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Instructional Design. Micro Models: Lesson-level Design. Gagné’s Nine Events of Instruction. Robert Mills Gagné. Born in Aug 21, 1916 Died in April 28, 2002 Born in in North Andover, Massachusetts educational psychologist best known for his “ Conditions of Learning ”
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Instructional Design Micro Models: Lesson-level Design
Robert Mills Gagné • Born in Aug 21, 1916 • Died in April 28, 2002 • Born in in North Andover, Massachusetts • educational psychologist • best known for his “Conditions of Learning” • involved in applying instructional theory to the design of computer based learning.
Gain Attention Stimulate recall of prior learning Inform Learner of Objectives Present Information Elicit Performance Provide Guidance Provide Feedback Enhance Retention and Transfer Assess Performance
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.
Elaboration Theory instruction is made out of layers and that each layer of instruction elaborates on the previously presented ideas. By elaborating on the previous ideal, it reiterates, thereby improving retention Present overview of simplest and most fundamental ideas Add complexity to one aspect Review the overview and show relationships to the details Provide additional elaboration of details Provide additional summary and synthesis Charles M. Reigeluth
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.
First Principles of Instruction • Created by M. David Merrill • Created with the goal of establishing a set of principles upon which all instructional theories and models are in general agreement, and several authors acknowledge the fundamental nature of these principles.
First Principles of Instruction • Task/Problem-Centered • Activation • Demonstration • Application • Integration
First Principles of Instruction • 1. Task/Problem-Centered • Students learn more when the instruction is centered on relevant real-world tasks or problems, including a series of tasks or problems that progress from simple to complex.
First Principles of Instruction • 2. Activation • Students learn more when they are directed to recall prior knowledge, to recall a structure for organizing that knowledge, or are given a structure for organizing new knowledge. • This activation can also include a foundational learning experience upon which new learning can be based.
First Principles of Instruction • 3. Demonstration • Students learn more when new knowledge is demonstrated to them in the context of real-world tasks or problems. • The knowledge that is demonstrated is both informational and skill-based. • Demonstration is enhanced when it adheres to research-based principles of e-learning.
First Principles of Instruction • 4. Application • Students learn more when they perform real-world tasks or solve real-world problems and receive feedback on and appropriate guidance during that application.
First Principles of Instruction • 5. Integration • Students learn more when they are encouraged to integrate their new knowledge into their life through reflection, discussion, debate, and/or presentation of new knowledge.
Component Display Theory • Developed by M. David Merrill • Component Display Theory (CDT) classifies learning along two dimensions: • content • facts, concepts, procedures, and principles • performance • remembering, using, generalities
Component Display Theory • The theory specifies that instruction is more effective to the extent that it contains all necessary primary and secondary forms. Thus, a complete lesson would consist of objective followed by some combination of rules, examples, recall, practice, feedback, helps and mnemonics appropriate to the subject matter and learning task. Indeed, the theory suggests that for a given objective and learner, there is a unique combination of presentation forms that results in the most effective learning experience.
Component Display Theory Type of Content Task Level
Component Display Theory Content Type Task Level
ICARE model • Based on the Dick and Carey Model and pioneered by San Diego State University in 1997, the model has found a place in the higher education sector.
ICARE model • Introduce learners to what is to be learned • Content of lesson is presented to learner involving active participation • Apply new knowledge and skills with practical activities • Reflect on what has been learned • Extend learning of lesson by providing alternative resources
Science of Instruction • Psychology of Multimedia • Information delivery theory: learning consists of acquiring information • Information format shouldn’t matter • Cognitive theory: learning is actively making sense of information • Active learning involves constructing and connecting visual and verbal representations of material
Science of Instruction • Graphics for Different Content • Facts, e.g., a screen capture • Concepts, e.g., a diagram of species • Process, e.g., animation of a pump • Procedure, e.g., animation of steps with arrows highlighting buttons or parts • Principle, e.g., animation of genes passing from parents to offspring
Science of Instruction • Integrated vs. separate text Text integrated intographic Text separate fromgraphic
Active Learning • an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners. • Think-Pair-Share • The Pause Procedure • Fact Rounding • Network Phasing • Learning Cell • Active Writing • Team Quizzes
Active Learning • Think-Pair-Share • learners take a short amount of time (e.g. one minute) to ponder the previous lesson, • Then they discuss it with one or more of their peers, • finally to share it with the class as part of a formal discussion. • It is during this formal discussion that the instructor should clarify misconceptions. However students need a background in the subject matter to converse in a meaningful way. Therefore a "think pair share" exercise is useful in situations where learners can identify and relate what they already know to others.
Active Learning • The Pause Procedure • We know that even the most motivated student's concentration declines after 10-15 minutes. Teaching often requires students to play passive roles and assume all students need the same information at the same pace. By using three two-minute pauses during the lecture (about every 13 to 18 minutes), the students are given the chance to clarify, assimilate, and retain the information presented during the prior mini-class. The pause procedure can be used as a vehicle to carry into the traditional class a variety of active and collaborative learning structures.
Active Learning • The Pause Procedure • Examples of things do to during the 'pause' include; • Ask students to turn to their neighbour and summarize the main ideas the instructor has just presented (e.g., List three major points in the last lecture and one point you're confused on). • Ask students to read over their notes of the materials covered today and put a question mark beside anything they want either clarification on or more details on. • Ask students to take out a blank sheet of paper, pose a question (either specific or open-ended), and give them one (or perhaps two - but not many more) minute(s) to respond. Some sample questions include: "What are the countries in Europe?", "What are 'Human Rights'?", "What is the different between adverbs and adjectives?" and so on (“one minute paper”). • Ask students "What was the 'muddiest point' in today's class?" or, perhaps, you might be more specific, asking, for example: "What (if anything) do you find unclear about the lesson?" listing topics. • Ask students to report their reactions to some facet of the course material - i.e., to provide an emotional or evaluative response to the material.
Active Learning • Fact Rounding • The Fact rounding technique works as follows, towards the end of a lesson the students are asked to recall one fact from the material covered. Another student should not repeat a fact already mentioned and the activity should continue until all the lesson material has been covered.
Active Learning • Network Phasing • The activity of Phasing starts off with three groups in its first Phase. These groups will each be assigned a particular section of a larger problem. All groups are then given a specific amount of time to work on either fact finding or a solution or both. The time frame most suitable for Phasing is two hours but the approach taken can vary depending on the needs of the particular problem. After a given period of time the group elect a leader to present their findings. From this short presentation the students will learn about the different sections of the larger problem. • Phase 2 begins with the original groups being split in two halves and those halves coming to form two new groups. This formation ensures that all students get exposure to all areas of the larger problem. The two new groups will have a new solution or facts to find. Phase 2 develops in the same way as Phase 1 and the elected leader of each group present the findings. • Phase 3 takes the form of a group discussion bringing the findings of Phase 2 together to form the solution to the larger problem. This discussion should be lead by the teacher to ensure the student’s findings are correct and to give suggested improvements.
Active Learning • Learning Cell • A learning cell is a process of learning where two students alternate asking and answering questions on commonly read materials. To prepare for the assignment, the students will read the assignment and write down questions that they have about the reading. At the next class meeting, the teacher will randomly put the students in pairs. The process begins by designating one student from each group to begin by asking one of their questions to the other. Once the two students discuss the question. The other student will ask a question and they will alternate accordingly. During this time, the teacher is going around the class from group to group giving feedback and answering questions. This system is also referred to as a “student dyad” (or pair).
Active Learning • Active Writing • The Active Writing technique is used as follows; • at the end of the lesson students are asked to submit questions based on the material covered. • These questions are used as an introduction to the next lesson. • The purpose of this activity is to ensure that the students will have their questions answered and to reflect on the material. This activity is different to the other because it is spreads across two separate lessons. This technique can also be used to gauge students’ understanding of a subject based on the questions they submit.
Active Learning • Team Quizzes • The team quizzes activity divides the class into two groups (Group A and Group B). The groups are given an amount of time to generate questions on the material covered. The teacher aims Group A’s questions to Group B and visa versa. If the group give the correct answer a point is awarded, otherwise the other group must give the answer. The purpose of this approach is to promote the generation of well thought out questions and answers.
Other Micro Techniques • Learning by teaching • Problem-based learning • Project-based learning • Inquiry-based learning • Action learning • Progressive inquiry • Service-learning
Some Considerations • Miller’s Magic Number • Dunbar’s Number • Arrow's Impossibility Theorem • Attention economy • Bounce rate • Anticipated Reciprocity • Legitimate Peripheral Participation • Behavioural targeting
Quiz Put these in order of importance on student achievement; Direct Instruction Student’s Disposition to learn Student’s Prior Cognitive Ability Instructional Quality Feedback
Quiz Put these in order of importance on student achievement; 1. Feedback 2. Student’s Prior Cognitive Ability 3. Instructional Quality 4. Direct Instruction 5. Student’s Disposition to learn
Lecturer influence Quiz Student influence Put these in order of importance on student achievement; 1. Feedback 2. Student’s Prior Cognitive Ability 3. Instructional Quality 4. Direct Instruction 5. Student’s Disposition to learn
