Instructional Design: What does this have to do with you

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Instructional DesignWhat does this have to do
with you?

• Donna Harp Ziegenfuss
• Instructional Design Specialist
• Faculty Technology Center
• Wolfgram Memorial Library
• dhz0300_at_mail.widener.edu

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• What is ID?
• Where does learning theory come in?
• Instructional Strategies
• Incorporating ID into teaching practice

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What is Instructional Design?

• Process of translating theories of learning and
  instruction into plans for instructional
  materials and learning
• A Process
• A Discipline
• A Science
• A Reality
• Sara McNeil, University of Houston
  http//www.coe.uh.edu/courses/cuin6373/whatisid.ht
  ml

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Instructional Design

• Process of supporting the learners cognitive
  processes
• Learners Materials Learning environment
  What we know about how people learn
  Instructional Design
• Process of connecting theory and practice
• ID process or model includes
• The identification of needs (goals objectives)
• Design of learning materials to meet identified
  needs
• Integration of newly designed strategies
• An analysis and assessment of the learning for
  successful learning outcomes

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Course Goals and Objectives
Interaction
http//www.personal.psu.edu/faculty/s/j/sjm256/por
tfolio/kbase/IDD/idd.html
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Implications for Teaching Learning

• Course Goals Objectives Grounding of course
  content
• Strategies - Content mastery, self-directed
  learning, research, critical thinking
• Practice Repetition and construction of
  knowledge and skills
• Feedback Interaction, reinforcement,
  scaffolding, and explanations
• Assessment Tests, application, practical

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ID and Learning Theory Connections

• Conscious thinking about the learners and the
  learning process
• How it relates to your discipline and content
• Learning is more than just content
• Do you want to teach students how to think and
  solve problems?
• Will you focus on deep learning or rote
  learning?
• How will you motivate your students?
• Build course goals and objectives FIRST by
  thinking about the learning theories

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Learning Theory Application
Behaviorism SequencedInstruction ________________
__________ Computer-assisted instruction Drill
and practice Competency based learning (mastery
learning)
Cognitivism LearnerIntellectual
Skills __________________________ Discovery
learning ZPD - Zone of Proximal
Development Metacognition (Reflection) Situated
Apprenticeship
Constructivism KnowledgeConstruction ___________
_______________ Team Learning Project or problem
based learning Case Studies Simulations Clinical
experiences Socratic Learning Authentic
Assessment
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Behaviorism (S/R Stimulus Response)

• Change in behavior (observed and measured)
• Caused and shaped by the environment and
  reinforcement
• Association between the occasion on which the
  behavior occurs (stimulus) and the behavior
  itself (response)
• The mind is not involved in the S-R mechanism
• John Watson, Clark Hull, Edward L.Thorndike,
  B.F. Skinner

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Cognitivism (Mind Processes)

• Focuses on the mind and how students receive,
  assimilate, store and receive information
• Observed behavior results from what is going on
  in the mind
• Intellectual activity (metacognition)
• Instructor - manager of information
• But student does have an active role in
  processing the information internally
• Jean Piaget, Jerome S. Bruner, Lev S. Vygotsky,
  Albert Bandura

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Constructivism (Learner-Centered)

• Knowledge is constructed individually by learners
  in a social environment
• Based on their prior experiences and knowledge
• Each learner has an individualistic experience
• A personal and active experience and should be
  situated in the real world
• Recognizes multiple learning styles and
  diversity
• Instructor is facilitator, not owner of
  information
• John Dewey, Jean Piaget, Lev S. Vygotsky ,
  David Jonassen

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Adult Learning Principles

• Programs should be experientially focused
• Prior experience is a key component
• Choice in the availability and organization of
  learning
• Self-directed learning
• Need to know why they need to learn something
• Approach learning as problem-solving and focus
  less on content
• S. Brookfield, P. Cranston, K. Cross, J.
  Mezirow

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Learning Plan Includes

• What do students need to learn?
• Why do students need to learn it?
• How are students going to learn it?
• How will students know when they have learnt it?
• In what timeframe are they are going to learn it?
• How does the learning plan link to past and
  future learning or prior experience?
• The Royal Australian College of General
  Practitioners Learning Plan

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Getting Started

• Research similar courses on the internet, Duke
  examples
• Try some Merlot
• Learn about learning theory and strategies
• LTAs (low threshold applications)
• Re-evaluate Assessment

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Instructional Strategies

• Reflect on course outcomes first and work
  backwards
• Ask your students (get feedback)
• Fix what is broken, dont enhance what is
  already working
• Look at new ways to use old tools
• Provide something that you could not otherwise
  provide

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Instructional Strategies (cont.)

• Provide flexible guidelines when and how
  learners learn
• Let students take more responsibility for their
  own learning
• Encourage working in teams on authentic,
  real-world tasks
• Provide choices from a diversity of sound methods
  
• Shift to a learner-focused learning environment
  (scaffolding, self-direction, empowerment)
• Cyber discussions, online expert interviews
• Online teams, project collaboration
• Development of websites/multimedia to
  demonstrate student knowledge

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Some Technology Possibilities

• Tools for in the classroom
• Supplement w/online resources, content experts,
  electronic databases
• Address students multiple learning styles
• Extending learning outside the classroom
• Send learners/materials into a virtual space to
  continue the learning
• Create learning communities (collaboration,
  networking)
• 24/7 Archive and distribution of materials

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More Technology Strategies

• Streamline class management processes
• Facilitate student technology skills training and
  literacy
• Provide something that you could not otherwise
  provide
• Computer tutorial assistance, video clips of
  processes and tasks for practice
• Create a stronger communication bond between
  faculty and students

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When NOT to Use Technology

• DO NOT use it, just to use it
• Can facilitate a new way of doing things
• But is NOT the cure for everything
• Is not better or worse than F2F learning
• It is different
• Aim for the best of both worlds
• It should not take the place of planning a good
  solid course (ID process)
• It should NOT come before the ID
• Design the solid course first
• Then decide where technology could enhance your
  course

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• Technology generates a glut of information, but
  it has no pedagogical wisdom . This means that
  teachers must become experts in pedagogical
  design. A.
  Fullan, 2000
• Effectiveness is not a function of the
  technology, but rather of the learning
  environment and the capability to do things one
  could not do otherwise.
  NCREL survey respondent