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 - PowerPoint PPT Presentation

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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

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Then the entire process is written up as if it occurred in a systematic fashion. ID Vocabulary ... Online Reading resources (blue links are hot) ... – PowerPoint PPT presentation

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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


1
Instructional 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)
2
Advance 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!)
3
First, 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?

4
B. 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

5
Then, 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
6
A. 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.

7
A. 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.

8
A. 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

9
A. 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.

11
Technology 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

14
So.. 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. -)

15
B. 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
16
Behaviorism
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/

17
Constructivism
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

18
Constructivism (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).

19
Cognitivism
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.

20
Cognitive 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

21
Cognitive 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

22
Gagne - Genius or process man?Does this
describe learning and memory in your context?
3 Approaches
23
Cognitive 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?

24
For 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).

25
For 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.

26
Student Article Excerpt Assignments for Jan 30
Class Your section is beside your name - have
fun!
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