Instructional Design

1. InstructionalDesign

2. Last Week: Cognitivism and Constructivism

3. Why do welecture???

4. Why Lecture? • 1. • 2. • 3. • 4. • 5.

5. Reasons • 1. To Enthuse Students

6. Reasons • 1. To Enthuse Students • How? Put yourself in their shoes, • Consider, if you’ve taught the topic for years... • Consider, if new to you to do...

7. Reasons • 2. To give students the info they need

8. Reasons • 2. To give students the info they need • How? Handouts can give 10 times more material, but must mix info with other materials (Make sure handout has lots of free space)

9. Reasons • 3. To cover the syllabus

10. Reasons • 3. To cover the syllabus • How? In a meaningfully manner. Give the students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise.

11. Reasons • 4. Give the student group a sense of identity

12. Reasons • 4. Give the student group a sense of identity • How? Group work is vital

13. Reasons • 5. Because it’s cost-effective - large groups

14. Reasons • 5. Because it’s cost-effective - large groups • How? Instead of throwing out questions to students (as some may be intimidated) ask student to spend next 3 minutes writing down 3 most important ideas we’ve been talking about, and spend a minute comparing you’ve with your neighbour…look for 5 volunteers. • Rather than getting student to asks questions; at end of class collect on slips of paper and answer at start of next class or on-line on discussion board.

15. Reasons • 6. To help map curriculum

16. Reasons • 6. To help map curriculum • How? Signpost the course. Show the students the syllabus, included learning outcomes. Number the topics instead of bullet pointing them

17. Reasons • 7. To see how the students are doing

18. Reasons • 7. To see how the students are doing • How? Look at their faces • How? Handout your slides, with first slide having questions about previous lecture - spend 5 minutes of lecture getting student to answer.

19. Reasons • 8. To change student beliefs

20. Reasons • 8. To change student beliefs • How? By sharing your experience + Expert views + Existing Theories + Other students ideas. • Make the student’s learning active, when students apply their ideas, it becomes their knowledge.

21. Reasons • 9. To help students learn

22. Reasons • 9. To help students learn • How? For a few minutes ask the students to reflect on HOW they are learning. Share with others their approaches, their triumphs and disasters. • How? Stop class for a few minutes and discuss their note-making techniques. • How? Ask student to write down 3 things they don’t yet know about a topic and want to learn…amalgamate lists and hand to lecturer

23. Reasons • 10. To help students figure out what the lecturer is going to ask in the exam

24. Reasons • 10. To help students figure out what the lecturer is going to ask in the exam • How? Students need to be more strategic about assessment, it is an intelligent response to their situation. But you just need to help them figure out your culture of assessment, not every little facet of it.

25. What can lecturers do? • Get a notebook per course. • Include attendance sheets, handouts, slides, etc. • After each lecture • Note down errors in slides and handouts • Write down key points of lecture • Tricky issues • Good examples

26. What can lecturers do? • Include questions after each lecture • What did I do best? • What should I avoid? • What surprised me? • What were the good student questions? • What couldn’t the students answer?

27. Instructional Design Definition

28. Instructional Design • Maximise the effectiveness, efficiency and appeal of instruction and other learning experiences. • The process consists of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. • The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed.

29. Instructional Design • We can divide models of instructional design broadly into two categories • MARCO: Models which concern themselves with the design and planning of an entire module or programme • MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session

30. Instructional Design Models we’ve seen previously

31. Gagné’s Nine Events of Instruction Micro

32. Gagné’s Nine Events of Instruction • Gain attention - Curiosity motivates students to learn. • Inform learners of objectives - These objectives should form the basis for assessment. • Stimulate recall of prior learning - Associating new information with prior knowledge can facilitate the learning process. • Present the content - This event of instruction is where the new content is actually presented to the learner. • Provide “learning guidance” - use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies. • Elicit performance (practice) - Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention. • Provide feedback - guidance and answers provided at this stage are called formative feedback. • Assess performance - take a final assessment. • Enhance retention and transfer to the job - Effective education will have a "performance" focus. Micro

33. Reigeluth’s Elaboration Theory Micro

34. Reigeluth’s Elaboration Theory • Organizing Course Structure: Single organisation for complete course • Simple to complex:start with simplest ideas, in the first lesson, and then add elaborations in subsequent lessons. • Within-lesson sequence: general to detailed, simple to complex, abstract to concrete. • Summarizers: content reviews presented in rule-example-practice format • Synthesizers: Presentation devices that help the learner integrate content elements into a meaningful whole and assimilate them into prior knowledge, e.g. a concept hierarchy, a procedural flowchart or decision table, or a cause-effect model . • Analogies: relate the content to learners' prior knowledge, use multiple analogies, especially with a highly divergent group of learners. • Cognitive strategies: variety of cues - pictures, diagrams, mnemonics, etc. - can trigger cognitive strategies needed for processing of material. • Learner control: Learners are encouraged to exercise control over both content and instructional strategy. Clear labelling and separation of strategy components facilitates effective learner control of those components. Micro

35. Instructional Design The Classic Macro Model: Bloom’s Taxonomy

36. Benjamin S. Bloom • Born Feb 21, 1913 • Died Sept 13, 1999 • Born in Lansford, Pennsylvania. • Educational psychologist • Editor of “Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain”

37. Bloom’s Taxonomy • In the 1950s Bloom helped developed a taxonomy of cognitive objectives in “Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain” • Means of expressing qualitatively different kinds of thinking • Been adapted for classroom use as a planning tool and continues to be one of the most universally applied models • Provides a way to organise thinking skills into six levels, from the most basic to the more complex levels of thinking

38. Bloom’s Taxonomy

39. Bloom’s Taxonomy(Meaning) • Evaluation: compare and discriminate between ideas, assess value of theories, presentations make choices based on reasoned argument, verify value of evidence, recognize subjectivity • Synthesis: use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusions • Analysis: seeing patterns, organization of parts, recognition of hidden meanings, identification of components • Application: use information use methods, concepts, theories in new situations, solve problems using required skills or knowledge • Comprehension: understanding information,grasp meaning, translate knowledge into new context • Knowledge: observation and recall of information,knowledge of dates, events, places knowledge of major ideas Higher-order thinking

40. Bloom’s Taxonomy(Verbs) • Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value • Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare • Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine • Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use • Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review • Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state Higher-order thinking

42. Learning Outcomes

43. Examples • Example Exam Paper 1 • Example Exam Paper 2

44. Bloom’s Taxonomy Revised • In the 1990s Lorin Anderson, a former student of Bloom, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers • Published in 2001, the revision includes several minor and major changes. • The revised version of the taxonomy is intended for a much broader audience.

45. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analysing • Applying • Understanding • Remembering

46. Creating: Generating new ideas, products, or ways of viewing things. Designing, constructing, planning, producing, inventing. Evaluating: Justifying a decision or course of action. Checking, hypothesising, critiquing, experimenting, judging Analysing: Breaking information into parts to explore understandings and relationships. Comparing, organising, deconstructing, interrogating, finding Applying: Using information in another familiar situation. Implementing, carrying out, using, executing Understanding: Explaining ideas or concepts. Interpreting, summarising, paraphrasing, classifying, explaining Remembering: Recalling information. Recognising, listing, describing, retrieving, naming, finding Bloom’s Taxonomy Revised Higher-order thinking

47. Bloom’s Taxonomy Revised

49. Instructional Design Other Macro Models

50. ADDIE Model • The ADDIE model is used by instructional designers and training developers. It is composed of five phases • Analysis, • Design, • Development, • Implementation, and • Evaluation • Which represent a dynamic, flexible guideline for building effective training and performance support tools. This model attempts to save time and money by catching problems while they are still easy to fix.