MIT6001 IT in EducationAn Overview 2nd term

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MIT6001 IT in EducationAn Overview (2nd
term)5 Developing Systematic
InstructionsDecember 21, 2005
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Dales Cone of Experiencehttp//web.utk.edu/mcca
y/apdm/selusing/selusing_d.htm
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Instructional Design

• Other names
• Instructional Systems Design (ISD)
• Instructional Systems Design Development (ISDD)
• Systems Approach to Training (SAT)
• Instructional Design (ID).
• A step-by-step system for the evaluation of
  students needs
• The design and development of training materials,
  and the evaluation of the effectiveness of the
  training intervention
• World War II
• Dick and Carey at Florida Stat Univ. in 1960s

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First Principles of Instruction

• Prof. David Merrill at BYU-Hawaii (Elder Merrill)
• http//cito.byuh.edu/merrill/

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Does Your InstructionRate 5 Stars?

• Prof. M. David Merrill

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Tell Ask Instruction (TA)

• Tell--Ask instruction ? Information-Only ? TA
  instruction gets no stars

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First Principles of Instruction

• Many instructional design theories and models
  have fundamental underlying principles in common?
• A principle is a relationship that is always true
  under appropriate conditions regardless of
  program or practice.

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Where did we getStrategies for Effective
Learning ?

• Analyze instructional theories and models to
  extract general first principles.
• Identify the cognitive processes associated with
  each principle.
• Identify empirical support for the principles
  Describe the implementation of the principles in
  a variety of different instructional theories and
  models.
• Identify prescriptions for effective
  instructional strategies associated with these
  principles

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Effective Instructional Strategies

• Learning is facilitated when
• the learner is engaged in solving a real-world
  problem.
• new knowledge builds on the learners existing
  knowledge.
• new knowledge is demonstrated to the learner.
• new knowledge is applied by the learner.
• new knowledge is integrated into the learners
  world.

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Instructional Phases
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5 Star Rating Scale

• This rating scale is based on First Principles of
  Instruction. ( http//cito.byuh.edu/merrill/text/w
  orkshops/5FirstPrinciples.PDF )
• The rating system consists of 5 stars, one each
  for Problem, Activation, Demonstration,
  Application, and Integration. Each star has three
  levels, bronze, silver, and gold depending on
  whether detailed criterion are met for each
  category.
• World class instruction rates 5 Gold Stars.

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Problem

• Is the courseware presented in the context of
  real world problems?

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Problem or task level?

• Is the student engaged at the problem or task
  level not just the operation or action level?

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Problem

• Is the courseware presented in the context of
  real world problems?
• Does the courseware show learners the task they
  will be able to do or the problem they will be
  able to solve as a result of completing a module
  or course?
• Is the student engaged at the problem or task
  level not just the operation or action level?
• Does the courseware involve a progression of
  problems rather than a single problem?

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Activation

• Does the courseware attempt to activate relevant
  prior knowledge or experience?

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Activation

• Does the courseware attempt to activate relevant
  prior knowledge or experience?
• Does the courseware direct the student to recall,
  relate, describe, or apply knowledge from
  relevant past experience that can be used a
  foundation for the new knowledge?
• Does the courseware provide relevant experience
  that can be used as a foundation for the new
  knowledge?
• If students already know some of the content of
  the subject matter to be taught, does the
  courseware provide a diagnostic pretests?

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Demonstration

• Does the courseware demonstrate (show examples)
  of what is to be learned rather than merely tell
  information about what is to be learned?

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Tell vs. Show

• TELL is used to present general information to
  the student
• tell facts, tell parts, tell a definition, tell
  steps in a procedure, tell events in a process.
• SHOW is used to present specific information
• Show instances of a concept, show a demonstration
  of a procedure, show a visualization of a
  process.

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Consistent demonstration

• Are the demonstrations (examples) consistent with
  the content being taught?
• Facts and associations for information-about?
• Part location with respect to whole for parts-of?
• Examples and non-examples for kind-of (concepts)?
• Demonstrations for how-to (procedures)?
• Visualizations for what-happens (processes)?
• Modeling for behavior?
• The consistency criterion should be applied
  first. If demonstrations are inconsistent then it
  doesn't matter if there is learner guidance or if
  the media is relevant.

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E.g. Mongolian Surgical DVD
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E.g. Mongolian Surgical DVD
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Learner guidance?

• Are at least some of the following learner
  guidance techniques employed?
• The learner is directed to relevant information?
• Multiple representations are used for the
  demonstrations?
• Multiple demonstrations are explicitly compared?

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Relevant media

• Is the media relevant to the content and is it
  used to enhance learning?

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Demonstration

• Does the courseware demonstrate (show examples)
  of what is to be learned rather than merely tell
  information about what is to be learned?
• Are the demonstrations (examples) consistent with
  the content being taught?
• Are learner guidance techniques employed?
• Is media relevant to the content and is it used
  to enhance learning?

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Application

• Does the learner have an opportunity to practice
  and apply their newly acquired knowledge or
  skill?

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Two primary practice modesASK and DO

• ASK is appropriate when we want the student to
  recall information that was presented
• remember information about,
• remember a definition,
• remember the steps in a procedure,
• remember the events in a process.

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Ask

• All needs can be solved with some form of
  training intervention. (T/F)
• What is the primary purpose of data collection
  during needs analysis? (MC)
• What is the output of a task analysis? (MC)
• What is the relationship between an instructional
  goal and a need? (MC)
• A need statement should describe (MC)
• What is the main purpose of a Needs Analysis
  Report? (MC)
• Which of the following is a valid need statement?
  (MC)
• Which data collection method would be best for
  focusing on how participants feel about their
  jobs? (MC)
• Who should review a Needs Analysis Report? (MC)
• Which of the following is a good reason to use a
  questionnaire to collect data? (MC)

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Let me do it!

• DO is appropriate when we want the student to be
  able to use their knowledge or acquire a skill.
• analyze an instance to find the properties that
  determine its class membership,
• perform a procedure,
• predict a consequence,
• find faulted, missing or inadequate conditions
  (trouble shooting) in a process,
• design an artifact.
• Let me do it ! Let me do it !

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Consistent Practice

• Are the application (practice) and the posttest
  consistent with the stated or implied objectives?
• Information-about practice -- recall or recognize
  information.
• Parts-of practice -- locate, name, and/or
  describe each part.
• Kinds-of practice -- identify new examples of
  each kind.
• How-to practice -- do the procedure.
• What-happens practice -- predict a consequence of
  a process given conditions, or find faulted
  conditions given an unexpected consequence.
• The consistency criterion should be applied first.

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Varied sequence of problems

• Does the courseware require the learner to apply
  new knowledge or skill to solve a varied sequence
  of problems and do learners receive corrective
  feedback on their performance?

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Coaching

• In most application or practice activities, are
  learners able to access context sensitive help or
  guidance when having difficulty with the
  instructional materials? Is this coaching
  gradually withdrawn?

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Application

• Does the learner have an opportunity to practice
  and apply their newly acquired knowledge or
  skill?
• Are the application (practice) and the posttest
  consistent with the stated or implied objectives?
• Does the courseware require the learner to use
  new knowledge or skill to solve a varied sequence
  of problems and do learners receive corrective
  feedback on their performance?
• In most application or practice activities, are
  learners able to access context sensitive help or
  guidance when having difficulty with the
  instructional materials? Is this coaching
  gradually withdrawn?

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Integration

• Does the courseware provide techniques that
  encourage the learner to integrate (transfer) the
  new knowledge or skill into their everyday life?

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Demonstrate

• Does the courseware provide an opportunity for
  the learner to publicly demonstrate their new
  knowledge or skill?

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Reflect

• Does the courseware provide an opportunity for
  the learner to reflect-on, discuss, and defend
  his or her new knowledge or skill?
• E.g. Web-based electronic portfolio

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Create

• Does the courseware provide an opportunity for
  the learner to create, invent, or explore new and
  personal ways to use his or her new knowledge or
  skill?
• E.g. Video ethnography Custom Studies
• Balanced Literacy
• Elementary Math (China)

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Integration

• Does the courseware provide techniques that
  encourage the learner to integrate (transfer) the
  new knowledge or skill into their everyday life?
• Does the courseware provide an opportunity for
  the learner to publicly demonstrate their new
  knowledge or skill?
• Does the courseware provide an opportunity for
  the learner to reflect-on, discuss, and defend
  his or her new knowledge or skill?
• Does the courseware provide an opportunity for
  the learner to create, invent, or explore new and
  personal ways to use his or her new knowledge or
  skill?

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Five Star Instructional Design

• A Problem to solve
• show the problem
• task or problem level
• progression of problems
• Activate Knowledge
• recall experience
• provide experience
• diagnostic pretest
• Demonstrate Knowledge
• consistent
• learner guidance
• relevant Media

• Apply Knowledge
• consistent
• progression with feedback
• coaching gradually withdrawn
• Integrate Knowledge
• demonstrate
• reflect
• create

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World Class Instruction

• Very few courses that are currently being offered
  meet these 5 star criteria. However, the 5 Star
  criteria are based on the best that is known from
  research and theory about what constitutes an
  excellent, world-class course. Against these
  standards most courses could be significantly
  improved.
• Does your instruction rate 5 Gold Stars?

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Assignment

• Identify an instructional unit (a lesson, a
  course module, etc.) that you or another teacher
  have designed and evaluate it using the following
  Five-Star Instructional Design Rating form
  http//ited.fed.cuhk.edu.hk/courses/mit6001/Lesson
  s/5StarRating.doc
• Fill in all parts of the form. You must type in
  some reflection at the Comment section of the
  form.
• To select a score in the form, just highlight it.
• Post the completed form to your electronic
  portfolio.
• If possible, include your lesson materials in the
  electronic portfolio.

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Example

• Video Ethnography for Action Research

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ADDIEhttp//www.e-learningguru.com/articles/art2_
1.htmhttp//www.itrc.wvu.edu/coursedev/preproduct
ion/addie.htmlhttp//www.tc.umn.edu/jlambrec/CI5
336/Spring2001/Addie-Model.htm

• Analysis --gt Design --gt Development --gt
  Implementation --gt Evaluation

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ADDIE Analysis

• the process of defining what is to be learned
  State the learning problem that justifies this
  project.
• What are your content area learning objectives?
• What is the timeline for this project?
• Identify priorities and constraints that
  collaborative partners might need to be aware of.
  
• Needs assessment, Problem identification, Task
  analysis
• Sample output Learner profile, Description of
  constraints, Needs, Problem Statement, Task
  analysis

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ADDIE Design

• the process of specifying how it is to be learned
  Is there interactivity? If so, how is it used?
• Write objectives, Develop test items, Plan
  instruction, Identify resources
• Describe the user options that are available
  throughout the program.
• Will there be feedback from the software to the
  user? If so, where?
• Will the content progress from simple to complex
  issues?
• Sample output Measurable objectives,
  Instructional strategy, Prototype specifications

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ADDIE Development

• the process of authoring and producing the
  materials
• Work with producers, Develop workbook, flowchart,
  program
• Who will be involved in this project and what
  responsibilities will each person have?
• Output Storyboard, Script, Exercises, Computer
  assisted instruction

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ADDIE Implementation

• the process of installing the project in the real
  world context
• E.g. Teacher training, Tryout
• Prior to full-scale implementation it is usually
  helpful to demo the software with a small group
  so that their feedback can be used to revise and
  improve the software. How will you accomplish
  this?
• Sample output Student comments, data

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ADDIE Evaluation

• the process of determining the adequacy of the
  instruction
• Record time data, Interpret test results, Survey
  graduates, Revise activitiesHow will you know if
  the instructional objectives have been achieved?
• What method will you use for collecting feedback
  from the users of the software regarding the
  interface, sequencing of information, and its
  content?
• Recommendations, Project report, Revised
  prototype