Instructional design principles and models

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Instructional design principles and models

• Mart Laanpere,
• M.Sc. in educational technology
• Tallinn University of Educational
• and Social Sciences
• http//dec50.vm.stuba.sk/mart/IDMODELS.HTM

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Todays schedule

• 9.00 Lecture Instructional design principles and
  models
• 10.30 Coffee break
• 10.45 Lecture continues, ending up with a group
  assignment
• 12.15 Lunch break
• 13.35 Sponsors spotlight Newbridge Technologies
• 14.30 Lab Case studies (sharing experiences)
• 16.00 Coffee break
• 16.15 Lecture Front-end analysis
• 16.45 Lab Working in groups on target group
  analysis
• 17.45 End of todays program
• 18.30 Dinner
• 20.30 Evening lecture Encryption (Newbridge)

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Instructional design the basics

• Clarifying the terms
• Instruction, teaching, education, training
• Instructional design
• Performance support
• Educational technology

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Discuss ...

• ... in small groups the variety of ways the
  people learn. Try to come up with as many verbs
  as possible, to end the sentence
• People learn by ...

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Theories of learning and instruction

• From philosophy objectivist vs. constructivist
• From psychology behaviorist, gestalt, social,
  cognitive, developmental
• Implicit learning theories transmission,
  transaction, transformation
• One of the key issues what are the outcomes of
  learning, how they can be predicted and measured

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Taxonomies of learning outcomes

• Bloom (1956)
• recall and recognition
• comprehension
• analysis
• synthesis
• evaluation

Merrill (1987)
find use know
fact procedure concept principle
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Reflect ...

• what are, in your personal opinion, two main
  factors, which are most affecting the learning
  outcomes?

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Instructional design models

• Procedural and conceptual models
• Based on theory (learning theory, systems theory)
  or practice (company, military, software
  development)
• Media, production, cookbook, design and systems
  models
• Three examples

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The model of Gagné Briggs
instruction is a set of events external to the
learner, which are designed to support the
internal processes of learning.(Gagné)

• Instructional events
• Gaining learners attention
• Informing the learner of the objective
• Stimulating recall of prerequisites
• Presenting stimulus material
• Providing learning guidance
• Eliciting performance
• Providing feedback
• Assessing performance
• Enhancing retention and transfer

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The model of Leshin, Pollock, Reigeluth
Selecting sequencing content
Analyzing needs
Developing lessons
Evaluating instruction
1.Analyze problem
3.Analyze sequence tasks
5.Specify learning events activities
7.Evaluate instruction
2.Analyze domains
4.Analyze sequence supporting content
6.Perform interactive message design
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Jonassen CCC
Metacognition
Real-world problems
Reflective self-evaluation
Context
Construction
Authentic activities
Personal construction of knowledge
Collaboration
Social negotiation of meaning
Coaching
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Group assignment

• Try out a Web-based lesson Smart searching at
  http//www.digitalthink.com
• Discuss with your groupmates underlying
  (implicit) learning theory.
• What kind of learning outcomes should learners
  achieve by completing this lesson?