Instructional Design Program

1
Instructional Design Program

• Louis Keiner, CETL
• Jennifer Shinaberger, TEAL Center

2
Welcome and Introductions

• Facilitators
• Laura Hogue
• Salvatore DeGennaro
• Tracy Gaskin
• Program logistics
• Marjorie Metts

3
ID Program and Todays Agenda

• Overview of program
• What this program is and isnt
• Instructor-centered workshop
• Class and student-centered consultations
• Requirements of the ID program
• Other housekeeping details

4
Instructional Design What Is It?

• Importance of instructor preparation
• Instructional design background and definition
• Quick history of the field
• Systematic design of instruction to improve
  teaching and learning
• Based on teaching and learning theory
• Iterative process with formative summative
  evaluation
• Scalability
• Course, Unit, Chapter, Lesson
• Why do I need it and how will it help me?

5
Instructional Design Process
Front End Analysis
Write Course Goal(s)
Identify Course Topics
Write Course Objectives
Sequence Content
Develop Activities
Select Media and Materials
Develop Instructional Strategies
Evaluate
6
Needs Assessment

• All good instructional design begins with a needs
  analysis to identify the opportunity or problem
• Getting a picture of your course and your
  students
• Formal vs. informal needs assessment

7
Target Audience Analysis

• Learner characteristics
• Who are my students?
• Year
• Age (traditional vs. non-traditional)
• Gender, ethnic, and socioeconomic distribution
• Typical number of students in course
• Learners requiring accommodations
• Any other descriptive factors

8
Course Contextualization

• Course description and specifics
• Core, upper level, graduate
• Prerequisites
• Type of course (lecture, lab, seminar, workshop,
  writing intensive, etc.)
• Instructional delivery (videoconference, online,
  technology-enhanced)
• Typical time of day for course

9
Gap Analysis

• What is the specific problem or opportunity that
  you like to address in your course?
• Write this in your own words
• What is the current status of your course?
• What is the desired status?
• Give some examples of why you know this problem
  or opportunity exists
• What can be done to improve the course or
  leverage an opportunity?
• Possible solutions

10
Resources for Gap Analysis

• Student performance indicators
• Test, quiz, lab and/or homework grades
• Portfolios
• Student evaluations
• Other assessments or evaluations
• Meetings with students

11
Student Perceptions About the Course

• What feedback do you receive from students (about
  issues relevant to the problem or opportunity)?
• Perceptions about tests, test results,
  instruction, activities, etc.
• Why is this important?
• Student buy-in

12
Gathering Your Resources to Write Goals and
Objectives

• Departmental mission, goals, objectives
• Catalog description of course
• Professional society standards
• Outside university materials
• Colleagues syllabi, instructional materials,
  websites, etc
• Textbook and ancillary materials
• Current and/or past course syllabi
• Student evaluation themes

13
Quick Education Review

• Three domains of learning
• Cognitive thinking domain
• Affective attitudinal domain
• Pyschomotor physical skill domain
• Use depends upon course and nature of material

14
More Education Review

• Blooms Taxonomy of Learning
• Knowledge Level 1
• Comprehension Level 2
• Application Level 3
• Analysis Level 4
• Synthesis Level 5
• Evaluation Level 6
• Why is this good to know?

15
Goals and Objectives

• Why is this important to know how to write good
  goals and objectives?
• The Accountability Era
• Measure student learning
• Sequence material
• Student self-evaluation and assessment

16
How to Write Goals

• Characteristic of a goal
• What would you like your students to be able to
  do at the end of your course?
• Broad, general statement

17
Examples of Goals

• The learner will
• demonstrate mastery of the instructional design
  process
• understand role of the systematic design of
  instruction within the context of the educational
  process, and
• relate this knowledge to his or her educational
  profession
• (from EDET 700 - Principles of Instructional
  Design)

18
Identifying Course Topics and Themes

• What broad topics need to be addressed to achieve
  the goal of the course?
• What themes do you as the instructor want to
  accomplish with your students?

19
Course Topics and Themes for EDET 760
Educational Technology Leadership

• Change and Complexities Theories
• Intro to Concepts of Planning for Technology
• Technology, Learning, and Equity Issues
• Computer Applications in Educational
  Administration
• Computer Applications in Instruction
• Multimedia in Education
• Data Communications, the Internet and Educational
  Applications
• Distance Learning
• Hardware Planning and Evaluations/Software
  Selection and Evaluation
• Faculty/Staff Development and Support
• Managing Computer Facilities and Technology
  Centers
• Financial Planning/Project Management

20
Objectives

• Objectives vs. goals
• Objectives operationalize goals
• Measurable, observable and specific as opposed to
  broad
• Why do we need objectives?
• Align course to goal(s)
• Produce assessment and evaluation which is
  consistent with objectives
• Layout course expectations for students
• Basis of instructional strategies, activities and
  evaluation/assessment

21
Examples of Course Objectives

• To build on knowledge gained from introductory
  Spanish courses (101, 102, 111) by increasing
  ability in the four skills of speaking,
  listening, reading and writing.
• (from Spanish 201, Intermediate Spanish, Part II)
• Other examples

22
Writing Course Objectives

• Objectives
• Contain action verb based on Blooms Taxonomy
• Are student-centered
• Tell specifically what the student will be able
  to accomplish at the end of the instruction
• Avoid use of fuzzy word (words intended more
  for goals understand, appreciate, embrace)
• Rule of thumb at least 8, but no more than 20
  for a course

23
Sequencing of Content

• Keep your goal(s) in front of you
• Write out the objective
• List student activities
• Homework, in-class activities, assignments,
  readings, etc.
• Media (materials)
• Evaluative topics and measures

24
Whats Next?

• Ideas for developing
• Instructional strategies
• Activities
• Selecting media and materials
• Incorporating technology
• Ideas for assessment and evaluation

25
Individual Appointments

• Whos who at the CETL/TEAL Center
• What will we accomplish in those meetings
• What will I be expected to prepare
• How many times will we have to meet
• Spin-off workshops