Title: Welcome to Instructional Design (EDER 673 L.91 ) From Calgary With Asst. Professor Eugene G. Kowch January 14, Seminar One (A Synchronous Meeting)
1Welcome toInstructional Design (EDER 673 L.91
)From Calgary With Asst. Professor Eugene G.
KowchJanuary 14, Seminar One(A Synchronous
Meeting)
2Agenda for tonight
Housekeeping
- Introductions - getting to know each other
- Vclass Tips
- WebCT Tips
- An overview of the Course
- The History of Instructional Design
- The Context of Instructional Design
- Readings / Tasks for Next Thursdays Class
3Introductions
Class Introductions
- A Guide
- My Name is
- My Location / what its like where I live
- My professional practice today (K-12, Higher Ed,
Industry, Government) - My interests outside work (and learning)
include. - Presently, I develop instruction for.
- Im in my Nth course in the M.Ed program..
- From this course, I would like to achieve
- With all this education I am getting, I would
ideally like to .
4Housekeeping
Audio Conferencing (Vclass) Communication Tips
- Ten second idea.. Use the X symbol by your name
if you are experiencing tech difficulties - lets
try the (check) and
( X) signals - Positive discourse really counts online - it
makes the learning community stronger and we
dont feel so remote from each other (Praeger,
1999). - The message center is great - but it can distract
you from the interactive goings-on. - For Centra-Experienced Users - Whats new with
Vclass - You can run it on a Mac computer
- We are all new Vclass users!
- Only the instructor can load your Power Point
files - There are new tech support numbers, protocols
(see course outline) - There is no breakout room feature just yet
- We will use WebCT mail as our mail host for this
class http//webct-a.ucalgary.ca - You should have email turnaround in 2 days
(ekowch_at_ucalgary.ca) - Recordings are available of the class sessions
5WebCt Hints
Housekeeping
- We may use these features in your WebCT
Environment - To link to the Course Home Page
http//www.ucalgary.ca/ekowch/673/673home.html - To email each other send attached files
- Put the Subject of your email in your To
message please - To engage in discussion threads on new topics
- To chat in real time using text, -- students can
get a transcript of that Chat from Gene - Hints about Discussion Threads
- 1. Respond to an item by pressing post while
the message you respond (to) is on the screen. - 2. Include URLs if you like - make your note
significant - I do not do a statistical check of
inputs.. I read for content in the discussion - 3. Reflect on the readings / class discussions in
your debates - keep an eye on the purpose of the
course. - 4. Brief, poignant responses mean a lot to your
fellow students as they read the threads.
6Agenda for tonight
Housekeeping
- Introductions - getting to know each other
- Vclass Tips
- WebCT Tips
- An overview of the Course
- The History of Instructional Design
- The Context of Instructional Design
- Readings / Tasks for Next Thursdays Class
7Course Overview
Overview
- Text Books
- Reigeluth, C. M. (Ed.). (1999).
Instructional-design theories and models volume
II A new paradigm of instructional theory.
London. Lawrence-Erlbaum Associates. - Anglin, G. J. (Ed.). (1995). Instructional
technology Past, Present and Future (2nd Ed.).
Englewood, CO Libraries Unlimited.
8Overview
9We can cover any topics that interest you.. You
are a storehouse of ideas
10673 Course Objectives
- Explore theories of learning and instruction,
exploring implications and possible
applications for practice, - 2. Explore, develop and articulate your own
instructional design model- to see how theory
and practice can be articulated, - 3. Design and present efficient, effective and
appealing instructional interventions informed
and referenced to theory, - 4. Participate and present in a collaborative
learning community to exchange and consider
developing design ideas as instructional
designers, - 5. Examine the potential and limitations of media
and technology usage. - 6. Analyze critically some models an
instructional interventions associated with
the selection and sequencing of content across
the instructional spectrum and - 7. Explore and analyze the matching of
instructional strategies to characteristics of
learners and content.
11Flow of the Course Deliverables
12673 Assignments / Deliverables
Due
- Participation Discussion Overall (10) Ongoing
- Activities Assignments (20) Ongoing
- Discussion Thread Contributions
Leadership (10) Ongoing - Your personal ID Model Creation
- A Sketch of your ID Model (5) Jan 23rd
- An Informed ID Model Creation (An APA quality
Paper) (15) Feb 24th - A final ID Model Creation (a Report) (20) Apr
17th - Your Final Instruction Design Blueprint
Presentation (30) April 3rd
13Lets get started, Instructional Designers!
14Agenda for tonight
Housekeeping
- Introductions - getting to know each other
- Vclass Tips
- WebCT Tips
- An overview of the Course
- The History of Instructional Design
- The Context of Instructional Design
- Readings / Tasks for Next Thursdays Class
15Before the 1920s Birth of an Empirical Knowledge
Base for Education
History of ID
- The mind is a muscle
- Just work it and it will grow. Outcomes are not
considered - Thorndike (Columbia)
- 1. Moved from learning law study to think that
instruction should consider social goals - 2. Advocated Educational Measurement (of
learning outcomes)
From Schrock, S in Anglin (1995)
16The 1920s Educators Create Learning Objectives
History of ID
- Schools should provide experiences related to
social activity (Bobbitt, 1918). - The objectives of schooling could be found by
analysing the skills necessary for living. - Objectives-driven learning
- A reliance on self-instructional materials
allowing students to progress at their own pace - The Winnetka Schools Plan was self paced, self
instructional and self corrective - Used workbooks
- Incorporated diagnostic tests and
self-administered (student) readiness tests. - New tasks were undertaken at proven task
(mastery, competency). - Goal Assessment evolved (Can they do the task?)
17The 1930s Social Forces lead to Behavioral
Objectives and Formative Evaluation
History of ID
- The Great Depression
- Decreased funds for education and research
- The Progressive Movement
- Advocates wanted student initiated activities
- (but the outcomes were not objective).. So this
died. - PostWar pressures to increase of students in
High School - High Schools needed a Vocational and Academic
Stream (Alternative Curricula) - Tyler developed tests of intended learning
outcomes - Study confirmed that objectives could be
clarified if written in terms of student
behaviors (Guba Lincoln, 1989). (TSWBAT,
anyone? -) - Assessments of objectives were used to revise and
refine new curricula until the curricula created
an improved level of acheivement. - We know this as formative evaluation today
181940s Instructional Media Emerge and RD Emerges
History of ID
- The end of WWII created thousands of military
personnel who had to be trained rapidly. - The Government created thousands of instructional
films. - Still Photos, audio recordings, transparencies
were used. - Funding allowed for a lot of experimentation
study - The role of the instructional technologist
emerged - The basic ID development team began
SME
Designer
Producer
191950s Programmed Instruction and Task Analysis
Emerge
History of ID
- Skinners operant conditioning
- optimal human learning could be achieved by
careful control and reinforcement of behavioral
objectives - Programmed instruction evolved
- Clear behavioral objectives
- Small instruction frames
- Self pacing
- Active learner response to inserted questions
- Immediate feedback as to correctness of response
(Heinich, 1990). - It was dead boring.
- Instruction like this could be applied with mass
media (Schwier, 2003). - Analytical procedures developed Task Analyis
(Air Force) - Blooms Taxonomy of Educational Objectives was
formed.
201960s ISD (Instructional Systems Development)
exploded
History of ID
- Glaser Gagne developed The Conditions of
Learning - Different classes of learning objectives were
related to appropriate designs for instruction - Norm - referenced evaluation came into question
- Criterion - referenced testing research began
- Great leaps in academic and performance learning
were realized by large institutions - The tension between Media People and
Developers began. - Communication theory was the root of the
developing ID field
Learning Architects
Learning Product Builders
vs
21History of ID
Communications Theory On One Slide
Source
Feedback
Message
Channel
Receiver
Feedback
22The 1970s ID Models Mature
History of ID
- Models proliferated. Goodson (1980) identified
over 60 models - So far, instructional design was missing
something - Needs Analysis was added to the collection of
steps that define the instruction process - Instructional developer roles emerged
231980s MicroComputers and Performance Technology
arrive
History of ID
- Computers in instructional design became a focus.
Few scholars agreed on their impact and use
(Shrock, 1995). - Learning theories, human / machine interface
studies focussed on SMCR and on the ID process. - Drill and practice software emerged
- The seeds of post behaviorist ID began -
Constructivism was an idea that learning outcomes
could vary by student / environment interaction
241990s Computers become communication conduits
History of ID
- Instructional Design needed to accommodate
communciation, as learners began to be connected
globally. - Ed Psychology found new learning models (Multiple
Intelligences, Emotional Intelligences). - The ID field responded with more constructivist
thinking about the context of learning. - With the internet, Instructional Designers
developing Distance Education materials became
important - the role became understandable in new
ways. - Whats next?
25Agenda for tonight
- Introductions - getting to know each other
- Vclass Tips
- WebCT Tips
- An overview of the Course
- The History of Instructional Design
- The Context of Instructional Design
- Readings / Tasks for Next Thursdays Class
26The Context of Instructional Design
ID Context
- Utilization
- Media Utilization
- Diffusion of Innovations
- Implementation Institutionalization
- Policies and Regulations
- Development
- Print Technologies
- Audiovisual Technologies
- Computer Based Technologies
- Integrated Technologies
Theory
- Leadership
- Project Management / Consultation
- Team Building Planning
- Resource Mgt. (Human .)
- Delivery System Mgt.
- Information Mgt.
- Design
- Instructional Systems Design
- Message Design
- Instructional Strategies
- Learner Characteristics
- Performance Design
Practice
You are here
(Kowch after Fitzgerald, AECT, 2002)
27NEXT WEEK
Next Weeks Topics (on WebCT)(1) How Minds
Learn. (?) Cognitive Education Cognitive
Development
- Recommended Readings for this next week
- Reigeluth Textbook Cognitive Eduation and the
Cognitive Domain by Charles M. Reigeluth Jule
Moore (1999) pages 51-69 of your text. - Discussion Thread Leader for this week (Gene)
- Topic The History and Context of Instructional
Design - Deliverables for next day (January 23rd)
- Email Gene Your ID model Sketch (attached to your
email named My ID Sketch) - Respond To the Discussion Thread Question before
the 23rd. - Go over the course outline carefully - a lot of
detail on your assignments is there. - Discussion Thread Roster Find a partner and
email me with both your names - identify a week
between January 30 and April 17th where youll
lead the discussion on the topic from the
previous week. - Check the Course Home Page from WebCT - After
January 18th for this copy.
28Adieu from Calgary, until January 23 - When the
new material will be available in your WebCT
shell - link to the Class Home Pagehttp//www.uca
lgary.ca/ekowch/673/673home.html
our next Live session is on January 30th, 7 PM
Mountain time