Introduction to Instructional Design Developing an

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Introduction to Instructional Design Developing
an Instructional Strategy

• Dr. Lloyd Rieber
• The University of Georgia
• Department of Instructional Technology
• Athens, Georgia USA

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Objectives

• Describe considerations in selecting an
  instructional delivery system.
• Name and use the five learning components of an
  instructional strategy.
• Develop an instructional strategy.
• Select appropriate student groupings and media
  for the learning components of an instructional
  strategy.

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Revise Instruction
Conduct Instructional Analysis
Assess Need to Identify Goal(s)
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop And Select Instructional Materials
Design and Conduct Formative Evaluation
Analyze Learners and Contexts
Design and Conduct Summative Evaluation
(Dick Careys Model)
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This Phase Marks a Big Transition

• We 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!

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A Skills Matrix
Discrete Occurring w/o time constraints
Continous Occurring w/time constraints

• Math operations
• Basic computer operations
• Typing

Closed There is a best way to learn it.

• Taking dictation
• Swimming
• Refereeing a game
• Changing a flat tire

Teaching difficulty 1
Teaching difficulty 2

• Writing an essay
• Painting
• Parenting
• Lesson planning
• Multimedia design
• Instructional design?

• Making presentations
• Live debate
• Singing
• Negotiation
• Interviewing
• Project management

Open No best way to learn it.
Teaching difficulty 3
Teaching difficulty 4
Tripp (1992)
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Developing Interactive Multimedia Everyone Wants
It

• Cheap
• Fast
• With superior quality

You can have 2 out of 3!
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Some Good Design Advice

• Know your audience
• What they know
• What motivates them
• Identify your learning objective and use it
  constantly to steer your design.
• Be clear and honest (first to yourself and then
  your audience) as to the learning outcome of your
  learning objective?

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Learning Componentsof Instructional Strategies

• Gagnes nine events
• Gaining attention
• Informing learner of the objective
• Stimulating recall of prerequisite learning
• Presenting the stimulus material
• Providing learning guidance
• Eliciting the performance
• Providing feedback about performance correctness
• Assessing the performance
• Enhancing retention and transfer

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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

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Components

• Selection of Delivery System
• Instructional Strategies
• Selection of Media

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Selection of Delivery System

• Consider the goal, learner characteristics, the
  learning and performance contexts, objectives and
  assessment requirements.
• Review the instructional analysis and identify
  logical groupings of objectives that will be
  taught in appropriate sequences.
• Plan the learning components that will be used in
  the instruction.
• Choose the most effective student grouping.
• Specify effective media and materials that are
  within the range of cost, convenience, and
  practicality for the learning context.
• Select or develop a delivery system that best
  accommodates the considerations in step 1 and the
  decisions made in steps 2-5.

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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.

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Content Sequence

• The first step in developing an instructional
  strategy is identifying a teaching sequence and
  manageable groupings of content.
• What sequence should you follow in presenting
  content to the learner?
• It depends on your instructional analysis

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Clustering Instruction

• The consideration of how to determine the
  amount of information to be presented.
• The age level of your learners
• The complexity of material
• The type of learning taking place
• Whether the activity can be varied, thereby
  focusing attention on the task
• The amount of time required to include all the
  events

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Kellers ARCS Model of Motivation

• Keller provides a strategy for designing
  instruction for attitude learning and motivation.
• ARCS represents 4 categories of motivational
  strategies
• Attention
• Relevance
• Confidence
• Satisfaction

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Learning componentsfor various learning outcomes

• The basic learning components of an instructional
  strategy are the same regardless of whether you
  are designing instruction for an intellectual
  skill, verbal information, a motor skill, or an
  attitude.
• However, there are distinctions you should
  consider for each type of learning outcome.

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Intellectual Skill

• The strategy should provide ways in which the
  learner can link new content to existing
  prerequisite knowledge in memory.
• Considerations
• The congruence of practice to the conditions and
  behaviors prescribed in the objectives and
  covered in the instruction.
• The link between prerequisite knowledge and new
  skills and progressing from less difficult to
  more complex problems.

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Verbal Information

• Elaboration strategies that link new
  information to knowledge currently stored in
  memory.
• Organization strategies that present similar
  information in subsets and provide direct
  instruction on the relationship among items in
  the subsets and among different subsets.
• Mnemonic when information is entirely new and
  unrelated to prior learning, then the strategy
  should include a memory device.

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Motor Skills

• The requirement of some form of visual
  presentation of the skill.
• The categories of content and examples in a
  strategy usually take the form of a verbal
  description of the skill followed by an
  illustration.
• Practice and feedback are the hallmarks of
  psychomotor skills.

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Attitudes

• Attitude consist of three components feelings,
  behaviors, and cognitive understandings.
• The content and example portion of the strategy
  should be delivered by someone or by an imaginary
  character who is respective and admired by the
  learners (human model).
• The most important consideration in the
  instructional strategy for teaching an attitude
  is the adequacy of the components that will
  promote transfer.

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Student Grouping

• The type of student grouping (individual, pairs,
  small group, large group) depends on specific
  social interaction requirements and is often
  mixed within and among the learning components in
  a lesson or unit.

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Dick, Carey, Careys Advice on Developing an
Instructional Strategy

• Indicate the sequence of objectives and how you
  will cluster them for instruction.
• Indicate what you will do with regard to
  preinstructional activities, assessment, and
  follow-through.
• Indicate the content to be presented and student
  participation activities for each objective or
  cluster of objectives.
• Review your sequence and clusters of objectives,
  preinstructional activities, assessment, content
  presentation, student participation strategies,
  and student groupings and media selections.
• Review the entire strategy again to consolidate
  your media selection.

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Developing an Instructional Strategy

• Check with both SMEs and learners!

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Selection of Media and Delivery System

• Clarks (1983) review of research established the
  basic argument that it is the design of
  instruction, rather than the medium used to
  deliver instruction, that determines student
  learning.

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Selection of Media and Delivery System

• Gagne, Briggs Wager (1992) provide a summary of
  selection criteria of media based on the type of
  learning outcome.

Learning Outcome
Exclusions
Selections
Media providing feedback to learner
responses Audio and visual features for nonreaders
Media that has no interactive feature Printed
discourse for nonreaders
Intellectual Skills
Cognitive Strategies
Exclusions same as for intellectual skills
Media with same features as those for
intellectual skills.
Declarative Knowledge
Exclude only real equipment or simulator with no
verbal accompaniments. Exclude complex prose for
nonreaders.
Media able to present verbal messages and
elaborations. Also, select audio and pictorial
features for nonreaders.
Media able to present realistic pictures of human
model and the models message
Exclusions same as for verbal information
Attitude
Media having no provision for learner response
and feedback.
Media making possible direct practice of skill,
with informative feedback.
Psychomotor
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Closing

• Ingredients for an instructional strategy (IS)
  include the results of the learner and context
  analyses, results of the instructional analysis,
  the performance objectives, and the assessment
  items.
• An IS is a prescription for developing or
  selecting instructional materials.
• The design of ISs is based on Gagnes events of
  instruction.
• Different learning outcomes need different ISs.