EDC

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EDCI 510History of Educational Technology

• June 28, 2005
• The Foundations of Instructional Design

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Topics for Today

• Your Questions
• A little more about the Technology Adoption Life
  Cycle
• Chapter 12
• Erins presentation on Gagné
• The Dick and Carey ID Model
• Kemps ID Model

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The Technology Adoption Life Cycle

• Based on the work of Geoffrey Moore and the book
  Crossing the Chasm

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The Technology Adoption Life Cycle
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The Technology Adoption Life Cycle
Innovators
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The Technology Adoption Life Cycle
Innovators
Early Majority/ Visionaries
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The Technology Adoption Life Cycle
Early Majority/ Pragmatists
Innovators
Early Majority/ Visionaries
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The Technology Adoption Life Cycle
Early Majority/ Pragmatists
Innovators
Late Majority/ Conservatives
Early Majority/ Visionaries
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The Technology Adoption Life Cycle
Laggards/Skeptics/ Traditionalists
Early Majority/ Pragmatists
Innovators
Late Majority/ Conservatives
Early Majority/ Visionaries
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The Technology Adoption Life Cycle
The Chasm
Early Majority/ Pragmatists
Laggards/Skeptics/ Traditionalists
Innovators
Late Majority/ Conservatives
Early Majority/ Visionaries
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Development of Instructional Design

• Note Deweys comment about a special linking
  science.
• Instructional Design Theories
• Which did you find interesting?

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The Elaboration Theory of InstructionCharles
Reigeluth

• Six major strategy components
• An elaborative sequence for the main structure of
  a course
• A variety of prescriptions for sequencing within
  individual lessons of a course (including a
  learning-prerequisite sequence).
• Summarizers
• Analogies
• Cognitive strategy activators
• A learner-control format

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The Elaboration Theory of Instruction

• The Elaborative sequence
• Simple to complex sequence
• Start with wide angle view and zoom in
• Start with epitome
• The simplest and most fundamental idea
• Informatics is a field that contains multiple
  silos
• Ask yourself, if you could only teach one thing,
  what would it be?
• Can zoom back out and zoom in to other topics

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Gagne-Briggs Theory of Instruction

• Prescribes for cognitive, affective, and
  psychomotor domains
• Also prescribes for verbal information,
  intellectual skills, cognitive strategies,
  attitudes, and motor skills

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Nine Events of Instruction

• Gaining attention
• Informing the learner of the lesson objective
• Stimulating recall of prior learning
• Presenting the stimulus material with distinctive
  features
• Providing learning guidance
• Eliciting performance
• Providing informative feedback
• Assessing performance
• Enhancing retention and learning transfer

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The Dick and Carey ID Model

• Developed by Walter Dick and Lou Carey of Florida
  State
• Based on the work of Robert Gagne and others
• Team most often includes
• The subject matter expert (SME)
• The instructional designer
• The production supervisor

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The Dick and Carey ID Model
Identify Instruc- tional Goals
Plan Instruc- tional Activities
Identify Objec-tives
Choose Instruc- tional Media
Develop Assess- ment Tools
Implement Instruction
Revise Instruction
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The Dick and Carey ID Model
Identify Instruc- tional Goals
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Identify Instructional Goals

• An instructional goal is a general statement of
  what learners will be able to do as a result of
  instruction.
• For exampleStudents will be able to solve basic
  addition and subtraction problemsStudents will
  demonstrate the knowledge of how the lymphatic
  system operates
• Goals are often set by the school district or the
  departmental curriculum.

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The Dick and Carey ID Model
Identify Instruc- tional Goals
Identify Objec-tives
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Objectives

• Objectives must contain and action verb that
  describes an observable action in which the
  learner will engage and should not describe
  internal mental states (know, understand, and
  appreciate).

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Objectives Contain 3 Components

• The actual behavior we expect our students to
  exhibit.
• A description under which the student will be
  required to exhibit the desired behavior.
  (without any references materials, the student
  will)
• The criterion or standard that must be met in
  order for the performance to be judged acceptable.

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Learning Outcomes Domains

• Knowledge--ability to recall specific information
• Intellectual skills--the actual use of
  information Concept learning rule learning
• Problem solving
• Motor skills--physical activity
• Attitudes--personal feelings and beliefs
• Added recently metacognitive skills

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The Dick and Carey ID Model
Identify Instruc- tional Goals
Plan Instruc- tional Activities
Identify Objec-tives
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Plan Instructional Activities

• The activities should
• Motivate students
• Inform students of objectives
• Help students recall prerequisites
• Present information and examples
• Provide practice and feedback
• Summarize the lesson

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Plan Instructional ActivitiesSequencing

• Much of instructional theory has to do with
  sequencing.
• Ausubel suggests that classes start out with
  advance organizers (introduced in advance of
  learning itself)
• Reigeluth's Elaboration Theory, where instruction
  starts with a epitome, (a version that represents
  at the most basic level what is to be learned)

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The Dick and Carey ID Model
Identify Instruc- tional Goals
Plan Instruc- tional Activities
Identify Objec-tives
Choose Instruc- tional Media
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Choose Instructional Media

• An important task that has been devalued or
  replaced by the World Wide Web
• (maybe)
• Often conducted by using charts

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Choose Instructional Media

• Issues include
• Practicality
• Readily available?
• Can the hardware be easily worked in the
  instructional environment?
• If not available, how difficult will it be to get
  it?

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Choose Instructional Media

• Is the media appropriate in light of student
  characteristics?
• Is it a good means of presenting a particular
  instructional activity?

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The Dick and Carey ID Model
Identify Instruc- tional Goals
Plan Instruc- tional Activities
Identify Objec-tives
Choose Instruc- tional Media
Develop Assess- ment Tools
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Develop Assessment Tools

• A difficult task made easier by well-written
  objectives.
• Assessment tools can provide an evaluation of
• The student
• criterion-based evaluation
• The instructional program
• formative evaluation

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The Dick and Carey ID Model
Identify Instruc- tional Goals
Plan Instruc- tional Activities
Identify Objec-tives
Choose Instruc- tional Media
Develop Assess- ment Tools
Implement Instruction
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Implement Instruction

• Traditional approach where every student in
  class is taught and evaluated at the same time
• Mastery learning where students are evaluated
  and assessed

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The Dick and Carey ID Model
Identify Instruc- tional Goals
Plan Instruc- tional Activities
Identify Objec-tives
Choose Instruc- tional Media
Develop Assess- ment Tools
Implement Instruction
Revise Instruction
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Revise Instruction

• Summative Evaluation

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Kemps Instructional Design Model