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Instructional Theory

Event Theory Analysis Theory Planning Theory Building Theory Implementation Theory

Evaluation Theory

6 design theory elements

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Elaboration Theory

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Branching

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Mr Paulus is asked some questions

Selection 1

result

Selection 2

result

Selection 3

result

Selection 4

result

Selection 5

result

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Mr Paulus is asked some questions

Selection 1

result

Selection 2

result

Selection 3

result

Selection 4

result

Selection 5

result

Follow up Questions

Answers

Offered a choice to make a diagnosis

Choice 1 Choice 2 Choice 3 Choice 4

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Mr Paulus is asked some questions

Selection 1

result

Selection 2

result

Selection 3

result

Selection 4

result

Selection 5

result

Follow up QuestionsAnswers

Offered a choice to make a diagnosis

Choice 1

Choice 2

Choice 3

Choice 4

Diagnosis 1

Correct feedback Incorrect feedback

Diagnosis 2

Correct feedback Incorrect feedback

Diagnosis 3

Correct feedback Incorrect feedback

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Mr Paulus is asked some questions

Selection 1

result

Selection 2

result

Selection 3

result

Selection 4

result

Selection 5

result

Follow up QuestionsAnswers

Offered a choice to make a diagnosis

Choice 1

Choice 2

Choice 3

Choice 4

Diagnosis 1

Correct feedback

Incorrect feedback

Diagnosis 2

Correct feedback

Incorrect feedback

Diagnosis 3

Correct feedback

Incorrect feedback

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Instructional Approaches

• Anchored Instruction• Authentic Environment• Case-Based • Cognitive Apprenticeship• Direct Instruction• Discovery Based Learning• Drill and Practice• Expository Teaching• Hands-on• Individualised Learning• Inquiry Based Instruction• Instructional Game (Serious game)• Instructional Simulation• Learner Centred Instruction (motivation)• Problem Based • Project Based• Role play• Rote• Teacher centred• Tutorial

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Instructional Approaches

• Independant Practice• Peer Tutoring• Personalisation• Practice• Preview• Receiprocal• Reflection• Review• Self Assessment• Team

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Web or Training, is there a difference?

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Let’s take a look at the design and the eye

Guttenberg Diagram by Edmund Arnold

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Let’s take a look at the design and the eye

A simple moving text….

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Draw

Draw

DrawDraw

Draw

Info

Theory

Info

InfoInfo

info

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Research from Australia

First we need to understand text

So what do they see? 4 samples

aa

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4 experiments

The research – ‘book’ Type and Layout by Colin Wheildon

Sans Serif

Serif

66%

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4 experiments

The research – ‘book’ Type and Layout by Colin Wheildon

Sans Serif

Serif

12%

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4 experiments

The research – ‘book’ Type and Layout by Colin Wheildon

Sans Serif

Serif

24%

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4 experiments

The research – ‘book’ Type and Layout by Colin Wheildon

Sans Serif

Serif

0%

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The research – The trade off… So which font?

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Times New Roman

"The rock was still wet. The animal was glistening, like it wasstill swimming," recalls Hou Xianguang. Hou discovered the unusual fossil while surveying rocks as a palaeontology graduate student in 1984, near the Chinese town of Chengjiang. "My teachers always talked about the Burgess Shale animals. It looked like one of them. My hands began to shake." Hou had indeed found a Naraoia like those from Canada. However, Hou's animal was 15 million years older than its Canadian relatives.

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Arial

"The rock was still wet. The animal was glistening, like it wasstill swimming," recalls Hou Xianguang. Hou discovered the unusual fossil while surveying rocks as a palaeontology graduate student in 1984, near the Chinese town of Chengjiang. "My teachers always talked about the Burgess Shale animals. It looked like one of them. My hands began to shake." Hou had indeed found a Naraoia like those from Canada. However, Hou's animal was 15 million years older than its Canadian relatives.

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Verdana

"The rock was still wet. The animal was glistening, like it was still swimming," recalls Hou Xianguang. Hou discovered the unusual fossil while surveying rocks as a palaeontology graduate student in 1984, near the Chinese town of Chengjiang. "My teachers always talked about the Burgess Shale animals. It looked like one of them. My hands began to shake." Hou had indeed found a Naraoia like those from Canada. However, Hou's animal was 15 million years older than its Canadian relatives.

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Justification

"The rock was still wet. The animal was glistening, like it was still swimming," recalls Hou Xianguang. Hou discovered the unusual fossil while surveying rocks as a palaeontology graduate student in 1984, near the Chinese town of Chengjiang. "My teachers always talked about the Burgess Shale animals. It looked like one of them. My hands began to shake." Hou had indeed found a Naraoia like those from Canada. However, Hou's animal was 15 million years older than its Canadian relatives.

"The rock was still wet. The animal was glistening, like it was still swimming," recalls Hou Xianguang. Hou discovered the unusual

fossil while surveying rocks as a palaeontology graduate student in 1984,

near the Chinese town of Chengjiang. "My teachers always talked about the Burgess

Shale animals. It looked like one of them. My hands began to shake." Hou had indeed found a Naraoia like those from Canada.

However, Hou's animal was 15 million years older than its Canadian relatives.

"The rock was still wet. The animal was glistening, like it was still swimming," recalls Hou Xianguang. Hou discovered the unusual

fossil while surveying rocks as a palaeontology graduate student in 1984, near the Chinese town of Chengjiang. "My teachers always talked about the Burgess

Shale animals. It looked like one of them. My hands began to shake." Hou had indeed found a Naraoia like those from Canada.

However, Hou's animal was 15 million years older than its Canadian relatives.

✔ ✗

✗

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Associations

• A US government whistleblower tells Panorama how scientific reports about global warming have been systematically changed and suppressed.

• Some of America's leading climate scientists claim to Panorama that they have been censored and gagged by the administration.

• One of them believes the publication of his report, which catalogues the unprecedented rate of ice melt in the Arctic, was delayed as Americans prepared to vote in 2004.

• The scientists claim that when Bush came to power in 2000 his administration selected advice which argued that global warming was not a result of human activities and that the phenomenon could be natural.

• A US government whistleblower tells Panorama how scientific reports about global warming have been systematically changed and suppressed.

• Some of America's leading climate scientists claim to Panorama that they have been censored and gagged by the administration.

• One of them believes the publication of his report, which catalogues the unprecedented rate of ice melt in the Arctic, was delayed as Americans prepared to vote in 2004.

• The scientists claim that when Bush came to power in 2000 his administration selected advice which argued that global warming was not a result of human activities and that the phenomenon could be natural.

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Associations

A diagram is a drawing with information that can only be associated by understanding what the diagram is about before you look at it or there will be a lack of comprehension. In this diagram (see inset 1) we show the process of how to add an article to Wikipedia in a flow chat process.

Note the clear reference to the inset from within the text, this is known as a forced association, rather than the natural association we make on our own.

inset 1

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The matrix

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Advantage

• 1. Clean sheet development

2. Emotional significance

• 1. Clean sheet development

• 2. Emotional significance

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Assessment for

learningFormative

Assessmentof

learning

Diagnostic

Summative

Evaluative

Why do w

e assess

To monitor standards

To make trainers, admins and the boss accountable

To sort and classify students

To determine which courses the student should take

To report achievements both to student and others

To support and help by diagnosing difficulties

To support and help students to learn with feedback

Derivative of Ian Smith. 2007Assessment and Learning Pocketbook

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Why do w

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Assessment of learning (Summative)

Mainly about performance

Backward looking. (After the work)

Keys:

How good - At the right level - Can do?

Assessment for learning (Formative)Mainly about improvementForward looking. (Continuous)

Keys:Have I progressed? What difficulties still exist? What help do you need?

1. They create clarity: "Can you explain more about this situation?"

2. They construct better working relations: Instead of "Did you make your sales goal?" ask, "How have sales been going?"

3. They help people think analytically and critically: "What are the consequences of going this route?"

4. They inspire people to reflect and see things in fresh, unpredictable ways: "Why did this work?"

5. They encourage breakthrough thinking: "Can that be done in any other way?"

6. They challenge assumptions: "What do you think you will lose if you start sharing responsibility for the implementation process?"

7. They create ownership of solutions: "Based on your experience, what do you suggest we do here?"

What is a

ssessm

ent fo

r learn

ing

• What to ask

• In general, start questions with "how," "what," "where," "why" or "when."

• Think that's obvious? Well, how many times have you begun a question with "Tell me…" or "Describe for me..."? Bloom come to mind?

• Blooms Taxonomy 1956 level 1, Knowledge• observation and recall of information

• knowledge of dates, events, places

• knowledge of major ideas

• mastery of subject matter

• Question Cues:list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

• What to ask - say the modern psychologistsW

hat is a

ssessm

ent fo

r learn

ing

•SBA A-type MCQ

•Stem

•Lead in

•Response

Desig

nin

g th

e rig

ht q

uestio

ns

• Question Format

StemAn 8-month-old boy is brought to the emergency departmentby his mother. She is worried as he has had a fever and coughfor the past 16h and is now struggling to breath. On examinationhe is alert, not centrally cyanosed with marked sub- andinter-costal recession. He has widespread wheeze and inspiratorycrepitations over both lung fields.

Lead-inWhich one of the following is the most likely diagnosis?

Responses (one correct and four ‘good’distractors)A LaryngotracheobronchitisB EpiglottitisC AsthmaD BronchiolitisE Atypical pneumonia

Journal of Paediatrics and Child Health - Paediatrics and Child Health Division (Royal Australasian College of Physicians)

• E-type EMQ Extended Matching

•Lead in

•Scenario

•Options

Desig

nin

g th

e rig

ht q

uestio

ns

• Question Format

Lead-inFor each of the following children with infection, select the mostlikely causative agent

OptionsA MeaslesB Human metapneumovirusC ParvovirusD AdenovirusE VaricellaF Molluscum contagiosumG RubellaH Coxsackievirus B19I HHV-6J Herpes simplex virus

*McCoubrie P. Improving the fairness of multiple-choice questions: aliterature review. Med. Teach. 2004; 26: 709–12.

Scenario1 A 2-year-old girl presents with a cough, high fever and blanching erythematous, confluent, maculopapular rash on her abdomen and chest.2 A 12-month-old infant presents with a high fever, irritability,drooling and multiple ulcers covering his oral mucosa,including hard and soft palate.3 A 7-year-old girl presents with an itchy widespread vesicular rash which has crusted in some areas.

Tests for reasoning, not recall.

When you are trying to learn

Has 3 crucial stages

• Work the gapW

hat is a

ssessm

ent fo

r learn

ing

Evidence of your present condition

The desired goal

Some understanding of a way to close the gap between the two

Using Mediation or Scaffolding, allow the student have the responsibility to close the gap between the two themselves.

FEED BACK

Motives...

When assessment is used to evaluate

your learning, if you lack confidence

you are likely to:

• Hide what you don’t know or find

difficult

• Always look for the right answer

• Focus on the mark you get

• Want to know how you did against

others who took the same test

Why d

o w

e a

ssess

When assessment is used to

Help you improve your learning,

Even if you are not confident you

are more likely to:

• Be honest about what you do not

understand

• Be open to lots of ideas or

answers

• Focus on the tutors comments

• Want to know how well you have

improved from the last time

Paul Black and Dylan Williams 1998Assessment and Classroom Learning

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Does mobile need its own strategy?Tablet or phone?Should we be considering Native or WebApp?Android, iPhone or Blackberry?The big question Flash or HTML5?What about security?BYOD (Bring your own device) or Purchase infrastructure?Should we build our own cloud?

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What next?

Where do you go from here?

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Instructional Theory

Event Theory Analysis Theory Planning Theory Building Theory Implementation Theory

Evaluation Theory

6 design theory elements

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The matrix

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Neil LasherThe Learning Coach

Neil.l@thelearningcoach.co.uk

@neillasher

www.thelearningcoach.co.uk

Training to design and build learning that is…

….more effective, more efficient, more easily and widely accepted……

Learning that works!