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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