MIT6001 IT in Education—An Overview MIT6001 IT in Education—An Overview (2(2ndnd term) term)

#5: #5: Developing Developing Systematic Systematic

InstructionsInstructionsDecember 21, 2005December 21, 2005

Dale’s Cone of Dale’s Cone of ExperienceExperience

http://http://web.utk.edu/~mccay/apdm/selusing/selusing_dweb.utk.edu/~mccay/apdm/selusing/selusing_d.htm.htm

Instructional DesignInstructional Design

• Other names:Other names:– Instructional Systems Design (ISD)Instructional Systems Design (ISD)– Instructional Systems Design & Development (ISDD)Instructional Systems Design & Development (ISDD)– Systems Approach to Training (SAT)Systems Approach to Training (SAT)– Instructional Design (ID). Instructional Design (ID).

• A step-by-step system for the evaluation of A step-by-step system for the evaluation of students’ needsstudents’ needs

• The design and development of training The design and development of training materials, and the evaluation of the effectiveness materials, and the evaluation of the effectiveness of the training interventionof the training intervention

• World War IIWorld War II• Dick and Carey at Florida Stat Univ. in 1960sDick and Carey at Florida Stat Univ. in 1960s

First Principles of First Principles of InstructionInstruction

• Prof. David Merrill at BYU-Prof. David Merrill at BYU-Hawaii (Elder Merrill)Hawaii (Elder Merrill)

• http://cito.byuh.edu/merrill/http://cito.byuh.edu/merrill/

Does Your Instruction

Rate 5 Stars?

Prof. M. David MerrillProf. M. David Merrill

Tell & Ask Instruction (T&A)

Tell-&-Ask instruction Information-Only T&A instruction gets no

stars

First Principles of First Principles of InstructionInstruction

• Many instructional design theories Many instructional design theories and models have fundamental and models have fundamental underlying principles in common?underlying principles in common?

• A principle is a relationship that is A principle is a relationship that is always true under appropriate always true under appropriate conditions regardless of program or conditions regardless of program or practice.practice.

Where did we getStrategies for Effective

Learning ?• Analyze instructional theories and

models to extract general first principles.• Identify the cognitive processes

associated with each principle. • Identify empirical support for the

principles Describe the implementation of the principles in a variety of different instructional theories and models.

• Identify prescriptions for effective instructional strategies associated with these principles

Effective Instructional Strategies

Learning is facilitated when …the learner is engaged in solving a real-world problem.new knowledge builds on the learner’s existing knowledge.new knowledge is demonstrated to the learner.new knowledge is applied by the learner.new knowledge is integrated into the learner’s world.

Instructional Phases

5 Star Rating Scale

• This rating scale is based on First Principles of Instruction. ( http://cito.byuh.edu/merrill/text/workshops/5FirstPrinciples.PDF )

• The rating system consists of 5 stars, one each for Problem, Activation, Demonstration, Application, and Integration. Each star has three levels, bronze, silver, and gold depending on whether detailed criterion are met for each category.

• World class instruction rates 5 Gold Stars.

Problem

• Is the courseware presented in the context of real world problems?

Problem or task level?

• Is the student engaged at the problem or task level not just the operation or action level?

Problem

• Is the courseware presented in the context of real world problems?

• Does the courseware show learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course?

• Is the student engaged at the problem or task level not just the operation or action level?

• Does the courseware involve a progression of problems rather than a single problem?

Activation

• Does the courseware attempt to activate relevant prior knowledge or experience?

Activation

• Does the courseware attempt to activate relevant prior knowledge or experience?

• Does the courseware direct the student to recall, relate, describe, or apply knowledge from relevant past experience that can be used a foundation for the new knowledge?

• Does the courseware provide relevant experience that can be used as a foundation for the new knowledge?

• If students already know some of the content of the subject matter to be taught, does the courseware provide a diagnostic pretests?

Demonstration

• Does the courseware demonstrate (show examples) of what is to be learned rather than merely tell information about what is to be learned?

Tell vs. ShowTell vs. Show

• TELL is used to present general information to the student– tell facts, tell parts, tell a definition,

tell steps in a procedure, tell events in a process.

• SHOW is used to present specific information – Show instances of a concept, show a

demonstration of a procedure, show a visualization of a process.

Consistent demonstration

• Are the demonstrations (examples) consistent with the content being taught?

• Facts and associations for information-about?• Part location with respect to whole for parts-of?• Examples and non-examples for kind-of

(concepts)?• Demonstrations for how-to (procedures)?• Visualizations for what-happens (processes)?• Modeling for behavior?• The consistency criterion should be applied first. If

demonstrations are inconsistent then it doesn't matter if there is learner guidance or if the media is relevant.

E.g. Mongolian Surgical E.g. Mongolian Surgical DVDDVD

E.g. Mongolian Surgical E.g. Mongolian Surgical DVDDVD

Learner guidance?

• Are at least some of the following learner guidance techniques employed?– The learner is directed to relevant

information?– Multiple representations are used

for the demonstrations?– Multiple demonstrations are

explicitly compared?

Relevant media

• Is the media relevant to the content and is it used to enhance learning?

Demonstration

• Does the courseware demonstrate (show examples) of what is to be learned rather than merely tell information about what is to be learned?

• Are the demonstrations (examples) consistent with the content being taught?

• Are learner guidance techniques employed?

• Is media relevant to the content and is it used to enhance learning?

Application

• Does the learner have an opportunity to practice and apply their newly acquired knowledge or skill?

Two primary practice modes:ASK and DO

• ASK is appropriate when we want the student to recall information that was presented– remember information about,– remember a definition,– remember the steps in a procedure,– remember the events in a process.

AskAsk• All needs can be solved with some form of training

intervention. (T/F)• What is the primary purpose of data collection during

needs analysis? (MC)• What is the output of a task analysis? (MC)• What is the relationship between an instructional goal and

a need? (MC)• A need statement should describe … (MC)• What is the main purpose of a Needs Analysis Report?

(MC)• Which of the following is a valid need statement? (MC)• Which data collection method would be best for focusing

on how participants feel about their jobs? (MC)• Who should review a Needs Analysis Report? (MC)• Which of the following is a good reason to use a

questionnaire to collect data? (MC)

Let me do it!Let me do it!

• DO is appropriate when we want the student to be able to use their knowledge or acquire a skill.– analyze an instance to find the properties

that determine its class membership,– perform a procedure,– predict a consequence,– find faulted, missing or inadequate

conditions (trouble shooting) in a process,– design an artifact.– Let me do it ! Let me do it !

Consistent Practice• Are the application (practice) and the posttest

consistent with the stated or implied objectives?• Information-about practice -- recall or recognize

information.• Parts-of practice -- locate, name, and/or describe

each part.• Kinds-of practice -- identify new examples of each

kind.• How-to practice -- do the procedure.• What-happens practice -- predict a consequence of a

process given conditions, or find faulted conditions given an unexpected consequence.

• The consistency criterion should be applied first.

Varied sequence of problems

• Does the courseware require the learner to apply new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?

Coaching

• In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually withdrawn?

Application

• Does the learner have an opportunity to practice and apply their newly acquired knowledge or skill?– Are the application (practice) and the posttest

consistent with the stated or implied objectives?– Does the courseware require the learner to use new

knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?

– In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually withdrawn?

Integration

• Does the courseware provide techniques that encourage the learner to integrate (transfer) the new knowledge or skill into their everyday life?

Demonstrate

• Does the courseware provide an opportunity for the learner to publicly demonstrate their new knowledge or skill?

Reflect

• Does the courseware provide an opportunity for the learner to reflect-on, discuss, and defend his or her new knowledge or skill?

• E.g. Web-based electronic portfolioE.g. Web-based electronic portfolio

Create

• Does the courseware provide an opportunity for the learner to create, invent, or explore new and personal ways to use his or her new knowledge or skill?

• E.g. Video ethnography: Custom E.g. Video ethnography: Custom Studies:Studies:– Balanced LiteracyBalanced Literacy– Elementary Math (China)Elementary Math (China)

Integration

• Does the courseware provide techniques that encourage the learner to integrate (transfer) the new knowledge or skill into their everyday life?– Does the courseware provide an opportunity for the

learner to publicly demonstrate their new knowledge or skill?

– Does the courseware provide an opportunity for the learner to reflect-on, discuss, and defend his or her new knowledge or skill?

– Does the courseware provide an opportunity for the learner to create, invent, or explore new and personal ways to use his or her new knowledge or skill?

Five Star Instructional Five Star Instructional DesignDesign

A Problem to solve– show the problem– task or problem level– progression of

problems

Activate Knowledge– recall experience– provide experience– diagnostic pretest

Demonstrate Knowledge– consistent *– learner guidance– relevant Media

Apply Knowledge– consistent *– progression with

feedback– coaching gradually

withdrawn

Integrate Knowledge– demonstrate– reflect– create

World Class Instruction• Very few courses that are currently being offered

meet these 5 star criteria. However, the 5 Star criteria are based on the best that is known from research and theory about what constitutes an excellent, world-class course. Against these standards most courses could be significantly improved.

• Does your instruction rate 5 Gold Stars?

AssignmentAssignment• Identify an instructional unit (a lesson, a course Identify an instructional unit (a lesson, a course

module, etc.) that you or another teacher have module, etc.) that you or another teacher have designed and evaluate it using the following designed and evaluate it using the following Five-Star Instructional Design Rating form: Five-Star Instructional Design Rating form: http://ited.fed.cuhk.edu.hk/courses/mit6001/Lessons/5StarRating.dochttp://ited.fed.cuhk.edu.hk/courses/mit6001/Lessons/5StarRating.doc

• Fill in all parts of the form. You must type in Fill in all parts of the form. You must type in some reflection at the “Comment” section of the some reflection at the “Comment” section of the form.form.

• To select a score in the form, just highlight it.To select a score in the form, just highlight it.• Post the completed form to your electronic Post the completed form to your electronic

portfolio.portfolio.• If possible, include your lesson materials in the If possible, include your lesson materials in the

electronic portfolio.electronic portfolio.

ExampleExample

• Video Ethnography for Action ReseaVideo Ethnography for Action Researchrch

ADDIEADDIEhttp://www.e-learningguru.com/articles/art2_1.http://www.e-learningguru.com/articles/art2_1.htmhtm

http://www.itrc.wvu.edu/coursedev/preproduction/addie.http://www.itrc.wvu.edu/coursedev/preproduction/addie.htmlhtml

http://www.tc.umn.edu/~jlambrec/CI5336/Spring2001/Addie-Mhttp://www.tc.umn.edu/~jlambrec/CI5336/Spring2001/Addie-Model.htmodel.htm

• Analysis --> Design --> Analysis --> Design --> Development --> Implementation Development --> Implementation --> Evaluation--> Evaluation

ADDIE: AnalysisADDIE: Analysis

• the process of defining what is to be learned State the process of defining what is to be learned State the learning problem that justifies this project. the learning problem that justifies this project.

• What are your content area learning objectives? What are your content area learning objectives? • What is the timeline for this project? What is the timeline for this project? • Identify priorities and constraints that Identify priorities and constraints that

collaborative partners might need to be aware of. collaborative partners might need to be aware of. • Needs assessment, Problem identification, Task Needs assessment, Problem identification, Task

analysis analysis • Sample output: Learner profile, Description of Sample output: Learner profile, Description of

constraints, Needs, Problem Statement, Task constraints, Needs, Problem Statement, Task analysis analysis

ADDIE: DesignADDIE: Design

• the process of specifying how it is to be learned the process of specifying how it is to be learned Is there interactivity? If so, how is it used? Is there interactivity? If so, how is it used?

• Write objectives, Develop test items, Plan Write objectives, Develop test items, Plan instruction, Identify resources instruction, Identify resources

• Describe the user options that are available Describe the user options that are available throughout the program. throughout the program.

• Will there be feedback from the software to the Will there be feedback from the software to the user? If so, where? user? If so, where?

• Will the content progress from simple to complex Will the content progress from simple to complex issues? issues?

• Sample output: Measurable objectives, Sample output: Measurable objectives, Instructional strategy, Prototype specifications Instructional strategy, Prototype specifications

ADDIE: DevelopmentADDIE: Development

• the process of authoring and producing the process of authoring and producing the materials the materials

• Work with producers, Develop Work with producers, Develop workbook, flowchart, program workbook, flowchart, program

• Who will be involved in this project and Who will be involved in this project and what responsibilities will each person what responsibilities will each person have? have?

• Output: Storyboard, Script, Exercises, Output: Storyboard, Script, Exercises, Computer assisted instruction Computer assisted instruction

ADDIE: ImplementationADDIE: Implementation

• the process of installing the project in the process of installing the project in the real world context the real world context

• E.g. Teacher training, Tryout E.g. Teacher training, Tryout • Prior to full-scale implementation it is Prior to full-scale implementation it is

usually helpful to demo the software usually helpful to demo the software with a small group so that their with a small group so that their feedback can be used to revise and feedback can be used to revise and improve the software. How will you improve the software. How will you accomplish this? accomplish this?

• Sample output: Student comments, data Sample output: Student comments, data

ADDIE: EvaluationADDIE: Evaluation

• the process of determining the adequacy of the process of determining the adequacy of the instructionthe instruction

• Record time data, Interpret test results, Record time data, Interpret test results, Survey graduates, Revise activitiesSurvey graduates, Revise activitiesHow will you know if the instructional How will you know if the instructional objectives have been achieved? objectives have been achieved?

• What method will you use for collecting What method will you use for collecting feedback from the users of the software feedback from the users of the software regarding the interface, sequencing of regarding the interface, sequencing of information, and its content? information, and its content?

• Recommendations, Project report, Revised Recommendations, Project report, Revised prototypeprototype