1. Getting Started with Instructional Design a Hands-on Approach Day 1 - March 15, 2011 College of the North Atlantic Facilitators: Jeanette McDonald, Wilfrid Laurier University Denise Stockley, Queen’s University

2. PROGRAM OVERVIEW Day by Day Day 1: Adult Learning and Instructional Design Day 2: Concept Mapping and Learning Outcomes Day 3: Assessment and Instructional Strategies Day 4: Consolidate, Extend, Connect Format: Hands-on; experiential; applied Modeling good practice Binder and Wiki

3. Learning Outcome Assessment Strategy Context Content TLS, McGill University

4. PROGRAM OBJECTIVES apply a set of instructional design principles to a specific project (e.g., course/workshop) develop a common language to discuss teaching, learning, and instructional design promote a learning-focused approach to instructional design and teaching provide a forum to network and share ideas, challenges, strategies, and questions about teaching, learning and instructional design engage in scholarly and reflective teaching/learning practice

5. DAY 1 Welcome, Objectives, and Format Ice Breaker Teaching Perspectives Learner Perspectives Instructional Design Models Learning Environments Next Steps

6. ICEBREAKER

7. ICE BREAKERS Icebreakers help establish a positive environment Provide an opportunity for your participants and yourself, to get to know one another Helps to introduce content Non-threatening, non- personal Provides a transition from one setting to another Help towards building a learning community

8. TEACHING AND LEARNING INVENTORIES

9. EXAMPLES OF TEACHING AND LEARNING INVENTORIES Index of Learning Style Questionnaire http://www.engr.ncsu.edu/learningstyles/ilsweb.html Teaching Perspective Inventory http://teachingperspectives.com/html/tpi_frames.htm Sensory Learning StylesSensory Learning Styles – VARK http://www.vark-learn.com/english/index.asp Kingdomality http://www.cmi-lmi.com/kingdom.html

10. UNDERSTANDING YOURSELF AS AN EDUCATOR Teaching Perspectives Inventory (Pratt & Collins, 2001) Transmission: educator requires a substantial commitment to the content or subject matter Apprenticeship: educator creates environment to socialize learners into new behavioural norms/ways of working Developmental: educator plans and conducts their session from the learners point of view Nurturing: educator assumes long-term hard, persistent effort to achieve comes from the heart, not the head Social Reform: educator believes that teaching seeks to change society in substantive ways

11. What experiences have influenced your ideas about learning and teaching? Early experiences Ideas can be shaped by... A student experience A mentor Student feedback Work experience

12. LEARNING IS… a process that results in some modification, relatively permanent, of the way of thinking, feeling or doing of the learner.

13. TEACHING IS helping someone learn.

14. If the learner hasn’t learned, has the teacher taught? Dominic Ursino, Brock University

15. Learning is both an emotional and an intellectual process.

16. CONCEPTIONS OF TEACHING Imparting Information Imparting Information Transmitting Structured Knowledge Transmitting Structured Knowledge Student Teacher Interaction Student Teacher Interaction Facilitating Understanding Facilitating Understanding Changing Concepts Changing Concepts Passing information Arranging information Getting students to think Learning with unpredictable outcomes Getting students to shift their view of the world Kember, 1997

17. LEARNING THEORIES

18. BEHAVIOURISM learning: defined by outward expression of new behaviours focuses solely on observable behaviours a biological basis for learning learning is context-independent classical & operant conditioning Reflexes (Pavlov’s Dogs) Feedback/Reinforcement (Skinner’s Box)

19. BEHAVIOURAL LEARNING Action Consequences

20. COGNITIVISM Attempts to explain human behaviou by understanding thought processes Includes the concepts of information processing, motivation, critical thinking, memory, metacognition, transfer, learning strategies, learning styles Tenets Include Assimilation: The incorporation of new experiences into existing structures. Accommodation: The changing of an old structures so that new experiences can be processed. Cognitive Dissonance: When two ideas are competing and cause discomfort See Brunner, Bandura

21. COGNITIVISM Environment

22. CONSTRUCTIVISM Learning is an active process of construction Learning happens via assimilation and accommodation. Assimilation is a passive incorporation of experience into a representation the learner already has. Accommodation: the reorganization of learner’s cognitive structures (schema) to accommodate inconsistency b/w new learning and schema Create an environment which encourages individuals to construct their own knowledge See: Piaget, Vygotsky

23. CONSTRUCTIVIST LEARNING

24. SITUATED LEARNING Cognitive Apprenticeship Communities of Practice/Stories Legitimate Peripheral Participation Authentic Practice tools and artifacts Reflection Multiple Practice Authentic Tasks See: Lave, Wenger

25. SITUATED LEARNING Instruction embedded in an authentic situation results in meaningful learning

26. NEW AND OLD WAYS OF THINKING OLD  We know all there is about learning  Intelligence is a unitary concept  Intelligence is fixed at birth  Intelligence is individual  Learning takes place in schools and classrooms  Learning is logical and sequential NEW  We still have much to learn about learning  Intelligence takes multiple forms  Intelligence is created and recreated throughout life  Intelligence resides both within and between people  Little of what we learn takes place in school  Learning is episodic 26 MacBeath, 2009

27. ADULT LEARNERS Adult Learners

28. 28 Adult LearnersYoung Learners Problem-centered; seek educational solutions to where they are compared to where they want to be in life Subject-oriented; seek to successfully complete each course, regardless of how course relates to their own goals Results-oriented; have specific results in mind for education - will drop out if education does not lead to those results because their participation is usually voluntary Future-oriented; youth education is often a mandatory or an expected activity in a youth's life and designed for the youth's future Self-directed; typically not dependent on others for direction Often depend on adults for direction

29. 29 Adult Learners Cont.Young Learners Cont. Often skeptical about new information; prefer to try it out before accepting it Likely to accept new information without trying it out or seriously questioning it Seek education that relates or applies directly to their perceived needs, that is timely and appropriate for their current lives Seek education that prepares them for an often unclear future; accept postponed application of what is being learned Accept responsibility for their own learning if learning is perceived as timely and appropriate Depend on others to design their learning; reluctant to accept responsibility for their own learning

30. HOW LEARNING WORKS 1.Students’ prior knowledge can help or hinder learning. 2.How students organize knowledge influences how they learn and apply what they know. 3.Students’ motivation determines, directs, and sustains what they do to learn. 4.To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.

31. HOW LEARNING WORKS CONT. 5. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning. 6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning. 7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning. Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010

32. INSTRUCTIONAL DESIGN The systematic process of translating principles of learning and instruction into the specification of instructional materials.

33. Source: Dee Fink, 2003, p. 2

34. ADDIE INSTRUCTIONAL DESIGN MODEL Learning Outcomes & Experience Environment Content TeacherResources Assessment Strategies Course / Program Student Instructional Strategies Sequencing & Pacing McDonald, 2010

35. Learning Outcome Assessment Strategy Context Content TLS, McGill University

36. Learning Theories Goals and Objectives Instructional Design Models & Strategies

37. NEXT STEPS Learning Log Feedback Sheets Homework: Review wiki resources Browse learning and instructional design materials Read: The Theory Underlying Concept Maps…..(Novak) Designing Learning as Well as Teaching (McAlpine, 2004) Day 2: Concept Mapping and Learning Objectives

38. REFERENCES Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., Normal, M., & Mayer, R. (2010). How learning works: Seven research based principles for smart teaching. San Francisco, CA: Jossey Bass. Fink, D. (2003). A self-directed guide to designing courses for significant learning. Retrieved from http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf [2011, March 15]. http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf Pratt, D. & Collins, M. (2001). Teaching Perspectives Inventory. Retrieved from http://teachingperspectives.com [2011, March 15]. http://teachingperspectives.com Kember. D. (1997) A reconceptualization of the research into university academics’ conceptions of teaching. Learning and Instruction, 7, 255-275 MacBeath, J. (2009). What do we know about learning? In. J. MacBeath & N. Dempster, Connecting leadership and learning: Principles for practice (pp. 4-19). NY: Routledge. McDonald, J. (2010). Instructional design for virtual and classroom courses @ WLU. Waterloo, Ontario, Educational Development, Office of Teaching Support Services, Wilfrid Laurier University. Teaching and Learning Services, McGill University.