Instructional Design Workshop V Anand. December 11, 2003STC Pre-Conference Workshop2 Session Plan Introduction to Instructional Design Writing Instructional

Instructional Design Workshop

V Anand

December 11, 2003 STC Pre-Conference Workshop 2

Session Plan

• Introduction to Instructional Design• Writing Instructional Objectives• Classifying Content• Writing Test Items• Instructional Models & Theories

Introduction to Instructional Design


Objectives

• Define Instructional Design.


Instructional Design is...

…all about learning!


Things That Usually Matter

• Quality of the Instructor– Content knowledge or domain expertise– Ability to mold the training as per students’ needs

• Quality of the Training Material– Order in which the content is taught– Relevance of the content being taught– Inclusion of real-life examples– Plenty of challenging yet doable questions and tasks– Instant and informative feedback– Inclusion of fun and rewards


So What Is Instructional Design?

• A system to develop training material• So how is it different from any normal system of

developing training material– Is systematic– Uses Learning (or Instructional) theories

• Instructional Design is teaching the correct things in the simplest and most effective manner.


Want a Great Training?

Use Instructional Design


The ADDIE Model

• Analyze– Identify the problem and possible solutions

• Design– Decide instructional sequence and strategies

• Develop– Create all supporting material for training

• Implement– Deliver the actual instruction

• Evaluate– Measure the success of the training

Content Structuring


Objectives

• Identify the principles of chunking and ordering.


Structures provide...

…a supporting framework around which the content/learning/information can be shaped.


Effective Structuring

• Grouping in categories• Placing in order

– Alphabetical– Numerical– Chronological– Simple to complex– General to specific– Concrete to abstract


Chunking and Ordering...

• …the content is not enough.• What else do you need to chunk and order?

Learning!


Learning Hierarchy

• Before imparting the actual knowledge, all prerequisites need to be covered.

• Learning Hierarchy is not necessarily the same as the Operational Sequence.

Writing Objectives


Objectives

• Identify the purpose and components of an instructionally sound objective.


What is an Objective?

• An objective describes the intended result of the instruction.

• It describes what a learner will be able to do after going through the instruction.


Why Objectives?

• Set Expectations• Plan the Learning Effort• Help Assess the Learner


Components of an Objective

• Performance• Condition• Criteria


Objectives - Performance

• The main part of an objective• Describes the End Result – What the learner will be

able to do• Does not describe the Process of learning• Should be:

– Measurable– Observable


Objectives - Condition

• Things that play a part in the performing of the performance– Tools– Equipment– Environment– Circumstances

• Limits the scope of the objective


Objectives - Criteria

• Standard of acceptable performance– Speed– Accuracy– Quality

Bloom’s Taxonomy


Objectives

• Identify the different levels of Bloom’s taxonomy.


Bloom’s Taxonomy

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation


Bloom’s Taxonomy

1. Knowledge2.

Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

Recall FactsUnderstand InfoUse Info in New SituationsSeparate Info into PartsCombine Info to Form a WholeJudge Info Based on Criteria


Some Verbs

1. Knowledge2.

Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

Identify, Select, Match, LabelIdentify, Select, Match, ClassifyPerform, Run, Create, ModifyAnalyze, Separate, CompareCombine, Summarize, OrganizeJudge, Determine, Criticize

Assessment

Mastery/Test/Quiz


Objectives

• Identify the purpose of and principles for writing good assessment.


Assessment is...

...a measure of the learning.• Centered around the objective• A measure of whether or not the objective has

been met.


Why Assess?

• Reinforce learning• Remove misconceptions• Evaluate the learner and the training• Build confidence• Identify areas of weakness


Testament – One Commandment

• Assess only the objective– Nothing more– Nothing less

• I do solemnly swear that I shall assess the objective, the whole objective, and nothing but the objective; so help me God!


Types of Assessment

• Multiple Choice• Match• Fill-in-the-blanks• Sequence• Short answer• Open ended• Simulation


Good Assessments

• Matches the objective• Meaningful• Challenging• Does not give clues• Possible to implement


Assessments

• Question Stem/Problem• Options/Steps

– Correct answers– Distracters

• Feedback


Question Stem/Problem

• Should be clear and concise• Should not be Which is true/false• Should not be negative


Options

• Should be meaningful and plausible• Should test on misconceptions• Should be parallel in idea, length, and language• Should not be All of the above or None of the

above• Should not be giveaways


Feedback

• None• Prescriptive

– Right/Wrong– Right/Wrong plus give the correct answer

• Diagnostic– Explain why the answer is right or wrong without

giving the correct answer

Instructional Strategies

Keller’s ARCS ModelGagne’s Events of Instruction

Merrill’s Component Display Theory


Objectives

• Identify the various components of the various Instructional Models and Theories:– Keller’s ARCS Model– Gagne’s Events of Instruction– Merrill’s Component Display Theory


Audience

AdversityMonstrosity

Travestyin Diversity!

So how do we address everybody?By finding out what’s common.


So what’s common...

• …to all audience?

• Their generic method of learning.


Two-Step Learning

• Assimilation– Gathering the new information

• Accommodation– Fitting the new information into the existing

information


Ensure Assimilation

• Grab the learner’s Attention• Bring out the Relevance of the information to the

learner


Ensure Accommodation

• Build the learner’s Confidence by providing enough practice.

• Ensure learner Satisfaction by providing constant feedback.


That’s Keller’s ARCS

• A• R• C• S

• Attention• Relevance• Confidence• Satisfaction


Gagne’s Instructional Events

• Enumerates nine internal events in which learning takes place

• Stresses on the need for having corresponding external events to facilitate learning


The Nine Internal Events

• Reception• Set Expectations• Relate to working memory• Selective perception• Semantic encoding• Responding• Reinforcement• Retrieval• Generalization

• Gain attention• Communicate objectives• Recall prior learning• Present stimulus• Guide learning• Elicit performance• Provide feedback• Assess performance• Enhance retention & transfer


Merrill’s Component Display Theory

• Focuses on a single idea/objective at a time• Create the best instructional strategy to result in

a particular learning outcome:– Performance– Content– Presentation Forms

• Primary• Secondary


Performance

• Remembering– Simple recall

• Using– Actually putting into use

• Finding Generalities– Extrapolating


Content Types

• Fact– Arbitrarily associated pieces of information

• Concept– Symbols, events and objects that can be grouped by their

similarities • Procedure

– Sequence of steps to accomplish a task• Principle

– Cause-and-effect relationships - Why something works in a particular way


The Matrix

Finding Generalities

Using

Remembering

Performance^Content ->

Fact Concept Procedure Principle


Primary Presentation Forms

• Rules• Examples• Recall• Practice


Secondary Presentation Forms

• Prerequisites• Objectives• Mnemonics• Feedback

That’s All Folks!

Thank You!!

Documents

Instructional Design Workshop V Anand. December 11, 2003STC Pre-Conference Workshop2 Session Plan Introduction to Instructional Design Writing Instructional