1. Instructional Design Writing Objectives Frederick C. Blum MD Department of Emergency Medicine West Virginia University November 1999

2. The Question! Why are you here? Why are you here?

3. What is Learning? How can you observe learning? How can you observe learning?

4. Definition of Learning “A planned change in behavior with some degree of permanence” “A planned change in behavior with some degree of permanence” Mike Gallery Mike Gallery

5. Why have a plan? If you don’t know where you are going, how will you know if you get there. If you don’t know where you are going, how will you know if you get there.

6. Curriculum “an intention or plan that will determine a learning outcome” “an intention or plan that will determine a learning outcome”

7. End Result? In the end, we want to prepare the student to perform a job. In the end, we want to prepare the student to perform a job.

8. What is performance? The achievement or some result(s). The achievement or some result(s). There are several types There are several types  Individual Performance  Group Performance  Organizational Performance

9. Individual Performance Motivation Motivation Attitudes Attitudes Knowledge Knowledge Ability Ability Aptitude Aptitude Skills Skills

10. Job Performance Open Systems Theory Open Systems Theory  Changes in environment will effect all parts of the system  If you change one part you will automatically change the others.

11. Job Performance Problem Instructional design isn’t always the best or most cost-effective solution to human performance problems. Instructional design isn’t always the best or most cost-effective solution to human performance problems.

12. Non-instructional solutions Feedback methods Feedback methods Job Aids Job Aids Reward Systems Reward Systems Organizational Redesign Organizational Redesign Student selection practice Student selection practice

13. Feedback Methods Quality/quantity Quality/quantity Incidental/intentional Incidental/intentional When to use? When to use?  Deficiency in knowledge, skill, or attitude.  Could do it in the past  Skill is used often

14. Feedback Methods Types Types  Coaching  Wall charts  Memorandums  Performance appraisals  Customer Surveys

15. Job Aids Stores info external to user Stores info external to user Guides performance Guides performance Used in real time Used in real time Provides stimuli to user Provides stimuli to user Reduces access to memory Reduces access to memory

16. Job Aids When to use? When to use?  When consequences of errors are great  Procedures complicated Types Types  Checklists  Algorithms  Procedure manuals

17. Reward Systems Tying performance to positive consequences. Tying performance to positive consequences. Should be Should be  Intentional  External  Standardized

18. Student Selection Matching people to jobs by virtue of education, experience,attitudes, and abilities. Matching people to jobs by virtue of education, experience,attitudes, and abilities.

19. Organizational redesign Mainly effects job context/environment Mainly effects job context/environment

20. Educational Plan The Curriculum The Curriculum

21. Historical Problems with the Curriculum Perception by faculty as “busy work” Perception by faculty as “busy work” Crediting agencies expectations unclear Crediting agencies expectations unclear Not practical Not practical Questionable utility Questionable utility Bears little relationship to reality Bears little relationship to reality

22. So Why Have One? Crediting agencies requires it Crediting agencies requires it Student uses Student uses  Focus and direction  What should I learn during this rotation?  What should I read during this rotation?  Where should I be at this stage in my training”

23. Curriculum Uses Faculty Uses Faculty Uses  Sets guidelines for evaluation of students  Sets expectations for teaching Program Director Program Director  Assures exposure to critical components by graduation  Documentation of competency

24. Curriculum Components Goals Goals Objectives Objectives Implementation methods Implementation methods Evaluation Evaluation Feedback Feedback

25. Goals How are these determined? How are these determined?

26. Goals What are the ideal set of behaviors that a student has when the instruction is completed. ( Where are we going?) What are the ideal set of behaviors that a student has when the instruction is completed. ( Where are we going?) What set of behaviors does the student have now? ( Where are we starting from?) What set of behaviors does the student have now? ( Where are we starting from?) How will we get there? ( The curriculum) How will we get there? ( The curriculum)

27. Needs Assessment A “need” is a performance gap separating what students know, do, or feel, from what they should know, do, or feel A “need” is a performance gap separating what students know, do, or feel, from what they should know, do, or feel

28. Methods to collect information Interviews Interviews Direct observation Direct observation Performance measures Performance measures Questionnaires Questionnaires Task Analysis Task Analysis

29. More Methods Focus Groups Focus Groups Nominal group techniques Nominal group techniques Delphi procedure Delphi procedure CISD CISD Competency assessment Competency assessment Exit interviews Exit interviews

30. Assessing Learners “ All learners are not alike” “ All learners are not alike” Types of data Types of data  Demographic data  Physiologic data  Experience  Learning style  Aptitude

31. Assessing Learners (cont.) Types of data (cont.) Types of data (cont.)  Knowledge  Attitudinal  Values  Organizational culture  Life cycle stage  Career stage

32. Environmental Assessment Developmental environment – setting in which instruction is to be prepared Developmental environment – setting in which instruction is to be prepared  Mission  Philosophy/values  Structure  Resources

33. Environmental Assessment Delivery Assessment Delivery Assessment  Learner involvement  Learner Affiliation  Instructor support  Task orientation  Competition  Innovation

34. Environmental Assessment Application Environment Application Environment  Peer cohesion  Supervisor support  External influences  Co-workers  Job stress  Pay

35. Job/Task Analysis Individual components required to perform a job or task Individual components required to perform a job or task Holding them up to our mirror Holding them up to our mirror

36. Curriculum Components Goals Goals Objectives Objectives Implementation Methods Implementation Methods Evaluation Evaluation Feedback Feedback

37. Goals vs Objectives Goals Goals  Broad  General Objectives Objectives  More specific  Observable, measurable

38. Goals Help frame the overall plan of instruction Help frame the overall plan of instruction Not too general, not too specific Not too general, not too specific Examples: Examples:  The student will understand the approach to the poisoned patient  The student will have a basic understanding of the instructional design process

39. Objectives They must be observable and measurable. They must be observable and measurable. They must focus on the learning outcome you desire to achieve. They must focus on the learning outcome you desire to achieve. They must enable you to achieve the learning goals you have set. They must enable you to achieve the learning goals you have set.

40. Objectives Why have objectives? Why have objectives?  To provide direction to instruction.  To provide guidelines for assessment.  To convey instructional intent to others.

41. Objectives Focus on intended learning outcome. (What behavior do we wish to change) Focus on intended learning outcome. (What behavior do we wish to change)  Focus on student behavior and not teacher behavior  “to increase student’s reading ability”  “comprehends assigned reading material”

42. Objectives Focus on product instead of process. Focus on product instead of process.  “gains knowledge of basic principles”  “Applies basic principles to new situations”

43. Objectives Not simply a list of content Not simply a list of content  “principles of electricity”  “applies basic principles of electricity” Does not include more than one outcome in each goal or objective. Does not include more than one outcome in each goal or objective.  “uses experimental procedures to solve problems”  “knows the scientific method and applies in effectively”

44. Objectives Selecting the proper level of generality Selecting the proper level of generality

45. Objectives You must also decide what level of learning you expect from the student for any general goal. You must also decide what level of learning you expect from the student for any general goal.

46. Objectives Human performance Human performance  Motivation  Attitude  Knowledge  Ability  Skills

47. Educational Domains Cognitive domain Cognitive domain  Knowledge  Ability Affective domain Affective domain  Motivation  Attitude Psychomotor domain Psychomotor domain  skills

48. Taxonomy of Educational Domains Developed by educators to identify all possible educational outcomes and classify them in a hierarchical pattern. Developed by educators to identify all possible educational outcomes and classify them in a hierarchical pattern. Arranged from simple to complex Arranged from simple to complex Each category includes learning at lower level. Each category includes learning at lower level. There is frequent overlap There is frequent overlap

49. Cognitive Domain Bloom 1956 Bloom 1956  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation

50. Cognitive Domain Knowledge – remembering previously learned material Knowledge – remembering previously learned material Illustrative verbs Illustrative verbs  Defines, describes, identifies, labels, lists, matches, names, outlines, selects, states. Example: Example:  State the textbook's definition of shock

51. Cognitive Domain Comprehension – ability to grasp the meaning of material Comprehension – ability to grasp the meaning of material Illustrative verbs: Illustrative verbs:  Converts, defends, distinguishes, estimates, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes

52. Cognitive Domain Application – ability to use learned material in new and concrete situations. Application – ability to use learned material in new and concrete situations. Illustrative verbs: Illustrative verbs:  Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

53. Cognitive Domain Analysis – ability to break down material into component parts so that its organizational structure may be understood. Analysis – ability to break down material into component parts so that its organizational structure may be understood. Illustrative verbs: Illustrative verbs:  Breaks down, diagrams, differentiates, discriminates, distinguishes, illustrates, infers, outlines, points out, relates, selects, separates, subdivides.

54. Cognitive Domain Synthesis – ability to put parts together to form a new whole. Synthesis – ability to put parts together to form a new whole. Illustrative verbs: Illustrative verbs:  Categorizes, combines, compiles, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, revises, rewrites, summarizes.

55. Cognitive Domain Evaluation – ability to judge the value of material for a given purpose. Evaluation – ability to judge the value of material for a given purpose. Illustrative verbs: Illustrative verbs:  Appraises, compares, concludes, contrasts, describes, discriminates, explains, justifies, interprets, relates, summarizes, supports

56. Affective Domain Receiving – willingness to attend to a stimuli. Receiving – willingness to attend to a stimuli. Responding – active participation Responding – active participation Valuing – worth or value a student attaches to an object, phenomenon, or behavior Valuing – worth or value a student attaches to an object, phenomenon, or behavior Organization - comparing relating and synthesizing values Organization - comparing relating and synthesizing values Characterization by Value – the individual has a well organized value system that controls behavior. Characterization by Value – the individual has a well organized value system that controls behavior.

57. Psychomotor Domain Perception Perception Set Set Guided response Guided response Mechanism Mechanism Complex overt response Complex overt response Adaptation Adaptation Origination Origination

58. Developing a set of educational objectives Do the objectives indicate learning outcomes that are appropriate to the instructional area. Do the objectives indicate learning outcomes that are appropriate to the instructional area. Do they represent all logical learning outcomes Do they represent all logical learning outcomes Are they attainable by these students Are they attainable by these students Are they in harmony with the philosophy of the school etc Are they in harmony with the philosophy of the school etc Are they in harmony with the basic principles of learning Are they in harmony with the basic principles of learning

59. Basic principles of learning to consider Readiness Readiness Motivation Motivation Retention Retention Transfer value Transfer value