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Educational Technology: An Instructional Designer’s Perspective

Educational Technology: An Instructional Designer’s Perspective

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Educational Technology: An Instructional Designer’s Perspective

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  1. Educational Technology:An Instructional Designer’s Perspective George Hack, Ph.D. http://www.hscl.ufl.edu/George/MEME/MEME.ppt

  2. Educational TechnologyDefined What is Education? What is Technology?

  3. The Ed. Tech. Debate “…mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” Richard Clark

  4. The Ed. Tech. Debate

  5. Learning Paradigms • Behaviorist • Information Processing • Constructivist

  6. Name the behavioral scientist most known for his salivating dog. • Name the behavioral scientist most known for coining the term “reinforcement”. • Name the behavioral scientist known for his work on the “Little Albert” experiment.

  7. Behaviorist • Classical Conditioning • Operant Conditioning • Schedules of Reinforcement • Concerned with reactions to external reality • Flow Theory

  8. 9372594

  9. Information Processing Paradigm Long-Term Memory Sensory Register Input Short-Term Memory Lost Lost Lost

  10. Information Processing • Uses the computer as an analogy • Concerned with how stimulus is processed • Still concerned with an external reality

  11. Constructivist • Concerned with how learners construct unique realities • Elevates the role of Hermeneutics • Promotes grounded or situated learning activities • Recognizes the gaps

  12. Paradigm Continuum BEHAVIORIST CONSTRUCTIVIST INFORMATION PROCESSING

  13. Instructional Design • Highly influenced by Systems theory • Bridges theory with practice • Takes an Engineering type of approach to the design of instruction or instructional technologies

  14. Core Components of ID • Students • Objectives • Methods • Evaluation

  15. Students • Experiential Level • Motivational Level • Content Knowledge • Learning Styles

  16. Students Learning Styles • Visual, Auditory, Kinesthetic • Peers, Authority, Individual • Reasoning • Factual • Differences • Relationships • Appraisal • Deductive

  17. Objectives • Describe a proposed change in a learner • Should be observable • Are either Terminal or Enabling

  18. Objective Domains • Cognitive • Psychomotor • Affective

  19. Cognitive Domain

  20. Psychomotor Domain

  21. Affective Domain

  22. Methods • Presentations • Small Group Interactions • Independent Study

  23. Methods • Gain Attention • Stimulate Recall • Model • Provide Feedback

  24. Methods • Distributed Practice • Address Prerequisite Knowledge • Case Study • Simulation

  25. Evaluation • Diagnostic • Formative • Summative

  26. Evaluation With Technology • Computer Adaptive Testing • Simulation Interactions • Asynchronous Assessment • Self Assessment • Formative Assessment of Virtual Discussions

  27. Instructional Design Model Design Strategies Establish Goals State Objectives Evaluate Analyze Learners Revise

  28. Instructional Design Model

  29. Curricular Development Model Logistics Task Analysis Needs Analysis Curricular Goal Management Institutional Req. Instructional Design FacultyDevelopment Evaluation

  30. A Technology Story TOW (Tube-launched, Optically-tracked, Wire-guided) missile developed by Hughes Aircraft.

  31. Lessons Learned • Educators are best positioned to determine technology’s use in academic settings • An environment of shared decision making must exist when major technology decisions are made • Technology must serve instruction and not vice versa

  32. Thank You. George Hack, Ph.D. hackg@ufl.edu 273-8437