Instructional Designs: A Tour

1
Instructional Designs A Tour

• Allison RossettSan Diego State University

2
Overview

• Behavioral Approaches
• Behavior Modification
• Behavior Modeling
• Cognitive Approaches
• Conditions of Learning
• Component Display Theory
• Synectics
• Advance Organizer
• Constructivism

3
Behavior Modification

• Focus on defined, tangible, target behaviors and
  how they are reinforced
• Continuous reinforcers all the time
• Then ratio every third time perhaps
• Then random
• Focus on the observable, with no attention to
  causes. Good if can manage the contingencies,
  but cant always. Is it bribery?
• Programs work for children for clsrm skills work
  for adults for tardiness, smoking, to increase
  sales calls

4
Behavior Modeling

• Presentation of a model and demonstration
  (clarity about optimals) w. skill practices
• Based on social learning theory we learn from
  imitating others
• Goes right at the target behaviors associated
  with social and interpersonal problems-- lots of
  review and rehearsal, with progressively more
  realistic and complex situations
• Confucious I hear and I forget I see and I
  remember I do and I understand

5
Overview

• Behavioral Approaches
• Behavior Modification
• Behavior Modeling
• Cognitive Approaches
• Conditions of Learning
• Component Display Theory
• Synectics
• Advance Organizer
• Constructivism

6
Conditions of Learning

• Predicated on both cognitive and behavioral
  antecedents, the assumption that different
  outcomes happen through different conditions
• Domains of learning outcomes
• Verbal information knowing that, facts, state
  caps (540 skills)
• Intellectual skills know how, classify, relate,
  deciding whether to write yourself or hire editor
• Cognitive strategies manage own thinking, create
• Attitudes choices as manifestation of attitudes
• Motor skills physical movements, fluency

7
Conditions of Learning Gagnes Events of
Instruction

• Gain attention
• Inform learners abt the objective
• Stimulate recall of prior learning
• Present content
• Show, explain, demo, highlight distinctive
  aspects
• Provide learning guidance
• Organize, structure, link, tips, job aids
• Elicit performance
• Provide feedback
• Assess performance again
• Enhance retention and transfer

8
Component Display Theory (CDT)

• Like Gagne, strategies tied to outcomes
• Focus on the cognitive
• Examination of both the content type and the
  level of learner performance (use, remember,
  find)
• Useful for generating design strategies, for
  building instruction to how to X or when to Y
• 1/classify outcomes fact, concept, procedure, or
  principle for the content AND remember, use or
  find
• 2/assign strategies

9
Merrills perf/content matrix
Remember
Name the partsof an umbrella
FACT CONCEPT PROCEDURE PRINCIPLE
Use
Find
In battlefield,treat burns
Explain the term,3rd degree burn
Identify whichkind of burn it is
State the stepsto get a driverlicense
Get that driverslicense
State the secondlaw of physics
Explain reasonsfor testing forthe license
Determine implic of burn treatments
10
Overview

• Behavioral Approaches
• Behavior Modification
• Behavior Modeling
• Cognitive Approaches
• Conditions of Learning
• Component Display Theory
• Synectics
• Advance Organizer
• Constructivism

11
Synectics

• Method for enhancing creative thought
• Synectics means the joining together of
  supposedly irrelevant elements (stacked wet
  leaves gt Pringles)
• We can help learners become more creative
• Key strategies (William J. J. Gordon)
• Making the strange familiar
• Making the familiar strange
• All is metaphorical, with comparisons jogging
  creativity

12
Synectics in action (Weil Joyce, 96)

• Describe problem or oppty in detail
• Brainstorm analogies. Whats like this?
• Stretch to considering how a rhinocerous ( far
  out comparison) is like the problem focus on
  attributes that rhino and problem share
• Ask how the new way of thinking about it can be
  useful
• Are any feelings useful, any feelings surprising?

13
Advance Organizer

• Focus is on establishing a cognitive structure or
  scaffolding for learners
• Much learning through presentation/lecture, with
  emphasis or organization and meaning
• Works particularly well for verbal learning, such
  as product knowledge
• Key strategies (David Ausubel)
• Establish an idea or structure that depicts,
  explains how the material fits together
• Use visual or verbal representations, such as
  outlines, stories, diagrams, charts.

14
Right, this is an advance organizer

• Cognitive Approaches
• Conditions of Learning
• Component Display Theory
• Synectics
• Advance Organizer
• Constructivism
• Compared to objectivism
• Cognitive constructivism
• Socialcultural constructivism

15
Objectivism Constructivism

• Knowledge as objective reality
• Situate in real world
• Predefine the perspective
• Emphasis is on gaining content knowledge and
  skills
• We set objectives
• Evaluate against objectives

• Knowledge exists in the head
• Strip down at first
• Get it from multiple perspectives
• Focus on developing thinking and learning skills
• Objectives emerge
• Evaluate against individual goalsgt

after Falance, in Medsker (in press)
16
Cognitive Sociocultural

• Active cognitive reorganization
• Indiv. psychology
• Focus on Grabingers REAL (real environmts,
  authentic learning)
• Emphasis is on individually constructing knowledge

• Acculturate into comm. of thought
• Social, cultural
• Focus on collaboration, interactions, culture,
  engagement
• Emphasis in on working together, to construct
  group view

after Burton et al, in Jonassen (1996)
17
Think about it.

• Take the topic of technology. How might
  constructivists see it differently than
  objectivists? How might a cognitive
  constructivist view it differently than a
  sociocultural constructivist?