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- Notes on Slide 1
- Theorists such as: Pavlov – classical conditioning or stimulus substitution, famous experiment with the food, dog and a bell.Edward Thorndike – learning was the formation of a connection between stimulus and response e.g. rewards and punishmentJohn B. Watson – all behaviour is established through stimulus-response association though conditioning. His experiment with the rat and the boy, where the boy was unafraid of the rat, but Watson created a sudden loud noise whenever the boy touched the rat, because the boy was frightened of the noise, he soon came to fear and avoid the rat. The fear was generalized to other small animals. Watson then “took away the fear” by presenting the rat without the loud noise.Skinner – Stimulus Response and changes in observable behavour, ignoring the possibility of any process occurring in the mind i.e. learning takes place by modeling and observation.BEHAVIOURISM AND INSTRUCTIONAL DESIGNBehavioural objectives movement – Audience (the student), Behaviour (answer correctly), Condition (after having completed the unit, on a post test), Degree (90% correct) method of writing objectives; Gagne’s taxonomy of learning; Blooms Taxonomy of learningTeaching machine phase – disassembly and assembly of equipment; Skinner’s teaching machine which required the learner to complete or answer a question and then receive feedback on the correctness of the response (e.g. drill and practice software)Programmed instruction movement – died out in the 1960’s because developers concentrated on hardware more than software content. E.g. tutorialsIndividualized instructional approaches – similar to programmed learning and teaching machines but geared for the individual based on needs assessment, used mostly in math's, reading and science subjects.Computer-assisted learning – expanded version of drill and practice and program controlled by the developer rather than the learner.Systems approach to instruction – rooted in the business world and the military world, involved setting goals, objectives and analyzing resources etc. and following the flow chart method of creating instruction.
- Ausebel Advance Organizers – prepare the learner for the material they are about to learn. Mnemonic Effects – strategies used by learners to organize relatively meaningless input into more meaningful images or semantic context e.g. musical scale can be remembered by the rhyme Every Good Boy Deserves Fruit.Information Processing Model – meaningful information enters short term memory, and then information is entered into long-term memory for storage and retrievalCOGNITIVISM AND INSTRUCTIONAL DESIGNThe influence of cognitive science in instructional design is evidence by the use of advance organizers, mnemonic devices, chunking and organizing of instructional materials from simple to complex. Since computers process information in a similar faction to how cognitive scientists believe humans process information: receive, store and retrieve. Therefore cognitivists design instruction along the lines of computer artificial intelligence, some are:SCHOLAR – teaches facts about GeographyPUFF – diagnoses medical patients for possible pulmonary disordersMYCIN – diagnoses blood infectionsLOGO – Designed to help children learn to program a computerBuggy – allows teachers to diagnose causes for student mathematical errors
- CONSTRUCTIVIST AND INSTRUCTIONAL DESIGNSince cognitivism share some similarities with constructivism, they share the analogy of comparing the processes of the mind to that of a computer. For instructional design, unlike Objectivists (Behavioural and Cognitive) they believe that learning outcomes are not always predictable, instruction should foster, not control learning, therefore they mostly utilize:MultimediaHypermedia/HypertextVi deoInternet
- Barlett (1932) pioneered what is now known as the constructivist approached.Merrill – knowledge is constructed from experience; personal interpretation of the world, learning is an active process in which meaning is developed on the basis of experience
- Bodily kinesthetic – this area deals with movement and doing. In this category, people are generally adept at physical activities such as sports or dance and offer prefer activities which utilize movement. They may enjoy acting or performing and in general they are good at building and making things. The often learn best by physically doing something rather than reading or hearing about it.Interpersonal – this area has to do with interaction with others. Their ability to cooperate in order to work as part of a groupLinguistic – they tend to learn best by reading, taking notes, and listening to lectures and via discussion.Logical-Mathematical – More reasoning capabilities, abstract pattern recognition, scientific thinking and investigation, and the ability to perform complex calculations.Naturalistic – the ability to nurture and grow things, and caring for, taming and interacting with animals.Intrapersonal – Those who are strongest in this intelligence are typically introverts and prefer to work along. They learn best when allowed to concentrate on the subject by themselves.Spatial – people with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. They have a strong visual memory and are often artistically inclined. They usually have good hand-eye coordination.Musical - those who are strongest in this area learn best via lecture. They will often use songs or rhythms to learn and memorize information and may work best with music playing in the background.
- Developmental – how much further can you develop your environment given the constraints on the physical environment.Delivery – methods of delivery given the environmentApplication – is the instruction going to be applied realistically
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Ides 210 Session 1 Learner And Context
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Desc: Presentation on the first step of the ADDIE process for instructional design.
Slideshow Transcript
- Slide 1: Instructional Design – IDES 210 Learner and Context Analysis Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 1
- Slide 2: Assessing Relevant Learner Characteristics Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 2
- Slide 3: Assessing Relevant Learner Characteristics Learners are not all alike, they differ in the ways they learn best. As instruction is prepared, these differences must be taken into account. To do that successfully, instructional designers should be aware of the characteristics of the targeted learners. The process of identifying these specific characteristics is called assessing the relevant characteristics of learners, although we will call it simply learner assessment. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 3
- Slide 4: Assessing Relevant Learner Characteristics Before preparing instructional or training materials, instructional designers should be able to answer this simple question: Who is the intended and appropriate learner? The answer helps define the target population, target group, or target audience. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 4
- Slide 5: Assessing Relevant Learner Characteristics Traditionally, writers on this subject have advised instructional designers to direct their attention to typical or representative learners so as to maximize the number (and success rates) of people who subsequently participate in instruction. However, growing sensitivity to the needs of a typical learners, such as those possessing physical, mental, or learning disabilities, may require instructional designers to pay increasing attention to a broader range of learner characteristics. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 5
- Slide 6: When Should Learner Characteristics Be Assessed? Instructional designers should consider the targeted learners at three points in time: Before instruction is prepared to meet identified instructional needs and solve specific human performance problems as they exist at the present time. Learners who may need to participate in future instruction, perhaps on a regular basis. Each time the instruction is delivered. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 6
- Slide 7: How Should Learner Characteristics Be Assessed? Instructional designers may assess learner characteristics using either of two methods: The derived approach. Can instructional designers identify learner characteristics of obvious importance to a given performance problem, instructional need, or organizational constraint simply by brainstorming? If so, they can derive relevant learner characteristics. The contrived approach. If learner characteristics cannot be identified easily through the derived approach, then instructional designers should contrive a list of characteristics worthy of consideration. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 7
- Slide 8: Developing a Profile of Learner Characteristics • A learner profile is a narrative description of the targeted audience for instruction that sets forth key assumptions that will be made about them as instruction is prepared. • To be adequate, this learner profile should be consistent with the results of the learner assessment and complete enough to be used for making instructional decisions. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 8
- Slide 9: Connecting Learning with Teaching Learning Teaching Views of learning Views of teaching Behavioral view Behavioral manager Cognitive view Decision-making Constructivist view Reflective practitioner Current concepts of learning Current concepts of teaching Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 9
- Slide 10: Views of Learning Behavioral: response acquisition Cognitive: knowledge acquisition Constructivist: knowledge construction Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 10
- Slide 11: Behavioral Theory Individual progress Content sequencing Analysis of learning task Assessment keyed to behavior Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 11
- Slide 12: Cognitive Theory Structure activity Support expert development Learning strategies Organizers Assessment keyed to activity performance Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 12
- Slide 13: Constructivist Theory Share control with students Emergent understanding Authentic activity Peers and adults assist learner Assessment includes self-reflection and learner responsibility Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 13
- Slide 14: Why Bother with Theory at all? It is an essential element in the preparation of ISD It flows throughout all dimensions of ISD Depending on the learners and situation, different learning theories may apply The Instructional Designer must understand the strengths and weaknesses of each learning theory to optimize their use in appropriate instructional design strategy Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 14
- Slide 15: Concepts of Learning Organizing knowledge in memory Solving problems Developing learners Learning how to learn Living and learning in the world Learning principles Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 15
- Slide 16: Views of Teaching Behavioral Manager Decision Maker Reflective Practitioner see Clark, C. M., & Peterson, P. L. (1986) Teachers’ Thought Processes. In M.C. Wittrock (Ed.). Handbook of Research on Teaching, 3rd ed. (pp. 255-296). New York: Macmillan. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 16
- Slide 17: Learning Theories & Views of Teaching Learning Theories Behavioral Theory Cognitive Theory Constructivist Theory Response acquisition knowledge acquisition knowledge construction Behavioral Manager Decision-Maker Reflective Practitioner Views of Teaching Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 17
- Slide 18: Concepts of Teaching Learner-centered Knowledge-centered Assessment-centered Community-centered see How People Learn (2002). From National Academy Press www.nap.edu Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 18
- Slide 19: Multiple Intelligences (BILLNISM) BODILY KINESTHETIC (“Body Smart”) – Has to do with movement and doing. INTERPERSONAL (“People Smart”) – Has to do with interaction with others. LINGUISTIC (“Word Smart”) – Verbal-linguistic intelligence has to do with words. Spoken or written. LOGICAL-MATHEMATICAL (“Number/Reasoning Smart” – has to do with logic, abstractions, inductive and numbers. NATURALISTIC (“Nature Smart”) – has to do with nature, nurturing and classification. INTRAPERSONAL (“Self Smart) – Has to do with introspective and self-reflective capacities SPATIAL (“Picture Smart”) – Has to do with vision and spatial judgement. MUSICAL (Music Smart” – Has to do with Rhythm, music and hearing Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 19
- Slide 20: Analyzing Relevant Learning and Work Setting Characteristics Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 20
- Slide 21: Analyzing Relevant Learning and Work Setting Characteristics Analyzing the characteristics of a work or learning setting is the process of gathering information about an organization’s resources, constraints, and culture so that instruction will be designed in a way appropriate to the environment. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 21
- Slide 22: The Importance of Setting Analysis People cannot apply what they learn—or transfer their learning to improved work or learning performance—if the realities of the work or learning setting are ignored. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 22
- Slide 23: Characteristics to Consider Characteristics of the: Developmental environment. Delivery environment. Application environment. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 23
- Slide 24: Key Questions to Ask About the Setting Based on what is known about the organization, what characteristics are most relevant? How are the characteristics relevant? What is known about how each characteristic affects on-the-job and classroom performance? How should information about these characteristics subsequently be used in the instructional design process to improve the chances that learners will apply in their real environment what they learned during instruction? How should this information influence subsequent steps in the instructional design model? Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 24
- Slide 25: What Is Task Analysis? Task analysis: Is an intensive examination of how people perform work or learning activities. Can sometimes involve a critique and reexamination of work or learning activities as well. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 25
- Slide 26: Why Is Task Analysis Important? Task analysis: Often describes how the learning or work is carried out. Clarifies work or classroom learning procedures and processes. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 26
- Slide 27: Task Analysis Step 1: Analyze the learning task Step 2: Write performance objectives Step 3: Specify teaching strategies Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 27
- Slide 28: What Is Content Analysis? Content analysis: Is sometimes called subject matter analysis. Pinpoints issues for instruction. Helps make decisions about what to include or exclude from instruction. Provides some guidance in determining in what order ideas should be treated. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 28
- Slide 29: Why Is Content Analysis Important? Content analysis is important because it: Is a process of identifying the essential information that learners should translate into work-related knowledge, skills, and attitudes through planned instructional experiences. Helps instructional designers to play an important role in organizing information in ways that will be meaningful to learners. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 29
- Slide 30: Thinking about “Content” Identify learning outcomes using state standards, content area standards, or learning taxonomies Identify other forms of learning How has content been taught previously? Conduct a task analysis for new, complex, or troublesome content Determine strategies to cover “content” How can media/technology support learning? Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 30
- Slide 31: Who Are Your Learners? Learner characteristics Learning preferences (styles) Cognitive styles Special needs Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 31
- Slide 32: What is the Context? Work level or School level Classroom level Personal level Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 32
- Slide 33: Context: Work/School Level Ministry standards and Ministry School accountability efforts District- School policies District- School initiatives School climate Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 33
- Slide 34: Context: Classroom/Work Level Work/Classroom Management - Physical Issues Physical space Furniture and equipment Instructional materials Teaching assistance Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 34
- Slide 35: Context: Classroom/Work Level Teaching /Work Assistance Co-teaching Special education teachers Reading specialists Media, computer center, library assistants Student teachers, Teacher assistants Parents Student assistants Job aids Job Resources/Equipment Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 35
- Slide 36: Context: Classroom/Work Level Classroom/Work Management - Behavior Rules Procedures Routines Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 36
- Slide 37: Context: Personal Level Your health and well-being Professional habits (what are they?) Collegiality (shared power among collegues) Collaborative Use of time Improvising and “rolling” with events Self-improvement Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 37
- Slide 38: Analysis: What do you know about the Organization? Full range of the “content” to be learned Full range of learners Reality of the learning setting, or context (school, classroom, personal) Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 38
- Slide 39: Steps in Performing Content Analysis 1. Identify the subject or topic. 2. Investigate what experienced performers know about the topic. 3. Investigate how people perform the mental (covert) activity by a. Asking them. b.Observing results of work activity. c. Using other methods. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 39
- Slide 40: Steps in Performing Content Analysis 4. Conduct a literature search on the topic. (not always necessary given the situation) 5. Use results using to develop a model of the subject. 6. Describe the subject or content. Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme 40
