Instructional Design in a Technological World: Fitting Learning Activities Into the Larger Picture

1. Instructional Design in a Technological World: Fitting Learning Activities Into the Larger Picture ICALT Presentation August 6, 2001 Robin Soine Wisconsin Technical College System Foundation, Inc. UW Madison, PhD Student in Curriculum and Instruction

2. Statewide Performance-basedLearning Model • An approach to teaching and learning which requires advance description of knowledge, skills, and attitudes learners must achieve on exit from a course or program Informed by theory and best practice 1990-1992 development 1992 released In use statewide by Wisconsin and Michigan, USA

3. Model Copyright 2001. WIDS.

4. Model WHO WHAT Who are the learners? What do they need to be able to achieve? How will I know when they’ve achieved it? How will they get there? WHEN HOW

5. Model Who WHO • Who are my learners? • Why are they here? • What experiences do they bring? • What learning deficits do they have? • What are their expectations?

6. Model What • What knowledge, skills, and attitudes must they achieve? • How well must they perform those outcomes? WHAT Core Abilities Competencies Learning Objectives Performance Standards

7. Model When • How will my learners know when they have “arrived?” • How will their competence be measured? • What strategy will I use for assessment? WHEN Performance Assessment Task

8. Model How • How can I help learners build competence? • What activities will I plan? • How can I address different learning styles, especially in online courses? • How can I use more learner-centered activities? • How do I design activities around learning cycle? HOW Learning Activities

9. Model 4Plan strategies for HOW they’ll learn 3Establish how you’ll measure WHEN they have achieved 1Identify learners 2Determine WHAT they must achieve Copyright 2001. WIDS.

10. How When What Learner Who

11. How Copyright 2001. WIDS.

12. How Learning Activities: strategies for mastering specific learning outcomes (often thought of as assignments) Copyright 2001. WIDS.

13. Methods vs. Media cause learning deliver instruction Practice Simulation Discussion Presentation Demonstration

14. computer case study Internet simulation discussion demonstration teacher text role play video transparencies practice Methods vs. Media Methods cause learning, media deliver instruction. • Which cause learning?

15. What are we doing to the learner’s mind? Sensing Memory selector large capacity short duration Copyright 2001. WIDS.

16. Working Memory • processor • powerful • fragile • short duration • small capacity Copyright 2001. WIDS.

17. Long-Term Memory • information storage large capacity requires retrieval Copyright 2001. WIDS.

18. When designing activities online • insert frequent practice • vary the learning format • design with a bias for learner-centered methods • provide learning plans • support all stages of the learning process Clark, Ruth. Copyright 2001. WIDS.

19. Fried Brain Syndrome Too much information Too fast Copyright 2001. WIDS.

20. Cognitive Overload Cognitive Overload Cognitive Overload Copyright 2001. WIDS.

21. To avoid cognitiveoverload: • break learning into manageable chunks • clear the working memory with meaningful practice Copyright 2001. WIDS.

22. Vary the Learning Format People learn in different ways Copyright 2001. WIDS.

23. Vary the Learning Format Method (Discussion? Simulation?) Media (Computer? Paper?) Environment (Outside work group?) Interpersonal context (F2F? Electronic?) Feedback (Written? Verbal?) Givens Copyright 2001. WIDS.

24. The Learning Cycle Application Motivation Practice Comprehension

25. Stage One: Motivation Learners: • Focus attention • Answers: “Why do I need or want to learn this material?’ Example: (Competency = Critique Speeches ) _____1. Describe characteristics that make a speech or presentation effective for you. Post your description to the Discussion for this learning plan. _____2. THINK about the many ways you have been critiqued by teachers, family, and friends. How was their feedback helpful or not helpful? Why was it so? Were strengths and weaknesses both pointed out? Was it better to hear both or just one of them?

26. Application Motivation Practice Comprehension

27. Stage Two: Comprehension Learners: • access information they need to perform target competency • process content in working memory • minimize use of teacher-centered inform activities such as “listen to a lecture” or “read the text” _____3. POST two examples in the Discussion for Learning Plan 6 of how feedback you received was helpful and not helpful. After reading what others have written, do you see a pattern to what constitutes good feedback? _____4. READ the six criteria to giving effective feedback on pages 68-69 in your text. Are any of these already second-nature to you? Are any of these new to you?

28. Application Motivation Practice Comprehension

29. Stage Three: Practice(Encode to long-term memory) Learners: • engage in guided practice • have the opportunity to DO what they are learning • receive continuing improvement assessment and feedback _____5. REVIEW the Speech Evaluation Form while you read a speech at the website http//:www.schoolforchampions.com/speeches.htm, www.artofspeaking.com, or another site. If possible, find an online video of the speech.

30. Application Motivation Practice Comprehension

31. Stage Four: Application Learners: • apply what they have learned to real world problems • show that they have learned • set the stage for next learning task _____6. ATTEND a community/campus speaker (i.e., sermon, lawyer's arguments, local speaker, etc.). FILL OUT the Speech Evaluation Form. If it is not appropriate to fill it out during the speech, please do so as soon as possible. _____7. WATCH the videotape of your Special Occasion speech. COMPLETE the Speech Evaluation Form while you view yourself.

32. Support All Stages of the Learning Process So, what’s the teacher’s role?

33. Application Motivation Compre- hension Practice Inspire Mentor Coach (guide on the side) Inform (sage on the stage)

34. Learner Advantages of PBL Online • What is learned is skill based; not outlines of information • Expectations are set in advance; learners plan how to invest time and energy Copyright 2001. WIDS.

35. Learner Advantages of PBL Online • Grades are based on how well learners perform skill; not on how well others perform • Learners are actively involved • Learners have documentation showing skill Copyright 2001. WIDS.

36. Learning Plan 12 Instructional Materials Introduction: Instructional materials contain the actual instructional content. You us them to communicate information to learners. . . Why? Competency Develop instructional materials that support specific learning activities • Performance Standards • Criteria: • instructional materials are consistent with the core abilities competencies and learning objectives • instructional materials support the learning activities • instructional materials are accurate, complete . . . What? Learning Objectives: a. Explain the effect of learning materials on the instructional experience. b. Identify the benefits of instructional materials. . . Learning Activities: __1. PREVIEW the learning objectives and performance standards. __ 2. BRAINSTORM a list of characteristics that learners do and do not like about instructional materials (use the worksheet). . . __3. VIEW Video Lesson #12 “Instructional Materials.”. . . How? When? Performance Assessment: __1. SUBMIT the instructional materials you developed in Assignment 12 to your facilitator for review.

37. Theory/Practice Theorists Learning Taxonomy Benjamin Bloom, D. Krathwohl, B. Masia, Robert Gagne Cognitive Processing Ruth Colvin Clark, Renate and Geoffrey Caine, Sue Berryman, Patricia Cross, Robert Sylvester Multiple Intelligence Howard Gardner Accelerated Learning Paul Scheele, David Meier Performance-Based Learning Robert Mager, Michael Schmoker, Ruth Colvin Clark, Ralph Tyler Dimensions of Learning Robert Marzano Learning Styles David Kolb, Bernice McCarthy Learning Cycle R. Gagne, Bernice McCarthy Performance Assessment Grant Wiggins, Robert Mager, Michael, Robert Marzano, Donald Kirkpatrick Component Display Theory (classification of content and knowledge) David Merrill Workplace Skills A. Carnevale, Instructional Materials F. Kiewra and G.M. Frank, Performance Expectations Robert Mager, Norman Gronlund, Robert Marzano, Robert Gagne Classroom Assessment Thomas Angelo, Patricia Cross Instructional/Learning Design Ruth Colvin Clark, William Rothwell and H.C. Kazanas, Walter Dick and Lou Carey, Curtis Finch and John Crunkilton, Jerrold Kemp, David Pucel Adult Learning Jerald Apps, Alan Knox, Malcolm Knowles, Alan Tough Learning Transfer Ruth Colvin Clark Copyright 2001. WIDS.