Getting Started with Instructional Design a Hands-on Approach

1. Getting Started with Instructional Design a Hands-on Approach Day 1 - March 15, 2011 College of the North Atlantic Facilitators: Jeanette McDonald, Wilfrid Laurier University Denise Stockley, Queen’s University

2. Program Overview Day by Day • Day 1: Adult Learning and Instructional Design • Day 2: Concept Mapping and Learning Outcomes • Day 3: Assessment and Instructional Strategies • Day 4: Consolidate, Extend, Connect Format: • Hands-on; experiential; applied • Modeling good practice • Binder and Wiki

3. Content Assessment Learning Outcome Context Strategy TLS, McGill University

4. Program Objectives • apply a set of instructional design principles to a specific project (e.g., course/workshop) • develop a common language to discuss teaching, learning, and instructional design • promote a learning-focused approach to instructional design and teaching • provide a forum to network and share ideas, challenges, strategies, and questions about teaching, learning and instructional design • engage in scholarly and reflective teaching/learning practice

5. Day 1 • Welcome, Objectives, and Format • Ice Breaker • Teaching Perspectives • Learner Perspectives • Instructional Design Models • Learning Environments • Next Steps

6. Icebreaker

7. Ice Breakers • Icebreakers help establish a positive environment • Provide an opportunity for your participants and yourself, to get to know one another • Helps to introduce content • Non-threatening, non-personal • Provides a transition from one setting to another • Help towards building a learning community

8. Teaching and Learning Inventories

9. Examples of Teaching and Learning Inventories Index of Learning Style Questionnaire http://www.engr.ncsu.edu/learningstyles/ilsweb.html Teaching Perspective Inventory http://teachingperspectives.com/html/tpi_frames.htm Sensory Learning Styles– VARK http://www.vark-learn.com/english/index.asp Kingdomality http://www.cmi-lmi.com/kingdom.html

10. Understanding Yourself as an Educator Teaching Perspectives Inventory (Pratt & Collins, 2001) • Transmission: educator requires a substantial commitment to the content or subject matter • Apprenticeship: educator creates environment to socialize learners into new behaviouralnorms/ways of working • Developmental: educator plans and conducts their session from the learners point of view • Nurturing: educator assumes long-term hard, persistent effort to achieve comes from the heart, not the head • Social Reform: educator believes that teaching seeks to change society in substantive ways

11. What experiences have influenced your ideas about learning and teaching? Ideas can be shaped by . . . A student experience A mentor Early experiences Work experience Student feedback

12. Learning is… a process that results in some modification, relatively permanent, of the way of thinking, feeling or doing of the learner.

13. Teaching is helping someone learn.

14. If the learner hasn’t learned, has the teacher taught? Dominic Ursino, Brock University

15. Learning is both an emotional and an intellectual process.

16. Conceptions of Teaching Imparting Information Transmitting Structured Knowledge Student Teacher Interaction Facilitating Understanding Changing Concepts Passing information Arranging information Getting students to think Learning with unpredictable outcomes Getting students to shift their view of the world Kember, 1997

17. Learning Theories

18. Behaviourism • learning: defined by outward expression of new behaviours • focuses solely on observable behaviours • a biological basis for learning • learning is context-independent • classical & operant conditioning • Reflexes (Pavlov’s Dogs) • Feedback/Reinforcement (Skinner’s Box)

19. Consequences Action Behaviourallearning

20. Cognitivism • Attempts to explain human behaviouby understanding thought processes • Includes the concepts of information processing, motivation, critical thinking, memory, metacognition, transfer, learning strategies, learning styles Tenets Include • Assimilation: The incorporation of new experiences into existing structures. • Accommodation: The changing of an old structures so that new experiences can be processed. • Cognitive Dissonance: When two ideas are competing and cause discomfort • See Brunner, Bandura

21. Cognitivism Environment

22. Constructivism • Learning is an active process of construction • Learning happens via assimilation and accommodation. • Assimilation is a passive incorporation of experience into a representation the learner already has. • Accommodation: the reorganization of learner’s cognitive structures (schema) to accommodate inconsistency b/w new learning and schema • Create an environment which encourages individuals to construct their own knowledge • See: Piaget, Vygotsky

23. Constructivist learning

24. Situated Learning • Cognitive Apprenticeship • Communities of Practice/Stories • Legitimate Peripheral Participation • Authentic Practice • tools and artifacts • Reflection • Multiple Practice • Authentic Tasks • See: Lave, Wenger

25. results in meaningful learning embedded in an authentic situation Instruction Situated Learning

26. New and Old Ways of Thinking OLD NEW We still have much to learn about learning Intelligence takes multiple forms Intelligence is created and recreated throughout life Intelligence resides both within and between people Little of what we learn takes place in school Learning is episodic • We know all there is about learning • Intelligence is a unitary concept • Intelligence is fixed at birth • Intelligence is individual • Learning takes place in schools and classrooms • Learning is logical and sequential MacBeath, 2009

27. Adult Learners Adult Learners

30. How Learning Works • Students’ prior knowledge can help or hinder learning. • How students organize knowledge influences how they learn and apply what they know. • Students’ motivation determines, directs, and sustains what they do to learn. • To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.

31. How Learning Works Cont. 5. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning. 6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning. 7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning. Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010

32. Instructional Design The systematic process of translating principles of learning and instruction into the specification of instructional materials.

33. Source: Dee Fink, 2003, p. 2

34. Environment Instructional Strategies AssessmentStrategies Content Student Learning Outcomes & Experience Course / Program Sequencing & Pacing Teacher Resources ADDIE Instructional Design Model McDonald, 2010

35. Content Assessment Learning Outcome Context Strategy TLS, McGill University

37. Next Steps • Learning Log • Feedback Sheets • Homework: • Review wiki resources • Browse learning and instructional design materials • Read: • The Theory Underlying Concept Maps…..(Novak) • Designing Learning as Well as Teaching (McAlpine, 2004) • Day 2: Concept Mapping and Learning Objectives

38. References • Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., Normal, M., & Mayer, R. (2010). How learning works: Seven research based principles for smart teaching. San Francisco, CA: Jossey Bass. • Fink, D. (2003). A self-directed guide to designing courses for significant learning. Retrieved from http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf [2011, March 15]. • Pratt, D. & Collins, M. (2001). Teaching Perspectives Inventory. Retrieved from http://teachingperspectives.com [2011, March 15]. • Kember. D. (1997) A reconceptualization of the research into university academics’ conceptions of teaching. Learning and Instruction, 7, 255-275 • MacBeath, J. (2009). What do we know about learning? In. J. MacBeath & N. Dempster, Connecting leadership and learning: Principles for practice (pp. 4-19). NY: Routledge. • McDonald, J. (2010). Instructional design for virtual and classroom courses @ WLU. Waterloo, Ontario, Educational Development, Office of Teaching Support Services, Wilfrid Laurier University. • Teaching and Learning Services, McGill University.