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Instructional Design - a Future Perspective for Education

Instructional Design - a Future Perspective for Education . Dr. Patrick Blumschein University of Education Freiburg, Germany For the Higher School of Economics, National Research University – Moscow, May 2012. Agenda. Points of Departure Some Models of Instructional Design

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Instructional Design - a Future Perspective for Education

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  1. Instructional Design - a Future Perspective for Education Dr. Patrick Blumschein University of Education Freiburg, Germany For the Higher School of Economics, National Research University – Moscow, May 2012 Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  2. Agenda • Points of Departure • Some Models of Instructional Design • Applications of Instructional Design • A integrated View of ID • Why is ID a strong Concept for Future Learning? Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  3. A changing world… • Never before humans have faced so many changes than in the last couple of years. • Knowledge has become the most important investment • Cycles of renewal of knowledge are getting shorter and shorter • Global networks are crucial for successful business worldwide • Even in private life, globalization has its influences • Heterogeneity of chances for live are still enormous high • Education becomes more and more important • Education helps to increase self directedness, freedom for life, maturity and economic prosperity for employers too. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  4. Traditions of Pedagogy – a German view  • Germany and some other european countries) have a strong tradition of pedagogy • Comenius, Herbarth, Reform Pedagogy (Rousseau, Freinet, Hahn, Peterßen, …) • General didactics with roots in philosophy • Empirical change in the 1960s • Pragmatic influences from reform pedagogiests • Jank/Meyer 1990s didactical structural model Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  5. General Didactic • Three levels of didactical decision making (Jechle 1990s, Adl-Amini/Künzli 1980s) • General Goal, Curriculum, action planning • Popular didactic book Jank/Meyer • Didactic: theory of learning and instruction. • Process model, structural model, Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  6. Structural Model Jank/Meyer 2002, 63 Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  7. The Logic of Planning Jank/Meyer 2002, 92 Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  8. The process of Improvement Jank/Meyer 2002, 96 Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  9. The competence of the didactical designer Jank/Meyer 2002, 162 Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  10. So, what is then the difference between didactics and Instructional Design? What is it good for? everything! nothing Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  11. Instructional Design – A concept of the US • Efficacy was the major point. Trainings. • Drill, learning machinery, • ID = general didactics of US • Some models: Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  12. Instructional Design Analysis Design Development Implementation Evaluation Systembegründetes Arbeitsmodell ADDIE Schwerpunkt im beruflichen Lernen Wissenschaftliches Interesse ID ist lern- und kognitions-psychologisch begründet. In methodologischer Hinsicht zielt ID auf eine empirische Prüfung ihrer theoretischen Aussagen wie auch der Effektivität der gewählten Lehrstrategien und –methoden. ID ist eng mit Informations- und Kommunikationstech-nologien verknüpft, was manche Autoren dazu bewogen haben mag, ID auf den Bereich der Planung und Gestaltung computerge-stützter und multimedialer Lernsysteme einzuengen. Die Beziehungen zwischen ID und Informationstechnologien sind in der Tat so stark, dass manche Autoren von ID als „Educational Engineering“ sprechen (vgl. Merrill, 1993). Im Unterschied zur Didaktik, die in einem engen Sinne als Theorie des schulischen Unterrichts verstanden wird, wird ID in erster Linie – wenn auch nicht ausschließlich – auf das Lehren und Lernen in außerschulischen Handlungsfeldern bezogen. Instructional Design ist zunächst einmal eine Planungswissenschaft zur Konzeption und Gestaltung multimedialer Lernumgeb-ungen unter kognitions-psychologisch/didaktischer Perspektive. „Gemäß unserer Sichtweise ist Instruktionsdesign eine Disziplin, die deskriptive Forschungsergebnisse mit der Praxis von Instruktion verbindet, indem sie (1) auf der Basis von Ergebnissen von kognitionspsychologi-scher Grundlagenforschung Designparameter identifiziert, (2) diese sodann in Regeln, Prozeduren und Verfahrensvorschriften instrumentiert, und (3) Prä-skriptionen für die Ent-wicklung der Instruktion liefert, um Lehren und Lernen zu optimieren.“ (Lowyck & Elen 1991, S. 226). Lehren heißt, zweimal zu lernen. Josef Joubert Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  13. Instructional Design – Walter Dicks Model Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  14. The Model of Leshin, Pollock, Reigeluth (1992) Analyzing needs Selecting & sequencing content Developing lessons Evaluating instruction Instructional Design – rapid prototyping modell 1. Analyze problem 3. Analyze & sequence tasks 5. Specifylearningevents &activities 7. Evaluateinstruction 2. Analyze domains 4. Analyze& sequencesupporting content 6. Performinteractivemessagedesign Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  15. Instructional Design – Kemp Model Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  16. Instructional Design – Rothwell/Kazanas Model Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  17. The rapid prototyp model (1993; Jonassen, et al) Assess Needs & Analyze Content Set Objectives Construct Prototype Utilize Prototype Evaluate and Improve System Instructional Design – Leshin Pollock Reigeluth Model Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  18. Instructional Design – First Step: Analyse Roger Kaufman Florida State University Tallahessee Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  19. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  20. System Approach Starts by defining the desired/required results of the society... Systems Approach Then defines the required results of all the subsystems. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  21. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  22. The Organizational Elements Model (OEM) Kaufman, 1992, 1998, 2000 WHAT SHOULD BE WHAT IS NEEDS ASSESSMENTS QUASI NEEDS ASSESSMENTS Mega Outcomes Macro Outputs Micro Products Process Inputs Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  23. Scope and Plan Warum wird ein Needs Assessment durchgeführt? Was sind die potenziellen Resultate des Needs Assessments? Ist die Organisation zu den aufgezeigten Veränderung bereit? 1 Optain Participation Wer führt das Needs Assessment durch? Wer wird vom Needs Assessment beeinflusst? Wie können alle interessierten Parteien aktiv miteinbezogen werden? Was ist das Ziel der Veränderung und warum? 2 Collect Data 3 Datenerhebung mittels Interviews, Fragebögen, Delphimethoden (Mitarbeiter, Außenstehende, Projektpartner, Unternehmensführung, …) Evaluate Data 4 Auswertung der Daten mit theoretischem Bezug Report Findings 5 Erstellen einer Dokumentation, alle Betroffene werden informiert Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  24. A n a l y s e b a r r i e r e D e s i g n Development Implementation ID- Kompetenz Learners Acteors Goals Domain Knowledge Ressources Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  25. Strategic Planning is the Leading Scheme Needs Assessment – What is – what should be? Get Facts, find Results – create a Visionen Afterwards focus processes and methods. Conduct Learner Analysis Prior Knowledge, Competencies, Experiences, Motivation, Statistical and Economic Data C h e c k l i s t e A n a l y s e p h a s e Analysis of Expert Knowledge Workplace, Tasks, Content, Domain Knowledge. Environment Analysis Development-, Learning-, and Application Environment. Determine Goals Describe Competencies, allocate goals to Competencies. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  26. S t r a t e g i c P l a n n i n g Perspectives and Actors A n a l y s e D e s i g n Understanding   Development   Implementation Levels Instructional Design Didactical Know-How Quality Assurance E-Learning Blended Learning Face to Face Trainings Study Texts Audio Stories Video ? Domain Knowledge Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  27. Instructional Design – Extended Understanding of Needs Assessment by Patrick Blumschein • Question of “Bildung” as a point of departure • Societal Responsibility in setting up goals • Benefit of economical analysis into Education • sustainability Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  28. Instructional Design – Examples, Projects • GBS Microbiology, • Competencias • Moodle ISD Kurs • VLH Lohnsteuerlernumgebung • Master Weiterbildung Learncoach Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

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  30. BIRD – do Lab Tests Dr. P. Blumschein: Instructional Design - a Future Perspective for Education Blumschein 2006

  31. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  32. John Bransford/… James Pellegrino 2004 Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  33. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  34. 1. Virtual: Levelling and Project Development Oct. – Dec. 2005 supported by CBT, SWS, Coaches InWEnt 4. Face2face in Latin America: Exchange Opinions Lessons Learned Evaluation Nov. 2006 3. Virtual Coaching: Implementation and Coaching Mar. – Aug. 2006 supported by SWS and Coaches 2. Face2face in Germany: Deepening and Specialization Febr. 2006 Competencias – The Curriculum Goal: Participants have planned and implemented a competence-based curriculum. Structure of the programme „Formacion basada en Competencias”: A Blended-Learning Concept of InWEnt in 4 phases. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education Blumschein 2006 - Tallahassee

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  36. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  37. Mit dem VLH-Steuerfuchs Lernen, Stärken, Überzeugen! Einkünfte aus Auslandsimmobilien Jahressteuergesetz 2009 Vereinigte Lohnsteuerhilfe e.V. --- www.vlh.deNeustadt a. d. Weinstraße --- Sept 2010Version D.4.1.1. Willkommenzum Lernmodul K.3.1 Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  38. Vereinigte Lohnsteuerhilfe e.V. - Neustadt a. d. Weinstraße - www.vlh.de - Version D.4.1.1. Sept 2010 Inhalt Ziel Alte Rechtslage Neue Rechtslage DBA? DBA? Fälle PV? Resümee DBA? DBA? Checklisten Platzhalter Platzhalter Was sind die Ziele des Moduls? Sie können die positiven/ negativen Einkünfte aus V+V aus dem Ausland ermitteln. Dazu… kennen Sie die alte Rechtslage, die für alle Staaten (§2) bezüglich Progressionsvorbehalt (PV) gilt. kennen Sie die Bestandteile der neuen Rechtslage bezüglich des Progessionsvorbehalts (PV) für EU-Staaten. können Sie die Höhe der zu versteuernden Einkünfte aus V+V unter Einbezug positiver und negativer Einkünfte gemäß der neuen Regelung ermitteln. Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  39. Moodle isd kurs… Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

  40. Instructional Design – Future? YES! Flexible Evidence based If you can’t observe it, measure it, analyse it, how will you improve it? Learning is a process – not a product. Feedback and Improvement is crucial! Learning outsid school is imprtant, learning takes place in new places and will change a lit too. School didactics will not suport this! We need new ways. Open your mind for the world Make the change happen now! Dr. P. Blumschein: Instructional Design - a Future Perspective for Education

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