Presentation on theme: "ICALT Presentation August 6, 2001 Robin Soine"— Presentation transcript:
1 Instructional Design in a Technological World: Fitting Learning Activities Into the Larger Picture ICALT Presentation August 6, 2001Robin SoineWisconsin Technical College System Foundation, Inc.UW Madison, PhD Student in Curriculum and Instruction
2 Statewide Performance-based Learning Model An approach to teaching and learning which requires advance description of knowledge, skills, and attitudes learners must achieve on exit from a course or programInformed by theory and best practicedevelopment1992 releasedIn use statewide by Wisconsin and Michigan, USA
4 Model WHO Who are the learners? What do they need to be able to achieve?How will I know when they’ve achieved it?How will they get there?WHATWHENHOW
5 Who Model Who are my learners? Why are they here? What experiences do they bring?What learning deficits do they have?What are their expectations?WHO
6 What Model WHAT Core Abilities Competencies Learning Objectives What knowledge, skills, and attitudes must they achieve?How well must they perform those outcomes?WHATCore AbilitiesCompetenciesLearning ObjectivesPerformance Standards
7 When Model WHEN Performance Assessment Task How will my learners know when they have “arrived?”How will their competence be measured?What strategy will I use for assessment?WHENPerformance Assessment Task
8 How Model HOW Learning Activities How can I help learners build competence?What activities will I plan?How can I address different learning styles, especially in online courses?How can I use more learner-centered activities?How do I design activities around learning cycle?HOWLearning Activities
9 Model 4 Plan strategies for HOW they’ll learn 3 Establish how you’ll measure WHEN they have achieved1 Identify learners2 Determine WHAT they must achieveCopyright WIDS.
12 How Learning Activities: strategies for mastering specific learning outcomes(often thought of as assignments)Copyright WIDS.
13 Methods vs. Media Practice Simulation Discussion Presentation cause learningdeliver instructionPracticeSimulationDiscussionPresentationDemonstration
14 Methods vs. Media computer text case study role play Internet video Methods cause learning, media deliver instruction.computercase studyInternetsimulationdiscussiondemonstrationteachertextrole playvideotransparenciespracticeWhich cause learning?
15 What are we doing to the learner’s mind? Sensing Memoryselectorlarge capacityshort durationCopyright WIDS.
16 Working Memory processor powerful fragile small capacity short durationsmall capacityCopyright WIDS.
17 Long-Term Memory information storage large capacity requires retrieval Copyright WIDS.
18 When designing activities online insert frequent practicevary the learning formatdesign with a bias for learner-centered methodsprovide learning planssupport all stages of the learning processClark, Ruth.Copyright WIDS.
19 Fried Brain Syndrome Too much information Too fast Copyright WIDS.
21 To avoid cognitive overload: break learning into manageable chunksclear the working memory with meaningful practiceCopyright WIDS.
22 Vary the Learning Format People learn in different waysCopyright WIDS.
23 Vary the Learning Format Method (Discussion? Simulation?)Media (Computer? Paper?)Environment (Outside work group?)Interpersonal context (F2F? Electronic?)Feedback (Written? Verbal?)GivensCopyright WIDS.
24 The Learning CycleApplicationMotivationPracticeComprehension
25 Stage One: Motivation Focus attention Learners:Focus attentionAnswers: “Why do I need or want to learn this material?’Example: (Competency = Critique Speeches )_____1. Describe characteristics that make a speech or presentation effective for you. Post your description to the Discussion for this learning plan._____2. THINK about the many ways you have been critiqued by teachers, family, and friends. How was their feedback helpful or not helpful? Why was it so? Were strengths and weaknesses both pointed out? Was it better to hear both or just one of them?
27 Stage Two: Comprehension Learners:access information they need to perform target competencyprocess content in working memoryminimize use of teacher-centered inform activities such as “listen to a lecture” or “read the text”_____3. POST two examples in the Discussion for Learning Plan 6 of how feedback you received was helpful and not helpful. After reading what others have written, do you see a pattern to what constitutes good feedback?_____4. READ the six criteria to giving effective feedback on pages in your text. Are any of these already second-nature to you? Are any of these new to you?
29 Stage Three: Practice (Encode to long-term memory) Learners:engage in guided practicehave the opportunity to DO what they are learningreceive continuing improvement assessment and feedback_____5. REVIEW the Speech Evaluation Form while you read a speech at the website http//:www.schoolforchampions.com/speeches.htm, or another site. If possible, find an online video of the speech.
31 Stage Four: Application Learners:apply what they have learned to real world problemsshow that they have learnedset the stage for next learning task_____6. ATTEND a community/campus speaker (i.e., sermon, lawyer's arguments, local speaker, etc.). FILL OUT the Speech Evaluation Form. If it is not appropriate to fill it out during the speech, please do so as soon as possible._____7. WATCH the videotape of your Special Occasion speech. COMPLETE the Speech Evaluation Form while you view yourself.
32 Support All Stages of the Learning Process So, what’s the teacher’s role?
33 Inspire Mentor Coach (guide on the side) Inform (sage on the stage) ApplicationMotivationPracticeCompre-hensionInspireMentorCoach(guide on the side)Inform(sage on the stage)
34 Learner Advantages of PBL Online What is learned is skill based; not outlines of informationExpectations are set in advance; learners plan how to invest time and energyCopyright WIDS.
35 Learner Advantages of PBL Online Grades are based on how well learners perform skill; not on how well others performLearners are actively involvedLearners have documentation showing skillCopyright WIDS.
36 Instructional Materials Learning Plan 12Instructional MaterialsIntroduction:Instructional materials contain the actual instructional content. You us them to communicate information to learners. . .Why?CompetencyDevelop instructional materials that support specific learning activitiesPerformance StandardsCriteria:instructional materials are consistent with the core abilities competencies and learning objectivesinstructional materials support the learning activitiesinstructional materials are accurate, complete . . .What?Learning Objectives:a. Explain the effect of learning materials on the instructional experience.b. Identify the benefits of instructional materials. . .Learning Activities:__1. PREVIEW the learning objectives and performance standards.__ 2. BRAINSTORM a list of characteristics that learners do and do not like about instructional materials (use the worksheet). . .__3. VIEW Video Lesson #12 “Instructional Materials.”. . .How?When?Performance Assessment:__1. SUBMIT the instructional materials you developed in Assignment 12 to your facilitator for review.
37 Copyright 2001. WIDS. Theory/Practice Theorists Learning Taxonomy Benjamin Bloom, D. Krathwohl, B. Masia, Robert GagneCognitive ProcessingRuth Colvin Clark, Renate and Geoffrey Caine, Sue Berryman, Patricia Cross, Robert SylvesterMultiple IntelligenceHoward GardnerAccelerated LearningPaul Scheele, David MeierPerformance-Based LearningRobert Mager, Michael Schmoker, Ruth Colvin Clark, Ralph TylerDimensions of LearningRobert MarzanoLearning StylesDavid Kolb, Bernice McCarthyLearning CycleR. Gagne, Bernice McCarthyPerformance AssessmentGrant Wiggins, Robert Mager, Michael, Robert Marzano, Donald KirkpatrickComponent Display Theory (classification of content and knowledge)David MerrillWorkplace SkillsA. Carnevale,Instructional MaterialsF. Kiewra and G.M. Frank,Performance ExpectationsRobert Mager, Norman Gronlund, Robert Marzano, Robert GagneClassroom AssessmentThomas Angelo, Patricia CrossInstructional/Learning DesignRuth Colvin Clark, William Rothwell and H.C. Kazanas, Walter Dick and Lou Carey, Curtis Finch and John Crunkilton, Jerrold Kemp, David PucelAdult LearningJerald Apps, Alan Knox, Malcolm Knowles, Alan ToughLearning TransferRuth Colvin ClarkCopyright WIDS.