CEIT 225 Instructional Design

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CEIT 225 Instructional Design

• Prof. Dr. Kürsat Çagiltay
• http//www.metu.edu.tr/kursat

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Instructional Design (ID)?

• The systematic process of translating principles
  of learning and instruction into plans for
  instructional materials and activities.

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Your Task

• Designing and developing a short Instructional
  module
• To teach a topic from Physics course
• Materials
• A text material about 4 pages, color print
  (with Photoshop)
• A digital material (Adobe Flash)
• A audio/video podcast

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ADDIE
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Transition to self feeding
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The major questions

• What are the objectives?
• What skills, knowledge, and attitudes are going
  to be developed?
• What resources and strategies will be used in the
  instruction?
• How the content of the learning material will be
  structured?
• How the learners' understanding and whether or
  not they have meet the instructional objectives
  will be assessed?

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Design has some sub tasks

• Designing Assessment
• Designing Feedback
• Designing Motivation
• Designing the sequence of instruction
• And, of course, designing the materials
• Storyboard, Flow
• Prototype paper materials

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Designing Assessment

• Assessment measures the competence or capability
  of learners
• Thus assessment tasks should be written as soon
  as the objectives have been determined and before
  the content is prepared
• Use a variety of methods to test learners'
  knowledge, skills, and attitudes
• Self-completion tests, activities, assignments

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Designing Feedback

• learners need
• not just the right answer but also to see how it
  is reached
• information on their own performance, in
  particular where they may have gone wrong
• a clear picture of what they should do next and
  in what order
• confidence to move on to the next stage of
  learning
• confidence in assessing their own performance and
  thus in becoming more self-directed in their
  learning.
• e.g. your reports

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Designing the sequence of instruction

• grouping of related objectives and activities and
  
• there must be a sequencing of teaching
  activities.

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Sequencing of content

• Proceeding from what students know to what they
  do not know
• Proceeding from concrete experiences to abstract
  reasoning
• The logical or historical development of a
  subject
• Important themes or concepts
• Starting from unusual, novel or complex
  situations and working backwards towards
  understanding.

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Sequencing instructional events (Gagne) Ch 7 ,
page 103

• Gain attention.
• Inform learners of objectives.
• Stimulate recall of prior learning.
• Present stimuli with distinctive features.
• Guide learning.
• Elicit performance (Practice).
• Provide feedback.
• Assess performance.
• Enhance retention and learning transfer.

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Instructional Components

• Pre-instructional activities
• Motivating/gaining attention
• Informing learner of objectives/purposes
• Telling them what they already need to know
• Content Presentation
• Presenting the content
• Guiding the learning
• Learner Participation
• Giving the learner opportunities to practice
• Giving feedback
• Assessment
• Follow-through activities

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Content Sequence

• The first step in developing an instructional
  strategy is identifying a teaching sequence and
  manageable groupings of content.
• What sequence should you follow in presenting
  content to the learner?
• It depends on your instructional analysis

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Examples from fire extinguisher

• Learning different types of extinguishers and
  emergency procedures
• How do you sequence?

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One option

1. Demonstrate how to extinguish a fire using a fire
   extinguisher
2. Differentiate the types of fire extinguishers
3. Describe the types of fire classes
4. Select the correct fire extinguisher
5. Describe the emergency procedures
6. Describe how a fire gets started

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Another option

1. Describe how a fire gets started
2. Describe the types of fire classes
3. Differentiate the types of fire extinguishers
4. Select the correct fire extinguisher
5. Describe the emergency procedures
6. Demonstrate how to extinguish a fire using a fire
   extinguisher

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For the next week

• Output6 Documents for sequencing instruction and
  events of instruction(group work) (Use your
  books Ch-7)
• Output7 Storyboard for Flash material and
  General overview of Paper based material (group
  work)

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Warning about the content

• Do not just scan pages of your textbook for your
  design reports content !

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• Submit your Turnit-in similarity report by
  tomorrow.

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Timeline

• Analysis report done- April 10th
• Design report May 8th
• Paper draft - April 17th
• Flash material and podcast draft April 24th
• Final June 11th

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After class

• Meet with your facilitators

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References

• Slides are revised version of http//lrieber.myweb
  .uga.edu/edit6170/ppt/