1. CEIT 225 Instructional Design Prof. Dr. Kürşat Çağıltay http://www.metu.edu.tr/~kursat

2. ImplementDesignAnalysisEvaluateDevelop ADDIE

4. The major questions: What are the objectives? What skills, knowledge, and attitudes are going to be developed? What resources and strategies will be used in the instruction? How the content of the learning material will be structured? How the learners' understanding and whether or not they have meet the instructional objectives will be assessed?

6. Plan the elements of instruction: The objectives of the instruction Motivational strategies that will be incorporated into the instruction The introductory presentation of content Practice activities and feedback mechanisms Testing and assessment strategies The instructor materials that will be needed

7. Design has some sub tasks, eg? Designing the sequence of instruction/content Designing Assessment Designing Feedback Designing Motivation And, of course, designing the media –Storyboard, Flow –Prototype paper materials

8. Designing Assessment Assessment measures the competence or capability of learners Thus assessment tasks should be written as soon as the objectives have been determined and before the content is prepared Use a variety of methods to test learners' knowledge, skills, and attitudes Self-completion tests, activities, assignments

9. Designing Feedback learners need: –not just the right answer but also to see how it is reached; –information on their own performance, in particular where they may have gone wrong; –a clear picture of what they should do next and in what order; –confidence to move on to the next stage of learning; –confidence in assessing their own performance and thus in becoming more self-directed in their learning. e.g. your reports

10. Designing the sequence of instruction grouping of related objectives and activities and there must be a sequencing of teaching activities.

11. Sequencing instructional events (Gagne) Ch 7, page 103 Gain attention. Inform learners of objectives. Stimulate recall of prior learning. Present stimuli with distinctive features. Guide learning. Elicit performance (Practice). Provide feedback. Assess performance. Enhance retention and learning transfer.

12. So, a Big Transition Move from Macro-instructional design… –“What to teach” decisions –Decision-making at the curriculum level –Selection, sequencing, summarizing, and synthesizing …to micro-instructional design –“How to teach” decisions –Decision-making at the lesson level –The learning moment: “Where the rubber meets the road!”

13. Instructional Components  Pre-instructional activities –Motivating/gaining attention –Informing learner of objectives/purposes –Telling them what they already need to know  Content Presentation –Presenting the content –Guiding the learning  Learner Participation –Giving the learner opportunities to practice –Giving feedback  Assessment  Follow-through activities

14. Approaches / Strategies Any idea? Example from football? Principles Tactics Enrichment tactics Reference: http://therotundaramblings.blogspot.com/2010/06/football-strategies.html

19. How about Turkish football?

21. Football Approaches/Strategies Football strategies are used generally to cover the various aspects of locating and organizing the players, specifying play activities, and deciding how to deliver the score.

22. Instructional Strategies Instructional strategies are used generally to cover the various aspects of sequencing and organizing the content, specifying learning activities, and deciding how to deliver the content and activities.

23. You must pick appropriate approaches and strategies for your instruction. You may use tactics from Ch 8 Instructional Strategies

24. Assessment

25. Designing Assessment Assessment measures the competence or capability of learners Use a variety of methods to test learners' knowledge, skills, and attitudes Self-completion tests, activities, assignments

26. Instructional Congruency Instructional Objectives Instruction Evaluation

27. When do you design assessment instruments?  After learning objectives are defined to ensure that criteria and standards are reflected in assessment items.  Objectives have direct implications for assessing student learning.

28. Why conduct assessment activities?  For Learners: Provide feedback on their progress toward the instructional objectives  For Instructors:Provide feedback on effectiveness on instruction.  For Designers: Provide feedback on effectiveness of instructional activities

29. Characteristics of Good Assessment Instruments  Validity –Does it assess what it is supposed to assess  Reliability –People who ‘know the material’ do well, those who don’t do poorly; consistency  Practicality –It can be implemented with relative ease  Efficiency –It takes as little time as necessary to get valid and reliable results

30. Assessment Formats  Paper and pencil tests –Recall –Recognition –Constructed answers –Multiple-choice –Essays  Observations  Simulations  Portfolios  Games

31. Focus on Criterion-Referenced Assessment  Assessment based on pre-established benchmarks –Success is based on individual/team performance, not on comparison with others

32.  items or performance tasks that directly measure skills described in one or more behavioral objectives.  Four types of criterion-referenced assessment: - The entry behaviors test - The pretest - The practice or rehearsal test - The posttest Criterion-Referenced Assessment

33. Entry Behaviors Test : is given to learners before they begin instruction.  Assess learners’ mastery of prerequisite skills  Assess skills that learners must have already mastered before beginning instruction

34. Like this one

35. Pre-Test : is administered to learners before they begin instruction. Its focus is on how to develop instruction most efficiently for a particular group.  Have learners previously mastered the enabling skills?  Which particular skills have they previously mastered?  How can I most efficiently develop this instruction?

36. Practice Test : To provide active learner participation during instruction  Are students acquiring the intended knowledge and skills?  What errors and misconceptions are they forming?  Is instruction clustered appropriately?  Is the pace of instruction appropriate for the learners?

37. Practice Test

38. Post-Test : is administered after instruction.  Have learners achieved the terminal objective?  Is the instruction more or less effective for each main step and for each subordinate skill?  Where should instruction be revised?  Have learners mastered the intended information, skills, and attitudes.

39. Closing Use criterion-referenced, not norm-referenced, assessment instruments. Well-written performance objectives guide the construction of valid and reliable criterion-referenced assessments. There are 4 types of criterion-referenced assessment: - entry behaviors; pretest; practice; posttest The assessment format will be dependent on the learning outcome

40. For the next week Prepare assessment part of your instructional material (Draft for now) –Determine mastery levels –Create a matrix for type of behavior and the type of test items All 4 components –Entry behaviors –Pre-test –Pratice test –Post test Revise prototypes (Flash&Paper)

41. After class Meet with your facilitators

42. Reference Slides are revised version of http://lrieber.myweb.uga.edu/edit6170/ppt/