Instructional Design Workshop V Anand

December 11, 2003STC Pre-Conference Workshop2 Session Plan Introduction to Instructional Design Writing Instructional Objectives Classifying Content Writing Test Items Instructional Models & Theories

Introduction to Instructional Design

December 11, 2003STC Pre-Conference Workshop4 Objectives Define Instructional Design.

December 11, 2003STC Pre-Conference Workshop5 Instructional Design is... …all about learning!

December 11, 2003STC Pre-Conference Workshop6 Things That Usually Matter Quality of the Instructor –Content knowledge or domain expertise –Ability to mold the training as per students’ needs Quality of the Training Material –Order in which the content is taught –Relevance of the content being taught –Inclusion of real-life examples –Plenty of challenging yet doable questions and tasks –Instant and informative feedback –Inclusion of fun and rewards

December 11, 2003STC Pre-Conference Workshop7 So What Is Instructional Design? A system to develop training material So how is it different from any normal system of developing training material –Is systematic –Uses Learning (or Instructional) theories Instructional Design is teaching the correct things in the simplest and most effective manner.

December 11, 2003STC Pre-Conference Workshop8 Want a Great Training? Use Instructional Design

December 11, 2003STC Pre-Conference Workshop9 The ADDIE Model Analyze –Identify the problem and possible solutions Design –Decide instructional sequence and strategies Develop –Create all supporting material for training Implement –Deliver the actual instruction Evaluate –Measure the success of the training

Content Structuring

December 11, 2003STC Pre-Conference Workshop11 Objectives Identify the principles of chunking and ordering.

December 11, 2003STC Pre-Conference Workshop12 Structures provide... …a supporting framework around which the content/learning/information can be shaped.

December 11, 2003STC Pre-Conference Workshop13 Effective Structuring Grouping in categories Placing in order –Alphabetical –Numerical –Chronological –Simple to complex –General to specific –Concrete to abstract

December 11, 2003STC Pre-Conference Workshop14 Chunking and Ordering... …the content is not enough. What else do you need to chunk and order? Learning!

December 11, 2003STC Pre-Conference Workshop15 Learning Hierarchy Before imparting the actual knowledge, all prerequisites need to be covered. Learning Hierarchy is not necessarily the same as the Operational Sequence.

Writing Objectives

December 11, 2003STC Pre-Conference Workshop17 Objectives Identify the purpose and components of an instructionally sound objective.

December 11, 2003STC Pre-Conference Workshop18 What is an Objective? An objective describes the intended result of the instruction. It describes what a learner will be able to do after going through the instruction.

December 11, 2003STC Pre-Conference Workshop19 Why Objectives? Set Expectations Plan the Learning Effort Help Assess the Learner

December 11, 2003STC Pre-Conference Workshop20 Components of an Objective Performance Condition Criteria

December 11, 2003STC Pre-Conference Workshop21 Objectives - Performance The main part of an objective Describes the End Result – What the learner will be able to do Does not describe the Process of learning Should be: –Measurable –Observable

December 11, 2003STC Pre-Conference Workshop22 Objectives - Condition Things that play a part in the performing of the performance –Tools –Equipment –Environment –Circumstances Limits the scope of the objective

December 11, 2003STC Pre-Conference Workshop23 Objectives - Criteria Standard of acceptable performance –Speed –Accuracy –Quality

Bloom’s Taxonomy

December 11, 2003STC Pre-Conference Workshop25 Objectives Identify the different levels of Bloom’s taxonomy.

December 11, 2003STC Pre-Conference Workshop26 Bloom’s Taxonomy 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

December 11, 2003STC Pre-Conference Workshop27 Bloom’s Taxonomy 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Recall Facts Understand Info Use Info in New Situations Separate Info into Parts Combine Info to Form a Whole Judge Info Based on Criteria

December 11, 2003STC Pre-Conference Workshop28 Some Verbs 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Identify, Select, Match, Label Identify, Select, Match, Classify Perform, Run, Create, Modify Analyze, Separate, Compare Combine, Summarize, Organize Judge, Determine, Criticize

Assessment Mastery/Test/Quiz

December 11, 2003STC Pre-Conference Workshop30 Objectives Identify the purpose of and principles for writing good assessment.

December 11, 2003STC Pre-Conference Workshop31 Assessment is......a measure of the learning. Centered around the objective A measure of whether or not the objective has been met.

December 11, 2003STC Pre-Conference Workshop32 Why Assess? Reinforce learning Remove misconceptions Evaluate the learner and the training Build confidence Identify areas of weakness

December 11, 2003STC Pre-Conference Workshop33 Testament – One Commandment Assess only the objective –Nothing more –Nothing less I do solemnly swear that I shall assess the objective, the whole objective, and nothing but the objective; so help me God!

December 11, 2003STC Pre-Conference Workshop34 Types of Assessment Multiple Choice Match Fill-in-the-blanks Sequence Short answer Open ended Simulation

December 11, 2003STC Pre-Conference Workshop35 Good Assessments Matches the objective Meaningful Challenging Does not give clues Possible to implement

December 11, 2003STC Pre-Conference Workshop36 Assessments Question Stem/Problem Options/Steps –Correct answers –Distracters Feedback

December 11, 2003STC Pre-Conference Workshop37 Question Stem/Problem Should be clear and concise Should not be Which is true/false Should not be negative

December 11, 2003STC Pre-Conference Workshop38 Options Should be meaningful and plausible Should test on misconceptions Should be parallel in idea, length, and language Should not be All of the above or None of the above Should not be giveaways

December 11, 2003STC Pre-Conference Workshop39 Feedback None Prescriptive –Right/Wrong –Right/Wrong plus give the correct answer Diagnostic –Explain why the answer is right or wrong without giving the correct answer

Instructional Strategies Keller’s ARCS Model Gagne’s Events of Instruction Merrill’s Component Display Theory

December 11, 2003STC Pre-Conference Workshop41 Objectives Identify the various components of the various Instructional Models and Theories: –Keller’s ARCS Model –Gagne’s Events of Instruction –Merrill’s Component Display Theory

December 11, 2003STC Pre-Conference Workshop42 Audience Adversity Monstrosity Travesty in Diversity! So how do we address everybody? By finding out what’s common.

December 11, 2003STC Pre-Conference Workshop43 So what’s common... …to all audience? Their generic method of learning.

December 11, 2003STC Pre-Conference Workshop44 Two-Step Learning Assimilation –Gathering the new information Accommodation –Fitting the new information into the existing information

December 11, 2003STC Pre-Conference Workshop45 Ensure Assimilation Grab the learner’s Attention Bring out the Relevance of the information to the learner

December 11, 2003STC Pre-Conference Workshop46 Ensure Accommodation Build the learner’s Confidence by providing enough practice. Ensure learner Satisfaction by providing constant feedback.

December 11, 2003STC Pre-Conference Workshop47 That’s Keller’s ARCS A R C S Attention Relevance Confidence Satisfaction

December 11, 2003STC Pre-Conference Workshop48 Gagne’s Instructional Events Enumerates nine internal events in which learning takes place Stresses on the need for having corresponding external events to facilitate learning

December 11, 2003STC Pre-Conference Workshop49 The Nine Internal Events Reception Set Expectations Relate to working memory Selective perception Semantic encoding Responding Reinforcement Retrieval Generalization Gain attention Communicate objectives Recall prior learning Present stimulus Guide learning Elicit performance Provide feedback Assess performance Enhance retention & transfer

December 11, 2003STC Pre-Conference Workshop50 Merrill’s Component Display Theory Focuses on a single idea/objective at a time Create the best instructional strategy to result in a particular learning outcome: –Performance –Content –Presentation Forms Primary Secondary

December 11, 2003STC Pre-Conference Workshop51 Performance Remembering –Simple recall Using –Actually putting into use Finding Generalities –Extrapolating

December 11, 2003STC Pre-Conference Workshop52 Content Types Fact –Arbitrarily associated pieces of information Concept –Symbols, events and objects that can be grouped by their similarities Procedure –Sequence of steps to accomplish a task Principle –Cause-and-effect relationships - Why something works in a particular way

December 11, 2003STC Pre-Conference Workshop53 The Matrix Finding Generalities Using Remembering Performance^ Content -> FactConceptProcedurePrinciple

December 11, 2003STC Pre-Conference Workshop54 Primary Presentation Forms Rules Examples Recall Practice

December 11, 2003STC Pre-Conference Workshop55 Secondary Presentation Forms Prerequisites Objectives Mnemonics Feedback

That’s All Folks! Thank You!!