Designing and Planning Technology – Enhanced Instruction

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Designing and Planning Technology Enhanced
Instruction

• Chapter 2
• Presented by
• Connie Everett 1/22/04

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What Is a Learning Environment?

• A learning environment as applied to education
  includes all the conditions, circumstances, and
  influences that affect the learners development.

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The Learning Environment Affects Teaching and
Learning.

• Dunn and Dunn (1992) completed a extensive
  research on matching the physical environment to
  individual learning styles.
• The learning environment includes the space and
  facilities in which instruction occurs.
• To adjust the physical learning space to maximize
  its compatibility with learners, it is important
  to first carefully identify the learning styles
  of the learners.

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The Learning Environment continued

• The learning environment includes both tangible
  and intangible elements.
• It will be necessary to take the time to create a
  systematic plan that will ensure that each step
  you take, whether adjusting the physical
  environment or altering an instructional
  component, adds to the effectiveness of the
  learning environment.

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Using an Instructional Planning System

• Effective instruction is instruction that has
  been thoroughly thought out and articulated by a
  skillful and creative educator.
• The notion of a carefully planned step by step
  process to design, create, evaluate and revise
  instruction is called a systems approach to
  instruction.

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The Design-Plan-Act (D-P-A ) SYSTEM

• Designing the instruction.
• Articulating specific lesson plans
• Developing an instructional action plan.

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The Design Phase

• Design identifies over-all goals and the steps to
  achieve them.
• An instructional design model is used to help
  educators in the first phase of the planning
  system to envision their planned instruction
  holistically.
• Using such a model as a foundation, you will
  ultimately be able to develop an effective lesson
  plan and a subsequent instructional action plan.

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DID model steps

• Know the Learners
• State your Objectives
• Establish the learning environment
• Identify teaching learning strategies
• Identify and select technologies
• Summative evaluation
• Table 2.1 DID Formative and Summative Feedback
  Loops (pg 40)

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The Dynamic Instructional Design Model (DID)

• The DID model is a flexible system for designing
  instruction.
• The DID model includes all of the critical
  elements in the design of effective instruction.
• The DID model sets up the curricular framework.
• Formative feedback occurs while the learning
  event is in progress
• Summative feedback is feedback that occurs at the
  conclusion of the learning event.

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Using the DID Model to Plan Instruction

• The model helps you ask yourself the crucial
  question that will improve the quality of the
  instructional experience for both you and your
  students.
• Table 2.9 (pg 57) provides a template with a
  series of prompts to help you build your own
  design.

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Using the DID Model to Create Lesson Plans

• The systematic planning of instruction remains
  the foundation of effective teaching and learning.

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Lesson Planning

• The lesson plan provides daily guide for
  teachers.
• It is the lesson plan that provides a day-to-day
  snapshot of what will happen in the classroom.

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Lesson Planning continued

• Ready the Learner - Describe how you will prepare
  the students for the lesson.
• Target Specific Objectives State the
  instructional design objective that will be
  addressed by this lesson.
• Prepare the Lesson Describe what you need to do
  to prepare for the lesson.
• Table 2.10- The lesson planner with examples.

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The Lesson Planner Practical Application of the
DID Model

• The lesson planner is the pragmatic product of
  the instructional design process.

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Instructional Action PlanningThe Instructional
Action Plan (IAP)

• Identifying learner preparation activities
• Getting the classroom ready
• Teaching-learning activities
• Personal prompts
• Support technologies
• Getting and using feedback
• Follow-up activities
• Table 2.11 (pg 64)

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The Instructional Action Planner

• Getting Ready to Teach
• Linking Planning, Learning, and Teaching
• Design
• Plan
• Act
• Design-Plan-Act! Completes the instructional
  systems cycle.

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Design

• Instructional design is the component of the
  process that helps you think strategically about
  the teaching and learning experience you are
  targeting.

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Act

• Action planning is the final step in the
  three-part planning process
• Design-Plan-Act! Completes the instructional
  systems cycle.

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Plan

• The lesson plan brings the instructional design
  down to earth.

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Linking Planning, Learning, and Teaching.

• Just as you would carefully plan and rehearse an
  important speech before giving it, so too must
  you carefully plan and rehearse the important
  communication process that takes place between
  teacher and learner.

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Planning for Technology in Teaching and Learning

• All aspects of instruction benefit from careful
  planning, but for using technology in
  instruction, planning is especially critical.
• A well designed learning event ensures that the
  appropriate technology is used.
• Teachers must plan for, select, and effectively
  use the best technologies to support teaching and
  learning.

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Key Terms page 67

• Blooms taxonomy
• Design-plan-act system (D-P-A)
• DID model
• Feedback loops
• Formative feedback
• Instructional action plan (IAP)
• Instructional design model
• Learning environment
• Learning strategies

• Lesson planner
• Media
• Methods
• Motivators
• Pedagogy
• Performance objectives
• Preorganizer
• Scaffolding
• Summative feedback
• Systems approach
• Teaching strategies

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Key Theorists

• Benjamin Bloom
• Rita and Kenneth Dunn
• Robert Gagne

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The End