Instructional Design JMA 503

Objectives Review Instructional Analysis - Analysis of the Learning Tasks Learning objectives Instructional strategies Toolbook Projects

Gagne’s five categories of learning outcomes 1. Verbal information (declarative knowledge, knowing that - The capital of PA is Harrisburg.)

Gagne’s five categories of learning outcomes 2. Intellectual skills (procedural knowledge – knowing how) Concrete concepts (e.g., identifying a specific type of tree or leaf) Defined Concepts (e.g., democracy, socialism) Principles (e.g., If the subject is plural, then the plural verb form is used.) Problem solving (multiple rules/principles)

Gagne’s five categories of learning outcomes 3. Cognitive strategies (learning how to learn - strategies learners use to assist them with the selection, acquisition, construction, and integration of knowledge) 4. Attitudes, and 5. Psychomotor skills.

Gagne’s five categories of learning outcomes Understanding of these learning outcomes can aid in: the identification of prerequisite objectives, designing effective instructional strategies, and designing appropriate tests.

Determine types of learning Bloom’s Taxonomy Recall/Knowledge Comprehension Application Analysis Synthesis Evaluation

Bloom’s Taxonomy Knowledge/recall Names of states, East-west distances, time zones Knowledge/recall observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. Comprehension Application Analysis Synthesis Evaluation Knowledge

Bloom’s Taxonomy Knowledge/recall What state is to the immediate West of PA? Is a much different question compared to… Traveling east to west on RT 70 through Ohio at 65 MPH what is estimated travel time to reach the state west of Ohio?

Bloom’s Taxonomy Southern states are warm in the winter so, if I go the southern route, I’ll have warm weather. Comprehension understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend Comprehension Application Analysis Synthesis Evaluation Knowledge

Bloom’s Taxonomy -Using map and geographic information to plan route -Using a spreadsheet to calculate costs. -Use weather data to chart trip path. Application use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover Comprehension Application Analysis Synthesis Evaluation Knowledge

Bloom’s Taxonomy Analysis seeing patterns organization of parts -In the past 4 years Blue Ridge Mountains have had severe weather events in the first two weeks of November = avoid Blue Ridge in November -Gas is 3 cents cheaper in the eastern states… maybe because it doesn’t have to be shipped so far… Analysis seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Comprehension Application Analysis Synthesis Evaluation Knowledge

Bloom’s Taxonomy If I use route 39 through state A and route 29 through state B, I will get to state C 1 day earlier than planned because I will travel fewer miles. Synthesis use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite Comprehension Application Analysis Synthesis Evaluation Knowledge

Bloom’s Taxonomy I used route 39 through state A and while it was less miles to travel, traffic slowed me down. Do not use route 39 on the way home. Evaluation compare /discriminate ideas assess value of theories make choices on reasoned argument verify value of evidence recognize subjectivity Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize Comprehension Application Analysis Synthesis Evaluation Knowledge

Learning Objectives

Learning objectives A learning objective is a statement that tells what learners should be able to do when they have completed a segment of instruction. Must be observable so learners 1) know that they have learned and 2) what they have learned.

Learning objectives Objectives are valuable to all members of learning system. Guide designer in making decisions about: what content to include, what strategy to use, and how learners should be evaluated. Serve as focus of communication for designers, content experts, graphic artists, and programmers , and others working to produce instruction.

Learning objectives Components of an objective: Audience Behavior: description of terminal behavior. Condition: description of conditions of demonstration of action. Degree: description of the standard or criterion.

Learning objectives The front passenger-side tire on Jeep 2000 Grand Cherokee has gone flat. The 75+ year old male driver will jack the vehicle up with 100% accuracy and within 5 minutes.

Learning objectives Audience Condition The front passenger-side tire on Jeep 2000 Grand Cherokee has gone flat. The 75+ year old male driver will jack the vehicle up with 100% accuracy and within 5 minutes. Standard/Degree Terminal behavior

Start Evaluate & Revise Models Phase I Analysis Phase II Design Phase III Develop & Implement Evaluate & Revise

Analysis

Instructional Strategy Now that we have identified what the learner/user needs to know, do, and/or feel… Strategy guides us in teaching it…

Instructional Strategy Instruction strategies include presentation of knowledge, practice activities, learner guidance, questioning…

Instructional Strategy When training benefits counselors at Company X, the information might be sequenced so facts, rules, regulations are presented first followed by examples that help the counselor integrate and use the information in unique instances.

Instructional Strategy Organizational – instructional sequence. Management – scheduling/allocation of resources. Delivery – instructional medium (Web, TV, Book, instructor, etc.).

Instructional Strategy Organizational – instructional sequence. Management – scheduling/allocation of resources. Delivery – instructional medium (Web, TV, Book, instructor, etc.).

Instructional Strategy Strategies must support mental operations

Instructional Strategy Strategies must support mental operations Gain/focus learner attention Microwave

Instructional Strategy Strategies must support mental operations Recall prior knowledge Personalize

Instructional Strategy Strategies must support mental operations Elicit Practice

Instructional Strategy Gagne’s Events of Instruction: Gain attention Inform learner of objectives Stimulate recall Present material Provide guidance Elicit performance Assess performance Enhance retention and transfer Blackboard Instructional Strategy (7) pages 114-122.

Events of instruction

Events of instruction Think of your instruction as having an introduction, body, conclusion, and assessment.

Instructional Strategy How do the Events of Instruction relate to e-learning.

Gain attention Relevant animation opens program to gain learner attention and interest. An engaging story or example is presented at the beginning. Ducky

Gain attention Screen display is personalized to help make learning meaningful to the individual. Program responds to learner’s queries, etc.

Inform learner of objectives Screen display informs learner of the program objectives and what he/she will gain from the program The screen also presents information about how relevant the material is to the learner and what he/she will gain from it.

Stimulate Recall Using a question to relate the learning materials to something with which the learner is already familiar. Using metaphor of microwave oven.

Present materials Screen presents content about microwaves.

Elicit performance and provide feedback Screen presents practice questions and gives learners feedback

Assess performance Provide learner information about how well or poorly he/she did in the program. Provide information about remediation.

Enhancing retention and transfer Provide learner information about how to transfer skills developed in program to novel situations. Present a case that requires learners to apply what they’ve learned to a unique situation.

Concept map Return