mutual respect

• Adult learners need to take initiative, make choices, act and react

• Learners should be doing more talking than the teachers

• Ask questions that you do not know the answer to

• Be clear about goals and expectations

• Assist learners in setting their own goals

• Pay attention to the needs of your learners

• Value diversity

• Students needs support and challenge to grow

• Use journal activities to allow everyone time to process thoughts

• The environment must feel safe for all

CHANGING EDUCATION PARADIGMS

ON COURSE

• What the recent research on student learning has concluded is that the more actively

students are involved in the learning process and take responsibility for their learning

outcomes, the greater are the learning results. --Todd M. Davis & Patricia Hillman

Murrell, Turning Teaching into Learning. ASHE-ERIC

• On Course Instructional Principles:

• Students construct learning primarily as a result of what they think, feel, and do (and

less so by what their instructors say and do). Consequently, in formal education, the

deepest learning is provided by a well-designed educational experience.

• The most effective learners are empowered learners, those characterized by self-

responsibility, self-motivation, self-management, interdependence, self-awareness,

life-long learning, emotional intelligence, and high self-esteem.

• At the intersection of a well-designed educational experience and an empowered

learner lies the opportunity for deep and transformational learning and the path to

success--academic, personal, and professional.

• http://oncourseworkshop.com/

SOME OF MY FAVORITE ACTIVITIES

• Think – Pair – Share

• Poster Sessions

• Whiteboard Paddles

• Create a video

• Debate a topic

• Role play games

• https://www.jigsaw.org/

BIG ROCKS VIDEO : TIME MANAGEMENT

• http://youtu.be/YjVpi1GzWbc

• Students are terrible time managers, I have found that most of

the Steven Covey Seven Habits really helps them to learn to

manage their time and to focus on what they really want. (This

was discussed at the end of the session).