Instructional Design

“ID before Ego in Distance Learning”

Lisa Helaire Taylor

Faculty Technology Institute 2009

Wiley College

What is Instructional Design?

• ID is the careful planning process for preparing educational content, lesson plans, media, delivery, and assessment.

• Many ID models exist for classroom learning (ADDIE, ASSURE, ARCS, Diamond, PBL, etc.)

• Online or distance learning requires traditional and innovative efforts through a CORE framework.

CORE ID Framework• Criterion Referencing and Strategic Planning (standards

and strategies)

• Organizing Content and Delivery

• Requiring Learner Participation (tasks and assessments)

• Evaluating Processes and Outcomes (results and revisions)

Criterion Referencing and Strategic Planning

• Identify goals and performance objectives

• Consider time, money, and team players

• Develop contingency plans

• Ask key questions to analyze learners’ needs:

What worked or failed during past instructional efforts? What are your projected goals, objectives, and tasks? What resources will help you meet your learners’ needs? Who will assist your efforts? When will the activities occur and for how long?

Organizing Content and Delivery

Cognitive, Social, and Instructional

Learning Theories

(Gagne, Bloom, Bruner, Bandura, Vygotsky)

Gagne’s Nine Events• Gain attention (games, role play, humor, conflict)

• State objectives (Emphasize real world relevance)

• Check prior learning (Relate new information to old)

• Use stimulating presentations (Photos, diagrams, toys)

• Guide learning (Chunk information in small, sequential steps)

• Urge performance (Discussions and active involvement)

• Provide feedback (Reinforcement and remediation)

• Assess performance (Regular quizzes and tests)

• Enhance retention (Help learners apply new knowledge)

Bloom’s Taxonomy

Cognitive activities are organized from least

to greater complexity:

• Knowledge -- know about forks• Comprehension -- identify forks• Application -- use forks competently• Analysis -- know the most effective uses• Synthesis -- compare various types of forks• Evaluation -- be able to critique various qualities

Bruner’s Constructivism

• Learning is active and student-centered

• Learning is sequential and builds on prior knowledge

• Activities must be authentic and meaningful to the learner

Bandura’s Social Theory

• Learning is based on observing and modeling the actions and attitudes of others.

• Modeled behavior must be coded in words, labels, or images for maximum effectiveness.

• Learners learn best from social situations

such as group activities, mentoring and apprenticeship.

Vygotsky’s Social Cognition

• Zone of Proximal Development (ZPD)

• Scaffolding

• Extensive Writing

• Peer Activities

Carroll’s Minimalism

• Place critical information at the top of the page

• Keep text, graphics, and sound simple to minimize cognitive overload

• Make presentations short (avoid scrolling; downloads should appear in 30 seconds or less)

• Screen out excess, low-level information

Media Attributes

• Graphics• Size• Color• Movement• Language• Sound• Arrangement

A Few Questions . . .

• What are the technology benefits for my students?

• Do I have the skills needed to produce effective media? The resources to learn them?

• Can the medium be produced in a timely manner?

ReferencesCarroll, J.M. (1998). Minimalism beyond the Nurnberg Funnel. Cambridge, MA: MIT Press.

Cassarino, C. (2003). Instructional design principles for an e-learning environment: A call for definitions in the field. The Quarterly Review of Distance Education, 4(4), 455-461.

Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Thompson.

Gredler, M. (2004). Learning and instruction: Theory into practice (5th edition). Upper Saddle River, NJ: Prentice Hall.

Kidney, G. Cummings, L., & Boehm, A. (2008). Toward a quality assurance approach to e-Learning courses. International Journal on E-Learning, 6(1), 17.

Merrill, D. M. (2007). A Task-Centered Instructional Strategy. Journal of Research on Technology in Education. 40(1), 5-22. Retrieved on May 6, 2009 from EBSCOhost

Reiser, R. A., & Dempsey, J. V. (2007). Trends and Issues in Instructional Design and Technology. Upper Saddle River, NJ: Pearson Education.

Schunk, D. (2004). Learning theories: An educational perspective (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Visscher-Voerman, I., & Gustafson, K.L. (2004). Paradigms in the theory and practice of Education and training design. ETR&D, 52(2), 69-89.