Welcome to Instructional Design (EDER 673 L.91 ) From Calgary With Asst. Professor Eugene G. Kowch January 14, Seminar One (A Synchronous Meeting)

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Welcome toInstructional Design (EDER 673 L.91
)From Calgary With Asst. Professor Eugene G.
KowchJanuary 14, Seminar One(A Synchronous
Meeting)
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Agenda 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

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Introductions
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 .

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Housekeeping
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

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WebCt 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.

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Agenda 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

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Course 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.

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Overview
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We can cover any topics that interest you.. You
are a storehouse of ideas
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673 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.

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Flow of the Course Deliverables
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673 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

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Lets get started, Instructional Designers!
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Agenda 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

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Before 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)
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The 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?)

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The 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

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1940s 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
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1950s 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.

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1960s 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
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History of ID
Communications Theory On One Slide
Source
Feedback
Message
Channel
Receiver
Feedback
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The 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

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1980s 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

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1990s 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?

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Agenda 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

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The 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)
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NEXT 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.

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Adieu 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