1. © E. Kowch 2003 iD 1 Instructional Design ID Process Theory : Learner Motivation Media Selection ( EDER 673 L.91 ) From Calgary Asst. Professor Eugene G. Kowch Beginning Week: March 13 to 20th, 2003 (A synchronous meeting using Vclass Real-Time AudioConference Technology & WebCT Course Spaces & The World Wide Web Check your connection speed…

2. © E. Kowch 2003 iD 2 Agenda Feb 27 Update: Where we are in the course Housekeeping –Posting your ID Model for Peer Review & Feedback by March 15 –Details on the next assignment “The Proper Study of Educational Technology” (Heinich) Discussion Learner Motivation: Seeing the “Views” from Several Theorists –Dick & Carey / Rossett / Magliaro / Smith and Ragan / Reigeluth –(from EDER 673 WebCT, WWW, & Vclass Materials) Media Selection: –(from EDER 673 WebCT, WWW and Vclass Materials) –Other optional resources (Views) on job analysis, content analysis and competency analysis

3. © E. Kowch 2003 iD 3 Applying your Model: The Blueprint Assignment Value of the Instructional Design Blueprint: 20% Conceive and set out a 30 minute lesson using your ID model and others! Use the peer review feedback from your (Posted) ID model The blueprint should cover roughly 30 minutes to one hour of instruction. (that's coverage.. you don't have to create the actual instructional event,just map out the design for it). Your blueprint needs to have enough depth to reveal "consistency" between your learning or performance goals, objectives, instruction, and assessment/evaluation. It should also be long enough to reveal a good balance between teacher activity and learner activity. The blueprint need not be "scripted;" however, it must indicate the main ideas that will be covered, what will be done, and how it will be done. Remember that one of the course foci is that you are making informed, thoughtful, instructional decisions. Evidence of this is important, and you get to provide evidence here. If you are referencing certain theorists, cite them in the text, ie: (Dick and Carey, 1990) but do not create a reference list.

4. © E. Kowch 2003 iD 4 I. Approach: State your “ism” and why you chose that approach (1/2 page max). II. Introduction: Purpose: Model Application: Beneficiary. III. Audience: Who is the intended audience for this report? IV. The Performance Problem: Explain the gap you will fill by your designed instruction. Explain how you know that gap exists. (hint: Give an idea of what your needs analysis found or might have found that led you to the instruction goals and learning outcomes that you have set for your prospective learners. V. Learners: Provide a description of the learners for whom this instruction is intended. VI. Objectives: State the learning outcomes that you desire from this 30 minute instructional module. VII. Scope and Sequence: Describe the decision making process you went through to select the instruction content you used, and describe the decision making process you used to sequence that content the way you have. VIII. Indicate optimal and minimal requirements for media and technology used in this learning event. IX. Indicate the instructional flow: Delivery/Evaluation/Feedback systems X. Conclusion. State why this blueprint will accomplish your instruction and learner goals. - prepare a short 5 minute PowerPoint slide presentation to share your Blueprint in VClass use – and you will lead the session. You will present the project as a pitch to your fellow design team. Applying your Model: The Blueprint Assignment Format

5. © E. Kowch 2003 iD 5 Grading Method for this project: Format: did the student follow the requested blueprint format? 10% Content: ID Model Application: did the student include and explain how the instructional blueprint uses the student's personal ID model? 30% Is the peformance problem clearly identified? 10% Clarity & Coherence: is the report clear and legible/logical? 20% Scholarly / Theoretical basis: Are key models and theories cited? 10% Conclusion: Does the conclusion explain the blueprint to someone who might contract the designer for exactly this instruction? 20% total: 100% Applying your Model: The Blueprint Assignment Grading

6. © E. Kowch 2003 iD 6 Update: EDER 673 History of ID ID Terminology Instructional Design Philosophies Learners and Learning Theories Context based designs ID Models: A peek Needs Analysis Task Analysis Ordering Content (elaboration) Media Selection Motivation Evaluation SMCR/Feedback Communication Model

7. © E. Kowch 2003 iD 7 Instructional Media: Media Selection Kowch adapted from Reiser & Gagne (1983) in Dick & Carey, 1996 (4th Ed.) Attitude? Self Instruction? Readers? Motor Practice Needed? Attitude or Verbal Information? Teach a skill (mental/motor) Computer Based Text/interactive TV/IP Portable Equip.+ Training Device) Video/ VConf Teach Verbal Info? Will Visuals Help Recall? Audio or Printed Text Video / Film / IP Vidfilm, Motion Picture, Prented Text/Slides Training Aids Possible Media Portable Equip. Training device Computer Programmed Text Interactive TV Videoconference / IP / N Videotape Audio / Phone / IP Chart / PPT / IP / Overhead Instructor yes no yes

8. © E. Kowch 2003 iD 8 Discussion: 1.What types of media do you like to use ? 2.What media would be useful in your design project? 3.What kind of “instructional messages” does each carry? 4.Is “The Media the Message?” 1.K-12 2.K-12+ 3.Training Scenarios Instructional Media: Media Selection from Shambaugh & Magliaro, 1997 Think about the types of Media you will use in your Blueprint Design

9. © E. Kowch 2003 iD 9 Instructional Media: Media Selection from Shambaugh & Magliaro, 1997 Instructional Technology Designers should view technology (and media) as a means to engage learners in problem solving (not as a product or thing). Technology and media can be a cognitive aid Cognitive artifacts are mental tools which can help us understand something. This slide set is both media and a cognitive artifact. It is a mental tool to help you understand the theories and principles of instructional design (media selection).

10. © E. Kowch 2003 iD 10 Instructional Media: Media Selection from Shambaugh & Magliaro, 1997 Media Issues in NEEDS ASSESSMENT Focus on content, context and learner relationships 1.Match the media to the intent Case: Students will conduct a needs analysis in the field. 2.Choose media suitable for instructional content Case: Students will learn the music scale. 3.Choose media appropriate for learners –Case: ESL students will learn to use Windows 4.Choose media achievable within the reality of the setting –Case: Drill Push will learn basic negotiation skills

11. © E. Kowch 2003 iD 11 Instructional Media: Media Selection from Shambaugh & Magliaro, 1997 Media Issues in DESIGN 1. Create a media sequencing plan for large designs and identify the possible uses of the media. –Case: Course on CPR: Will media assist? How? 2. Will your instruction sequence change depending on your choice of media? Case: Course on Outdoor Ed: Will Online Virtual River Models alter when you study Kayaking on Rivers (in spring or…) 3. Decide on acquiring, adapting, or developing media materials.\ –Case: Course on Building Security: Will system simulators / protocol learning depend on $$$ for simulations (video, locks… realism…and if so, can the client afford the hardware and long term support? 4. Do these materials add to the learning outcome achievement possibility (are they relevant?) Could learners gain the outcomes as effectively without this technology? With more effective technology?

12. © E. Kowch 2003 iD 12 Instructional Media: Media Selection from Shambaugh & Magliaro, 1997 Media Issues in (program) EVALUATION First, ask yourself three questions when evaluating a (designed) program’s media component. 1. Do the materials support the intent of the program (outcomes and instructional strategies)? Case: Course on Distance Education: Taught face to face with overheads. Inquiry Method for A Formative Evaluation: Interview content experts, tech quality experts and learners. Inquiry Method for a Summative Evaluation: Use external experts for a review. Ask about the appeal of the materials to the learners, and ask designers, teachers and other users / tech support about the efficiency of the media. 2. Is the technical quality of the media adequate? –Case: Course: Grade 2 Reader Rabbit language arts: Students cannot yet navigate the Windows Finder to start the program, and the children worry that “Dr. Watson” keeps appearing 30% of the time… –Inquiry Method for Formative and Summative Evaluation: (As in 1). 3. Do these materials add to the learning outcome achievement effectiveness (are they relevant?) Could learners gain the outcomes as effectively without this technology? With more effective technology?

13. © E. Kowch 2003 iD 13 Instructional Media: Media Selection From Norman (1993) A Checklist for the Instructional Designer. Ask yourself : Did the the materials you chose:  Provide a high intensity of interaction and feedback?  Have specific goals and established procedures?  Motivate?  Provide a continual feeling of challenge - a “just right” feeling?  Provide a sense of engagement, making the task seem realistic?  Provide the right tools that fit the learner and the task so well that they aid and do not distract from learning achievement?  Avoid distractions and disruptions that intevene and destroy the subjective experience? Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine. Reading, MA: Addison-Wesley

14. © E. Kowch 2003 iD 14 Developing Instructional Media As a designer, you have three choices when it comes to “making your own” media for your instructional environment: 1.Select what’s available by these criteria: 1.Learner characteristics 2.The nature of the objectives 3.The instructional strategy (ie: case based, problem based, situational, distance, etc..) 4.Cost / budget / support implications. 2. Modify what you have. Issues are: 1.Copyright/currency/relevance/tech support over time? 2.Cost / budget / support implications. 3. Design your own. Issues are: 1.Match materials to meet the needs of the instructional objectives 2.Materials must suit the audience 3.Estimate the cost and do a budget check 4.Is technical expertise needed? Is there organizational support? 5.Will this mean new facilities? Fixed vs. Variable cost projections… 6.Determine the time needed to learn and use these (new) materials.

15. © E. Kowch 2003 iD 15 Adieu for this week, EDER 673 ! Instructional Design (iD) Next Week (March 6- March 13) Evaluation In The Design Process: Readings due for Next Class (March 20, 2003): 1.Evaluation: A General View. In G. Anglin (Ed.), Instructional Technology: Past, Present and Future (pp.384-393). http://www.ucalgary.ca/~ekowch/673/673home.html Eugene G. Kowch Assistant Professor of Educational TechnologyAdieu for this week, EDER 673 ! Instructional Design (iD) Next Week (March 6- March 13) Evaluation In The Design Process: Readings due for Next Class (March 20, 2003): 1.Evaluation: A General View. In G. Anglin (Ed.), Instructional Technology: Past, Present and Future (pp.384-393). http://www.ucalgary.ca/~ekowch/673/673home.html Eugene G. Kowch Assistant Professor of Educational Technology http://www.ucalgary.ca/~ekowch/673/673home.html