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

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Instructional DesignID Process TheoryLearner
MotivationMedia Selection (EDER 673 L.91
)From Calgary Asst. Professor Eugene G.
KowchBeginning WeekMarch 13 to 20th,
2003(A synchronous meeting usingVclass
Real-TimeAudioConference Technology WebCT
Course SpacesThe World Wide Web
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Agenda March 13

• 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

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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.

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Applying your Model The Blueprint Assignment
Format

• 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.

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Applying your Model The Blueprint Assignment
Grading

• 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 performance 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

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Lets have some funRole PlayPros
(Fer)vs.Cons (Agin)respond to Heinichs
(following) main points about the Proper Study
of Educational Technology-)
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Pros Vs Cons

• FER

• AGINst

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The Proper Study of Educational Technology

• Educational Technology is a subset of technology,
  not education (p. 61).
• Tech sub-organizations fail because they do not
  gain control of the important systems at hand
  support, budgets.
• LIMITATIONS
• Faculties focus on servicing technologies not
  educational technology learning.
• Curriculum is planned independently of
  implementation to start with - we need RD based
  on a theoretical development construct that
  requires manipulation of all variables, including
  instructors, that can lead us to an instructional
  science an technology capable of radically
  altering the institution of education (p. 62).
• The development of instructional technology has
  disturbed the symbiotic relationship between
  instructional materials and teachers by
• Not realizing that technology disturbs power
  relationships (in the org.).
• We focus on faculty development and not theory
  development enough
• We consult. We dont lead.

Reprinted in Anglin from Heinich, R. (1984) in
the Educational Communication and Technology
Journal, 33 (1), 9-15.
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The Proper Study of Educational Technology

• 6. There is cognitive dissonance caused by a
  difference between what we can do and what the
  org. lets us do.
• 7. Cognitive dissonance is also caused by a
  difference between the design we teach and the
  design we PRACTICE.
• 8. We need an intellectual identity. Only then
  can we help departments to prepare themselves for
  the future.
• 9. A funny thing happened on our way to the
  systems approach in ID. We stumbled over the
  rigidity of educational governance and the craft
  structure of educational institutions. We
  completely misread the institutions of which we
  are a part. We need to understand the our
  processes are basics, not luxuries in educational
  organizations

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The Proper Study of Educational Technology

• FROM CRAFT TO TECHNOLOGY
• 10. Instruction is changing from a craft to a
  technological culture.The teaching profession is
  a craft - it maintains guild tenets and dominates
  production of education. Technological
  processes killed crafts in Europe as new
  communication and transport technologies gave
  rise to the middleman and management. What have
  ET people learn from this?
• 11. ET is aligned more with management than
  labor. Get used to it and do something about this
  in our theoretical frameworks.
• (architects vs. builders).
• TECHNOLOGY AND THE EDUCATION PROFESSIONS
• 12. We dont help institutions understand how
  professional and institutional relations change
  with technology.
• 13. Technology changes teacher tasks. Pushes
  menial tasks out. What can educators learn
  (teachers) from the other professions
  experiences with technology?

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The Proper Study of Educational Technology

• R D
• Our primary purpose is to Improve, not prove,
  technology in context.
• Instruction is the management of learning so
  like engineering, it has its own complex
  organization of machines and people and process.
  Naturalistic inquiry is the best way to research
  Edtech.
• The question is not whether science has
  influenced technology, but rather the precise
  nature of the interaction.
• WHERE DO WE GO FROM HERE
• 17. ID must shift our intellectual base from
  education to technology.
• 18. The systems approach must be reborn.
• 19. We are in dire need of scholars.

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Update EDER 673
History of ID
ID Terminology
Instructional Design Philosophies
SMCR/Feedback Communication Model
Learners and Learning Theories
Context based designs
ID Models A peek
Needs Analysis
Media Selection
Task Analysis
Ordering Content (elaboration)
Evaluation
Motivation
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Instructional Media Media SelectionKowch
adapted from Reiser Gagne (1983) in Dick
Carey, 1996 (4th Ed.)
Possible Media Portable Equip. Training
device Computer Programmed Text Interactive
TV Videoconference / IP / N Videotape Audio /
Phone / IP Chart / PPT / IP / Overhead Instructor
no
no
Readers?
Attitude or Verbal Information?
yes
Teach Verbal Info?
Teach a skill (mental/motor)
Attitude?
Will Visuals Help Recall?
no
yes
yes
no
no
Video / Film / IP Vidfilm, Motion Picture,
Printed Text/Slides Training Aids
Audio or Printed Text
Computer Based Text/interactive TV/IP
Portable Equip. Training Device)
Video/ VConf
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Instructional Media Media Selectionfrom
Shambaugh Magliaro, 1997

• Discussion
• What types of media do you like to use ?
• What media would be useful in your design
  project?
• What kind of instructional messages does each
  carry?
• Is The Media the Message?
• K-12
• K-12
• Training Scenarios

Think about the types of Media you will use in
your Blueprint Design
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Instructional Media Media Selectionfrom
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).

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