Instructional Design & Distance Learning

1. Instructional Design & Distance Learning A Brief Overview By Elaine Bontempi, Ph.D.

2. Instructional Design What is it? Why use it? Asks Three Basic Questions Where are we going? (Analysis) How do we get there? (Design) How do we know we’ve arrived? (Evaluation)

3. Dick & Carey Model Conduct Instructional Analysis Revise Instruction Assess Needs To Identify Goals Write Performance Objectives Develop Assessment Instruments Develop Instructional Strategy Develop & Select Instructional Materials Design & Conduct Formative Evaluation Analyze Learners & Contexts Design & Conduct Summative Evaluation

4. Smith & Ragan Analysis Strategy Evaluation Conduct Formative Evaluation Revise Instruction Context Learners Task • Determine • Organizational Strategies • Delivery Strategies • Management Strategies Write & Produce Instruction Write Test Items

5. ADDIE Model

6. WBID Model Summative Evaluation & Research Analyze Evaluation Planning Formative Evaluation Design Initial Implemen- tation Full Implemen- tation Develop- ment ConcurrentDesign

7. Analysis Front End Analysis Context Analysis Substantiate need for instruction Describe learning environment (computers, equipment, access to instructors, resources, etc) Learner Analysis Who are your learners? (age, demographics, etc) What are their experiences/capabilities/skill levels/language? Learning Task Analysis (content) Write Instructional Goal Determine type of learning goals (Gagne’) Information processing analysis of goal Prerequisite analysis of goal Write Performance Objectives for goal and each of the pre-requisites

8. Determining the Need for a Needs Analysis Are there learning goals that are not being met by our students? Is existing instruction being delivered efficiently? Has the program hired and retained competent staff? Is instruction unappealing, and therefore, impeding the motivation, interest, and perseverance of learners? Is instruction for unreached learning goals being presented already? Should new learning goals be added to the curriculum? Has there been a change in the composition of the learner population?

9. Writing a Performance Objective Three Component Objectives: Terminal behavior/performance Conditions of demonstration of the behavior Performance statement or criterion

10. Examples of Performance Objectives Given a short essay exam, students will provide a response to each question with at least 70% accuracy. Assigned to a virtual team and a motivational case, students will identify the motivational problems , and provide an intervention strategy based upon at least two of the motivational theories discussed in class.

11. Development of Instructional Strategies Organizational Strategy Introduction Body Opportunities for practice with feedback Conclusion Assessment Delivery Strategy Selection of technological tools Management Strategy How will you manage your online courses?

12. Examples of Organization of Material in DL Courses http://www.ou.edu/cls/online/lstd2333/ http://www.ou.edu/cls/online/lstd2700pd/ http://www.ou.edu/cls/online/lstd5790motivation/ http://www.learn.ou.edu http://www.excelsior.edu

13. Why is Motivation Important in Distance Learning? Some estimated attrition rates between 30-70% (Bouhnik & Marcus, 2006;Tyler-Smith, 2005) Personal motivation cited as #1 contributor to attrition in D.L. (instructional design was listed as 2nd) (Tyler-Smith, 2005) Isolation is a major problem in D.L. Self regulation an issue

14. Motivational Theories Keller’s ARCS Flow (Csiskszentmihalyi, 1990) Intrinsic & Extrinsic Motivation/SDT (Deci & Ryan) Goals (Dweck & Elliot) Cultural Diversity (Ogbu)

15. KELLER’S ARCS MODEL Attention Relevance Confidence Satisfaction

16. Example Application of Keller’s ARCS Model

17. SELF DETERMINATION THEORY (Deci & Ryan) Proposes distinctions between intrinsic and extrinsic motivations. Based upon several mini theories including: CET OIT BNT

18. Amotivation Intrinsic Motivation Extrinsic Motivation Non-Regulation Intrinsic Regulation External Regulation Introjected Regulation Identified Regulation Integrated Regulation Behavior Non-Self Determined Self Determined Motivation Regulatory Styles Perceived Locus of Causality Relevant Regulatory Processes Impersonal External Somewhat Somewhat Internal Internal External Internal Nonintentional, Compliance Self-Control Personal Congruence, Interest Non-valuing, External Ego- Importance Awareness Enjoyment, Incompetence, Rewards & Involvement, Conscious Synthesis Inherent Lack of Control Punishments Internal Valuing With Self Satisfaction Figure 1. The Self-Determination Continuum Showing Types of Motivation with their Regulatory Styles, Loci of Causality, and Corresponding Processes. From “Self-determination theory and the facilitation of intrinsic motivation, social development, and well being,” by R.M. Ryan and E.L. Deci, 2000, American Psychologist, January, p. 72

19. SDT and DL: Need for Autonomy Asynchronous (choice in time/schedule) Assignments Team members “Always on” or “anytime anywhere”

20. SDT & DL: Need for Competence Mastery oriented learning Human Information Processing (chunking) “Flow” Practice with feedback

21. SDT & DL: Need for Relatedness Social Networking Ning.com SKYPE Yackpack RecordPad iPod Del.icious.com Flickr

22. Flow Theory (Csikszentmihalyi, 1990) Flow: the state in which people are so intensely involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it. Flow is a function of two variables: Perceived challenges Perceived skills

23. Flow Theory & DL • Learners need to operate a complex system, so the feeling of control and the degree of interactivity are important. • Liao (2006) found that: • Interactivity has the greatest effect over flow experiences in a DL environment • The type of interactivity matters: • Learner-Instructor Interaction = positive relationship • Learner-Interface Interaction = positive relationship • Learner-Learner Interaction = no relationship

24. Evaluation Evaluation Stage has two parts: Formative Evaluation Summative Evaluation

25. Evaluation Criteria Effectiveness Efficiency Appeal & Usability

26. Formative Evaluation 4 Main Areas for Review Instructional Goals Instructional Content Technology Message Design

27. Formative Evaluations 3 Main Questions Based Upon 3 Evaluation Criteria: Effectiveness Efficiency Appeal/Usability

28. Note: Table from David-Shivers & Rasmussen (2006). Web-Based Learning: Design, Implementation, and Evaluation. Saddle River, NJ: Pearson

29. Note: Table from David-Shivers & Rasmussen (2006). Web-Based Learning: Design, Implementation, and Evaluation. Saddle River, NJ: Pearson.

31. Evaluation Methods? Simplest methods Testing, questionnaires, surveys, expert and end-user reviews, observations Justify methods/tools Samples of the actual instruments Example:https://eval.ou.edu/

32. Types of Evaluation Design True Control Group Pre/Post Post-test only Non-Equivalent Control Group Single Group Time-Series Pre-test/Post-test

33. References • Bouhnik, D. & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society for Information Science and Technology, 57 (3), pp 299-304. • Chatham-Carpenter, A., Seawel, L., & Raschig, J. (2010). Avoiding the pitfalls: Current practices and recommendations for e-portfolios in higher education. Journal of Educational Technology Systems, 38(4), pp. 437-456. • Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row. • David-Shivers & Rasmussen (2006). Web-Based Learning: Design, Implementation, and Evaluation. Saddle River, NJ: Pearson • Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. • Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates. • Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and Career Updating. London: Kogan Page. • Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10. John Keller’s Official ARCS Model Website • Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 31-60). Greenwich, CT: Information Age Press. • Smith, P. & Ragan, T. (2004). Instructional Design (3rd Ed). Wiley/Jossey-Bass. • Tyler-Smith, K. (2005). Early Attrition among First Time e-Learners: A Review of Factors that Contribute to Drop-out, Withdrawal and Non-completion Rates of Adult Learners undertaking eLearning Programmes. Journal of Online Learning and Teaching. Found online: http://jolt.merlot.org/Vol2_No2_TylerSmith.htm • Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87, 246-260.