Design for Instruction

By Kerry BonugliDesign for InstructionTeaching with Technology Chapter 7 (pages 159-173)1

Information ProcessesCredit cards Conceptualization of money. Symbolizes purchasing power.

Mechanics Mechanics rooting around under the hood of a car has gave way to using electronic diagnostic tools.

Nurse Traditional bed side nursing gives way to monitoring banks of LCDs with patient information and vitals

2Information Overload / ExplosionMore information in the last 30 years than in the previous 5,000Over 1000 book titles published each dayInformation in the field of Science doubles every 5.5 yearsTotal printed information doubles every 8 years (Naisbitt, 1982)

3What does it all mean?Information age forces us to deal with an insurmountable quantity of information at an accelerated rate.

Stress related heal problems such as Information fatigue syndrome or I.F.S. have become an actualitydigestion problemsheart problemshyper tension high blood pressureSleep disorders

4Is this a losing battle?More and more learners are forced into dealing with issues that make coping with new information difficult if near impossible.New information on a daily baisisStudents cannot learn it all Students are being expected to learn more at an accelerated rate and at a much earlier age.

We might all be in jeopardy of drowning in information while remaining starved for knowledge (Naisbitt, 1982)

5How to cope with the overloadBe your own filter

Be economical about what you say online

Embrace simplicity (ordered knowledge)

De-nichify (avoid being overly specialized, less jargon for the sake of jargon)

Demand government move toward informed public policy that uses I.T. to protect freedoms and limit inappropriate excess

Shenks five acecdotes for dealing with I.O.

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Teaching information LiteracyRecognize that accurate/complete information is necessary for intelligent decision making

Formulate relevant questions based on needed information

Evaluate information

Organize information for practical application

Use information in critical thinking and problem solving

7So what is an educator to do?creating opportunities to help learners search for and locate information that might be important to them

helping students work through, interpret and judge for themselves the validity of information.

helping students use the information that is available to create order of their experiences and derive new understanding

helping students to communicate their new understanding.Todays educator is challenged with

8So what is an educator to do?Curriculum has shifted from knowledge and skills to problem solving and critical thinking.

Role of the educator has changed from disseminator of knowledge and skills to the role of a coach or mentor

Learners have shifted from passive knowledge receptacles to those engaged in constructing knowledge and meaning and personalizing it

Educational institutions have shifted to an environment that fosters real-world learning based on open networks of knowledgeTrends of thought

9The Integrated vs. Process ApproachIntegrated Approach

Here is a car, and Ill show you how to fix it using certain tools. Subject Area and Classroom learning tied to real world needs

Change from traditional isolated, bibliographic instruction

Moves away from teaching the use of tools and more towards accomplishing the give task with the tools

Learning is transferable across all setting/subjects so creation of new instructional units or courses is unnecessary

10The Integrated vs. Process ApproachProcess Approach Process of coping with locating, accessing, and using a variety of information sources

Emphasizes transferable cognitive skills that help increase the learners ability to effectively use information, reference materials, online databases, and internet resources.

Is thought to be more effective than traditional individual resource based approaches

11Process ModelsKuhithau Information Seeking ModelInitiation SelectionExplorationFormulation of FocusCollectionPresentationAssessment of OutcomeEisenberg and Berkowitzs Information Problem Solving ModelTask DefinitionInformation Seeking StrategiesTracing and Location Individual ResourcesExamining, Selecting, and Rejecting Individual ResourcesInterrogating and Using Individual ResourcesRecording and StoringIrvings Skills ModelFormulation and Analysis of Information NeedIdentification and AppraisalLocation and AccessInformation UseSynthesisEvaluationInterpretation, Analysis, Synthesis and Evaluation of InformationShape, Presentation and Communication of InformationEvaluation of AssignmentStripling and Pitts Research Process ModelChoose a Broad TopicGet and Overview of the TopicNarrow the Topic StatementDevelop a Thesis/PurposeFormulate Questions to Guide ResearchPlan for Research and ProductionFind, Analyze and Evaluate SourcesEvaluate Evidence, Take Notes, and Compile BibliographyEstablish Conclusions and Organize Information in an OutlineCerate and Present Final Product

12Becoming Information Users - SSCCToday's learner must be taught the tool to be able to manage information properly through properly designed instruction.

This instruction should allow the learners to do the followingSearch

Sort and Judge

Create

Communicate

13Becoming Information Users - SSCCToday's learner must be taught the tool to be able to manage information properly through properly designed instruction.

This instruction should allow the learners to do the followingSearch

Sort and Judge

Create

Communicate

14Becoming Information Users - SSCCToday's learner must be taught the tool to be able to manage information properly through properly designed instruction.

This instruction should allow the learners to do the followingSearch

Sort and Judge

Create

Communicate

15Becoming Information Users - SSCCToday's learner must be taught the tool to be able to manage information properly through properly designed instruction.

This instruction should allow the learners to do the followingSearch

Sort and Judge

Create

Communicate

16Becoming Information Users - SSCCSearching for Information:

Appropriate methods for Searching should be used. (DVD, Internet, card catalog, electronic databases, hypermedia, etc.)

Right tool for the right job (general topics, use an encyclopedia, not the Internet.

Boolean Internet searches to narrow information down

Specialized search tools for specific topics (Medical clearing house for journals pertaining to medicine and the field)

17Becoming Information Users - SSCCSorting out and Judging Information:

Sorting out extraneous information

Questioning the validity of the information (websites, wikis,journals, etc.)

Cross checking information across multiple sources

Verify usefulness of the information

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Any Questions?!?BibliographyNorton , Priscilla, and Wilburg Karin.Teaching with Technology Designing Opportunities to Learn. 2nd. Toronto, Canada: Thompson Learning, 2003. 168-174. Print.

Photograph Credits

http://conceptualist.com

http://www.kollewin.com

http://whoseeswhat.org.uk

http://www.stresstips.com/?p=968

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