Title: Instructional Design The 3 Major Approaches to Instructional Design (EDER 673 L.91 ) From Calgary With Asst. Professor Eugene G. Kowch January 23, Seminar Two (An Asynchronous Meeting using WebCT discussion Thread and WWW Course Home Page
1Instructional DesignThe 3 Major Approaches to
Instructional Design (EDER 673 L.91 )From
Calgary With Asst. Professor Eugene G.
KowchJanuary 23, Seminar Two(An Asynchronous
Meeting using WebCT discussion Thread and WWW
Course Home Page Material)
2Advance Organizer for This Week
- 1. Developing our vocabulary
- Terms and Definitions in Instructional Design
- 2. A Comparison of the 3 main approaches to
Instructional Design / An Overview to help us
understand the main paradigms - 3. More detail on Cognitivist Education - A
framework for understanding instruction and
theory in design - 4. Reading Assignment for next weeks Vclass
session. Prep. For Student Jigsaw Anglin
NOTE for New Students Light Blue Links are Hot
links http//www.ucalgary.ca (just click on the
blue link and - there you go!)
3First, well look into our new designer
Vocabulary -- Questions well answer this week
Organizer
- 1. What is design?
- 2. What is instructional design?
- 3. What is instructional design theory?
- 4. What is technology?
- 5. What is educational technology?
- 6. What is instructional technology?
4B. Then Well Compare the 3 Main Approaches to
Instructional Design
Organizer
- 1. Behaviorism
- 2. Cognitivism the dominant theory base for ID is
cognitivist education (Ch. 3, Reigeluth) - - 3 Constructivism
5Then, each student is invited to explore your
preferred approach to Instructional Design, and
think about why you prefer this approach as a
designer. (This will be the topic of this
weeks discussion thread and readings)For next
week, each student will also be assigned a small
topic to present in next weeks Vclass on
eitherCurrent Issues in the field of
Educational TechnologyCurrent Trends in the
field of Educational Technology(the assignment
is at the end of these pages)
Organizer
6A. Definitions in the ID Domain
ID Vocabulary
- A.1 What is Design?
- Archer wrote that
- Design is that area of human experience,
skill and knowledge which is concerned with mans
ability to mould his environment to suit his
material and spiritual needs. (Archer, B (1973)
The Need for Design Education. Royal College of
Art) - Design is essentially a rational, logical,
sequential process intended to solve problems or,
as Jones put it initiate change in man-made
things (Jones, J.C. (1970) Design Methods and
Technology Seeds of Human Futures) - For the term design process, we can also
read problem-solving process, which in all but
its abstract forms works by consultation and
consensus. The process begins with the
identification and analysis of a problem or need
and proceeds through a structured sequence in
which information is researched and ideas
explored and evaluated until the optimum solution
to the problem or need is devised.
7A. Definitions in the ID Domain
ID Vocabulary
- A.2 What is Instructional Design?
- Instructional Design as a Process
- Instructional Design is the
systematic development of instructional
specifications using learning and instructional
theory to ensure the quality of instruction.
It is the entire process of analysis of learning
needs and goals and the development of a delivery
system to meet those needs. It includes
development of instructional materials and
activities and tryout and evaluation of all
instruction and learner activities. - Instructional Design as a Discipline
- Instructional Design is that branch
of knowledge concerned with research and theory
about instructional strategies and the process
for developing and implementing those
strategies. - Instructional Design as a Science
- Instructional design is the science
of creating detailed specifications for the
development, implementation, evaluation, and
maintenance of situations that facilitate the
learning of both large and small units of subject
matter at all levels of complexity. - Instructional Design as Reality
- Instructional design can start at any
point in the design process. Often a glimmer of
an idea is developed to give the core of an
instruction situation. By the time the entire
process is done the designer looks back and she
or he checks to see that all parts of the
"science" have been taken into account. Then the
entire process is written up as if it occurred in
a systematic fashion.
8A. Definitions in the ID Domain
ID Vocabulary
- A.3 What is Instructional Design Theory?
- IT is a theory that offers explicit guidance on
how to better help people learn and develop. The
concepts of learn and develop may include
cognitive, emotional, social, physical and
spiritual concepts (Reigeluth, 1999) - Gagne and Dick (1983) define ID theory as an
attempt to relate specified events of instruction
and learning processes and learning outcomes - Based on the knowledge base of learning research
theory - Prescriptive in the sense that they attempt to
identify conditions of instruction which will
optimize learning, retention and learning
transfer - Expected to provide, at minimum, rational
description of causal relationships between
procedures used to teach and their behavioral
outcomes, preferably enhanced human performance - Interested in reading more about IT Theory and
the Grand Masters? Sources - http//www.personal.psu.edu/faculty/s/j/sjm256/por
tfolio/kbase/TheoriesModels/theoryintro.htmlidth
eory - http//www.umich.edu/ed626/Dick_Carey/dc.html
- http//tip.psychology.org/reigelut.html
- http//tip.psychology.org/gagne.html
9A. 3 (details by Gagne) Instructional Design
Theory Characteristics
ID Vocabulary
- An orientation towards design, focusing on the
means to attain goals for learning and
development. It is not description oriented,
which emphasizes the results of given events,
like information processing theory. Design
oriented (goal oriented) theories are practical
and useful - and prescriptive. - Methods of instruction can be broken into
detailed component methods with smaller parts. - The methods are probabilistic rather than
deterministic - they increase the chances of
attaining goals not ensuring them. The goal of ID
theory is to attain the highest possible
probability of the desired results happening. - Interested in reading more? Hers a good source
McGriff, 2003 http//www.personal.psu.edu/faculty
/s/j/sjm256/portfolio/kbase/TheoriesModels/theory
intro.htmlidtheory
10 A. Definitions in the ID Domain
ID Vocabulary
- A.4 What is Technology?
- Throughout the twentieth century the uses of the
term have increased to the point where it now
encompasses a number of classes of technology - Technology as Objects Tools, machines,
instruments, weapons, appliances - the physical
devices of technical performance - 2. Technology as Knowledge The know-how behind
technological innovation. - 3. Technology as Activities What people do -
their skills, methods, procedures, routines - 4. Technology as a Process Begins with a need
and ends with a solution - 5. Technology as a Sociotechnical System The
manufacturer and use of objects involving people
and other objects in combination.
11Technology Further (Optional)Online Reading
resources (blue links are hot)
ID Vocabulary
- Defining Technology and Issues in Philosophy
(Excellent link) - Bilton, J, 2003 http//atschool.eduweb.co.uk/trin
ity/watistec.html - Babbage (1832) on Machinery - one of the original
treatises http//socserv2.socsci.mcmaster.ca/econ
/ugcm/3ll3/babbage/index.html - Ellul (1981) Argued that technique and use are
the same - his commitment to scrutinize
technology society pushes the field forward - http//www.regent.edu/acad/schcom/rojc/mdic/ellul
1.html - Ihde, J. (1996). This philosopher outlines
technological realism and points out that we
often think the technology is a thing that leads
us, at our own peril. - http//scholar.lib.vt.edu/ejournals/SPT/v1_n1n2/i
hde.html - Mitcham, C. (1994). In his book Thinking Through
Technology, the history of technology, issues
and a philosophical analysis of tech past and
present is offered. Excellent
http//scholar.lib.vt.edu/ejournals/JTE/v6n2/dietr
ich.jte-v6n2.html - Edler, F. (2001). A collection of rigorous
philosophical essays on technology. A must for
a Ph.D. student who is questioning technology in
the context of instructional design or
Educational Technology http//commhum.mccneb.edu/P
HILOS/techessay.htm
12 A. Definitions in the ID Domain
ID Vocabulary
- A. 4 What is Educational Technology?
- Educational technology is a complex, integrated
process involving people, procedures, ideas,
devices, and organization, for analyzing problems
and devising, implementing, evaluating, and
managing solutions to those problems, involved in
all aspects of human learning. In educational
technology, the solutions to problems take the
form of all the Learning Resources that are
designed and/or selected and/or utilized to bring
about learning, these resources are identified as
Messages, People, Materials, Devices, Techniques,
and Settings. The processes for analyzing
problems, and devising, implementing and
evaluating solutions are identified by the
Educational Development Functions of
Research-Theory, Design, Production,
Evaluation-Selection, Logistics, Utilization, and
Utilization-Dissemination. The processes of
directing or coordinating one or more of these
functions are identified by the Educational
Management Functions of Organization Management
and Personnel Management. -
- Educational technology is a theory about how
problems in human learning are identified and
solved. - Educational technology is a field involved in
applying a complex, integrated process to analyze
and solve problems in human learning. - Educational technology is a profession made up of
an organized effort to implement the theory,
intellectual technique, and practical application
of educational technology. - Source AECT, ( 1997) http//courses.educ.ksu.edu/
EDETC886/ProSemB/Chandima/AECTdefinition.html
13 A. Definitions in the ID Domain
ID Vocabulary
- A. 5 What is Instructional Technology?
- The most recent definition of the field (which
uses the term, instructional technology) has been
published by the Association for Educational
Communications and Technology (AECT)
Instructional Technology is the theory and
practice of design, development, utilization,
management, and evaluation of processes and
resources for learning. - The complete definition, with its rationale, is
presented in the AECT publication Association
for Educational Communications and Technology.
(1994). "Instructional technology The definition
and domains of the field." Washington, DC
Author. - An overview of the field can be found in
- Gagne, Robert M. (Ed.). (1987). "Instructional
technology Foundations." Hillsdale, NJ Lawrence
Erlbaum. - Anglin, Gary J. (Ed.). (1995). "Instructional
technology Past, present future" (2nd ed.).
Englewood, CO Libraries Unlimited. - Optional Reading
- Ely, D. P. (1995). ERIC DIGEST
http//www.ed.gov/databases/ERIC_Digests/ed387117.
html - Foti, S. (2003) A great compendium of Education
Thinkers and their work. http//www.coe.ufl.edu/we
btech/GreatIdeas/index.htm
14So.. What do we do with these definitions?
ID Vocabulary
- We now have the language to continue to study the
kind of education domain most supported by the
bulk of Instructional Design theories today -
Cognitivist Education. - By looking at the cognitivist education approach
first (Reigeluth, Chapter 3) we can compare this
foundational way of knowing (epistemology) of ID
to the the other 2 approaches to Instructional
design - as Reigeluth gives us a framework by
which we can check instruction theory and
practice Behaviorism and Constructivism. - Remember the 3 approaches first, then its a
cognitivist venture. -)
15B. A Comparison of the 3 Main Approaches to
Instructional Design
3 Approaches
Outstanding Behavior !
- Behaviorism
- Cognitivism
- Constructivism
Cogitator On the beach I remember what to
do When the tide comes in..
Two constructivists learning about Aerodynamics
or friendship or the ocean
16Behaviorism
3 Approaches
- What is Behaviorism? Behaviorism, as a learning
theory, can be traced back to Aristotle, whose
essay "Memory" focused on associations being made
between events such as lightning and thunder.
Other philosophers that followed Aristotle's
thoughts are Hobbs (1650), Hume (1740), Brown
(1820), Bain (1855) and Ebbinghause (1885)
(Black, 1995). - The theory of behaviorism concentrates on the
study of overt behaviors that can be observed and
measured (Good Brophy, 1990). Behaviorists view
the mind as a "black box" in the sense that
response to stimulus can be observed
quantitatively, totally ignoring the possibility
of thought processes occurring in the mind. - Optional Reading http//fog.ccsf.cc.ca.us/mmalac
ho/OnLine/ADDIE.html - http//mercury.sfsu.edu/ching/personal/Learning/b
ehavior.html - Operant Conditioning (Kendridge, 2001)
http//www.biozentrum.uni-wuerzburg.de/genetics/be
havior - Animal Intelligence (Green, 2002) on Thorndike.
http//psychclassics.yorku.ca/Thorndike/Animal/
17Constructivism
3 Approaches
- What is Constructivism?
- Bartlett (1932) pioneered what became the
constructivist approach (Good Brophy, 1990).
Constructivists believe that "learners construct
their own reality or at least interpret it based
upon their perceptions of experiences, so an
individual's knowledge is a function of one's
prior experiences, mental structures, and beliefs
that are used to interpret objects and events."
"What someone knows is grounded in perception of
the physical and social experiences which are
comprehended by the mind." (Jonasson, 1991).
Jerome Bruner is the father of Constructivism. - Optional further Reading on behaviorism
- http//www.artsined.com/teachingarts/Pedag/Constru
ctivist.html - http//users.coe.uh.edu/ichen/ebook/ET-IT/constr.
htm - http//www.artsined.com/teachingarts/Pedag/Dewey.h
tml - http//it.coe.uga.edu/itforum/paper1/paper1.html
- http//carbon.cudenver.edu/bwilson/construct.html
18Constructivism (continued)
3 Approaches
- If each person has their own view about reality,
then how can we as a society communicate and/or
coexist? Jonassen, addressing this issue in his
article Thinking Technology Toward a
Constructivist Design Model, makes the following
comments "Perhaps the most common
misconception of constructivism is the inference
that we each therefore construct a unique
reality, that reality is only in the mind of the
knower, which will doubtlessly lead to
intellectual anarchy. (1997) - "A reasonable response to that criticism is
the Gibsonian perspective that contends that
there exists a physical world that is subject to
physical laws that we all know in pretty much
the same way because those physical laws are
perceivable by humans in pretty much the same
way. - "Constructivists also believe that much of
reality is shared through a process of social
negotiation..." If one searches through the many
philosophical and psychological theories of the
past, the threads of constructivism may be found
in the writing of such people as Bruner, Ulrick,
Neiser, Goodman, Kant, Kuhn, Dewey and Habermas.
The most profound influence was Jean Piaget's
work which was interpreted and extended by von
Glasserfield (Smorgansbord, 1997).
19Cognitivism
3 Approaches
- What is Cognitivism?
- "Cognitive theorists recognize that much
learning involves associations established
through contiguity and repetition. They also
acknowledge the importance of reinforcement,
although they stress its role in providing
feedback about the correctness of responses over
its role as a motivator. However, even while
accepting such behavioristic concepts, cognitive
theorists view learning as involving the
acquisition or reorganization of the cognitive
structures through which humans process and store
information." (Good and Brophy, 1990, pp. 187). - As with behaviorism, cognitive psychology can be
traced back to the ancient Greeks, Plato and
Aristotle. The cognitive revolution became
evident in American psychology during the 1950's
(Saettler, 1990). One of the major players in the
development of cognitivism is Jean Piaget, who
developed the major aspects of his theory as
early as the 1920's. Piaget's ideas did not
impact North America until the 1960's after
Miller and Bruner founded the Harvard Center for
Cognitive studies.
20Cognitive Education More Detail (Reigeluth, Ch.
3).
3 Approaches
- Cognitive models underlie the theory behind most
ID models in practice today - but there is a need
to go beyond this model, scholars feel (Jonassen,
1997). - We need to go beyond designing for the successful
achievement of objectives because - some learning
is not in the design, and some objectives are too
narrow in the learners context. - Bloom (1956) Designed a taxonomy that related
levels of cognition to student capacities. - Bloom A Great summary Graphics
http//www.ittheory.com/bloom1.htm
21Cognitive Education More Detail (Reigeluth, Ch.
3).
3 Approaches
- Robert Gagne (1985) proposed a taxonomy of
learning outcomes within 3 main categories of the
cognitive domain - 1. Verbal information When a learner states a
fact via speech or text. - 2. Intellectual Skills A learner interacts with
his/her environment by using symbols (language,
gesture, art..) - 3. Cognitive Strategies A learner has executive
brain functions that allow him/her to manage
learning, remembering and thinking. - Ausubel, Anderson, Merrill, Reigeluth
- A summary of the cognitive strategy process chart
Gagne invented is on the next page (cool stuff,
no? -) - Further Optional Reading on Gagne and the
Conditions of learning - http//www.my-ecoach.com/idtimeline/theory/gagne.h
tml - http//education.indiana.edu/p540/webcourse/gagne
.html - http//www.ittheory.com/gagne1.htm (Excellent)
Five Stars
22Gagne - Genius or process man?Does this
describe learning and memory in your context?
3 Approaches
23Cognitive Education Reigeluths (1999)
framework lets us compare (Behaviorist or
Constructivist) theories of instruction using 6
Categories
3 Approaches
- 1. Compare the Type of Learning
- What types of learning do the theory and its
methods address? - (Ie to memorize, apply a skill, understand
relationships or apply general skills?) - 2. Compare the Control of Learning
- Who controls the nature of the learning process
the teacher, the student or the instructional
designer? - (ie is it student or teacher centred?)
- 3. Compare the Focus of Learning
- Do the learning activities revolve around
specific topics, or problems or something else? - (ie is the learning interdisciplinary, topical,
problem based or domain based) - 4. Compare the Grouping of learners
- How are the learners grouped - individually or
not? - (ie pairs, individuals, small or large teams?)
- 5. Compare the interactions for learning
- Is the interaction student with teachers, student
with student, student with materials? (ie human
or non human) - 6. Compare the kinds of support the learners get
- What kinds of (emotinal, material or cognitive)
support is given to the learner?
24For Next Week (January 30)
Assignment
- Deliverables
- Read these notes -)
- Read the following online article
- Mergel, M. (1998). Instructional Design and
Learning Theory. - http//www.usask.ca/education/coursework/802papers
/mergel/brenda.htm - This is a great overview of the 3 approaches to
ID, with a cute physics metaphor and - optional
(embedded) reading on the history of the 3
approaches. - As you read, ask yourself as a teacher, as a
learner and now as a designer of instruction - - Which approach do I favor
- for teaching? Why?
- for learning? Why?
- for Design? Why?
- - (you dont need to hand this in - itll be in
the discussion thread too) - Respond to the discussion thread topic, please.
- Verbal Assignment Prepare to present your
short-topic on Issues or Trends in the Ed Tech
field (verbally) on Vclass with us per guidelines
on the next page. (this is casual - for
conversation and discussion next week in our
synchronous session).
25For Next Week (January 30) A Guideline for the
Verbal Assignment A guide for Vclass Discussion
next week inour Synchronous Class
Assignment
- Please refer to the lists on the following pages
of students assigned to see whether you will
present an excerpt from either Educational
Technology Issues or Trends from the Anglin Book.
Youll present us with a snapshot of your short
reading from Anglin. Have some fun with this -)) - These short student assignments will be presented
verbally (Gene will use the whiteboard to type up
the issues and examples as you speak). Below is a
guide to help you. Please provide to the class,
when called, to share, the following -) - 1. Please state a brief summary of your topic
- - Share the main message in the section that
you were assigned. - 2. Please state an example of your topic as you
find it in your practice. - - state the context of your practice (where I
saw or do this) - - state the example (the following is a concrete
example of my topic, from my setting) - 3. Please state Your opinion on the topic In
your mind, has this topic changed since 1995? How
so? - 4. Ask someone a question that checks us to see
if we understand the main point of your message.
26Student Article Excerpt Assignments for Jan 30
Class Your section is beside your name - have
fun!