CEIT 225 Instructional DesignProf. Dr. Kürşat Çağıltay

http://www.metu.edu.tr/~kursat

Implement

Design

Analysis

Evaluate

Develop

ADDIE

The major questions:

• What are the objectives? • What skills, knowledge, and attitudes are going to

be developed? • What resources and strategies will be used in the

instruction? • How the content of the learning material will be

structured? • How the learners' understanding and whether or

not they have meet the instructional objectives will be assessed?

Plan the elements of instruction:

• The objectives of the instruction • Motivational strategies that will be incorporated into

the instruction • The introductory presentation of content • Practice activities and feedback mechanisms • Testing and assessment strategies • The instructor materials that will be needed

Design has some sub tasks, eg?

• Designing the sequence of instruction/content• Designing Assessment• Designing Feedback• Designing Motivation• And, of course, designing the media

– Storyboard, Flow

– Prototype paper materials

Designing Assessment

• Assessment measures the competence or capability of learners

• Thus assessment tasks should be written as soon as the objectives have been determined and before the content is prepared

• Use a variety of methods to test learners' knowledge, skills, and attitudes

• Self-completion tests, activities, assignments

Designing Feedback

• learners need: – not just the right answer but also to see how it is reached; – information on their own performance, in particular where

they may have gone wrong; – a clear picture of what they should do next and in what

order; – confidence to move on to the next stage of learning; – confidence in assessing their own performance and thus in

becoming more self-directed in their learning.

• e.g. your reports

Designing the sequence of instruction

• grouping of related objectives and activities and

• there must be a sequencing of teaching activities.

Sequencing instructional events (Gagne) Ch 7 , page 103• Gain attention. • Inform learners of objectives. • Stimulate recall of prior learning. • Present stimuli with distinctive features. • Guide learning. • Elicit performance (Practice). • Provide feedback. • Assess performance. • Enhance retention and learning transfer.

So, a Big Transition• Move from Macro-instructional design…

– “What to teach” decisions– Decision-making at the curriculum level– Selection, sequencing, summarizing, and synthesizing

• …to micro-instructional design– “How to teach” decisions– Decision-making at the lesson level– The learning moment: “Where the rubber meets the

road!”

Instructional Components Pre-instructional activities

– Motivating/gaining attention

– Informing learner of objectives/purposes

– Telling them what they already need to know

Content Presentation– Presenting the content

– Guiding the learning

Learner Participation– Giving the learner opportunities to practice

– Giving feedback

Assessment Follow-through activities

Approaches / Strategies

• Any idea?

• Example from football?• Principles

• Tactics

• Enrichment tactics

Reference: http://therotundaramblings.blogspot.com/2010/06/football-strategies.html

How about Turkish football?

Football Approaches/Strategies

Football strategies are used generally to

cover the various aspects of locating and

organizing the players, specifying play

activities, and deciding how to deliver the

score.

Instructional Strategies

Instructional strategies are used generally to

cover the various aspects of sequencing and

organizing the content, specifying learning

activities, and deciding how to deliver the

content and activities.

You must pick appropriate approaches and strategies for your instruction.

You may use tactics from Ch 8

Instructional Strategies

Assessment

Designing Assessment

• Assessment measures the competence or capability of learners

• Use a variety of methods to test learners' knowledge, skills, and attitudes

• Self-completion tests, activities, assignments

Instructional Congruency

InstructionalObjectives

Instruction Evaluation

When do you design assessment instruments?

After learning objectives are defined to ensure that criteria and standards are reflected in assessment items.

Objectives have direct implications for assessing student learning.

Why conduct assessment activities? For Learners: Provide feedback on their

progress toward the instructional objectives

For Instructors:Provide feedback on effectiveness on instruction.

For Designers: Provide feedback on effectiveness of instructional activities

Characteristics of Good Assessment Instruments

Validity– Does it assess what it is supposed to assess

Reliability– People who ‘know the material’ do well,

those who don’t do poorly; consistencyPracticality

– It can be implemented with relative easeEfficiency

– It takes as little time as necessary to get valid and reliable results

Assessment Formats

Paper and pencil tests– Recall

– Recognition

– Constructed answers

– Multiple-choice

– Essays

Observations Simulations Portfolios Games

Focus on Criterion-Referenced Assessment

Assessment based on pre-established benchmarks– Success is based on individual/team

performance, not on comparison with others

items or performance tasks that directly measure skills described in one or more behavioral objectives.

Four types of criterion-referenced assessment:

- The entry behaviors test

- The pretest

- The practice or rehearsal test

- The posttest

Criterion-Referenced Assessment

Entry Behaviors Test

: is given to learners before they begin instruction.

Assess learners’ mastery of prerequisite skills Assess skills that learners must have already mastered

before beginning instruction

Like this one

Pre-Test

: is administered to learners before they begin instruction.

Its focus is on how to develop instruction most efficiently for a particular group.

Have learners previously mastered the enabling skills?

Which particular skills have they previously mastered?

How can I most efficiently develop this instruction?

Practice Test

: To provide active learner participation during instruction

Are students acquiring the intended knowledge and skills?

What errors and misconceptions are they forming?

Is instruction clustered appropriately?

Is the pace of instruction appropriate for the learners?

Practice Test

Post-Test

: is administered after instruction.

Have learners achieved the terminal objective?

Is the instruction more or less effective for each main step

and for each subordinate skill?

Where should instruction be revised?

Have learners mastered the intended information, skills,

and attitudes.

Closing

• Use criterion-referenced, not norm-referenced, assessment instruments.

• Well-written performance objectives guide the construction of valid and reliable criterion-referenced assessments.

• There are 4 types of criterion-referenced assessment:

- entry behaviors; pretest; practice; posttest• The assessment format will be dependent on the learning

outcome

For the next week• Prepare assessment part of your

instructional material (Draft for now)– Determine mastery levels– Create a matrix for type of behavior and the

type of test items • All 4 components

– Entry behaviors

– Pre-test

– Pratice test

– Post test

• Revise prototypes (Flash&Paper)

After class

• Meet with your facilitators

Reference

• Slides are revised version of http://lrieber.myweb.uga.edu/edit6170/ppt/