Linda Barclay

Teaching with Technology Idea Exchange

UVSC, June 2006

Theoretical Bases of An Theoretical Bases of An Instructional Design TemplateInstructional Design Template

Theoretical Bases of An Theoretical Bases of An Instructional Design TemplateInstructional Design Template

Our ChallengeOur ChallengeOur ChallengeOur Challenge Create an instructional template that:Create an instructional template that:

Can be used to teach different types of materialCan be used to teach different types of material Can be used to teach different types of subject Can be used to teach different types of subject

mattermatter Can be used easily with different delivery Can be used easily with different delivery

methodsmethods

AND Conforms with good principles of AND Conforms with good principles of instructional design.instructional design.

Create an instructional template that:Create an instructional template that: Can be used to teach different types of materialCan be used to teach different types of material Can be used to teach different types of subject Can be used to teach different types of subject

mattermatter Can be used easily with different delivery Can be used easily with different delivery

methodsmethods

AND Conforms with good principles of AND Conforms with good principles of instructional design.instructional design.

Your Successful Lesson DesignsYour Successful Lesson DesignsYour Successful Lesson DesignsYour Successful Lesson Designs What characteristics did your most What characteristics did your most

successful lessons have?successful lessons have? What general principles underlie these What general principles underlie these

lessons?lessons? How can you generalize them to other How can you generalize them to other

lessons?lessons?

What characteristics did your most What characteristics did your most successful lessons have?successful lessons have?

What general principles underlie these What general principles underlie these lessons?lessons?

How can you generalize them to other How can you generalize them to other lessons?lessons?

Presentation OverviewPresentation OverviewPresentation OverviewPresentation Overview Wire Framework: M. David Merrill’s Review of Wire Framework: M. David Merrill’s Review of

Major Current Instructional Design TheoriesMajor Current Instructional Design Theories Demonstration: A Suggested Modular Demonstration: A Suggested Modular

Instructional Design TemplateInstructional Design Template Application: Your Creation of a TemplateApplication: Your Creation of a Template Integration: Share Your TemplateIntegration: Share Your Template ConclusionConclusion

Wire Framework: M. David Merrill’s Review of Wire Framework: M. David Merrill’s Review of Major Current Instructional Design TheoriesMajor Current Instructional Design Theories

Demonstration: A Suggested Modular Demonstration: A Suggested Modular Instructional Design TemplateInstructional Design Template

Application: Your Creation of a TemplateApplication: Your Creation of a Template Integration: Share Your TemplateIntegration: Share Your Template ConclusionConclusion

The Wire FrameworkThe Wire FrameworkThe Wire FrameworkThe Wire Framework ““First Principles of Instruction,” M. David Merrill, First Principles of Instruction,” M. David Merrill,

Utah State University (2004)Utah State University (2004)

““First Principles of Instruction,” M. David Merrill, First Principles of Instruction,” M. David Merrill, Utah State University (2004)Utah State University (2004)

First Principles of InstructionFirst Principles of InstructionFirst Principles of InstructionFirst Principles of Instruction Dr. Merrill reviewed many current major instructional Dr. Merrill reviewed many current major instructional

design theories.design theories. Important questions: Important questions:

Do all of these design theories have equal value?Do all of these design theories have equal value? Are they merely alternative ways to approach instructional design?Are they merely alternative ways to approach instructional design? Do they have fundamental, underlying principles in common?Do they have fundamental, underlying principles in common? If so, what are they?If so, what are they?

Dr. Merrill reviewed many current major instructional Dr. Merrill reviewed many current major instructional design theories.design theories.

Important questions: Important questions: Do all of these design theories have equal value?Do all of these design theories have equal value? Are they merely alternative ways to approach instructional design?Are they merely alternative ways to approach instructional design? Do they have fundamental, underlying principles in common?Do they have fundamental, underlying principles in common? If so, what are they?If so, what are they?

First Principles of InstructionFirst Principles of InstructionFirst Principles of InstructionFirst Principles of Instruction Dr. Merrill identified four distinct phases of Dr. Merrill identified four distinct phases of

learning:learning: Activation of Prior ExperienceActivation of Prior Experience Demonstration of SkillsDemonstration of Skills Application of SkillsApplication of Skills Integration of Skills into Real World ActivitiesIntegration of Skills into Real World Activities

Dr. Merrill identified four distinct phases of Dr. Merrill identified four distinct phases of learning:learning: Activation of Prior ExperienceActivation of Prior Experience Demonstration of SkillsDemonstration of Skills Application of SkillsApplication of Skills Integration of Skills into Real World ActivitiesIntegration of Skills into Real World Activities

First Principles of InstructionFirst Principles of InstructionFirst Principles of InstructionFirst Principles of Instruction Are there first principles which facilitate these Are there first principles which facilitate these

distinct phases of learning?distinct phases of learning? Principles: Relationships that are always true Principles: Relationships that are always true

under appropriate conditions, regardless of under appropriate conditions, regardless of program, practice, or delivery method.program, practice, or delivery method.

Parsimony dictates that there should only be a few Parsimony dictates that there should only be a few instructional design principles that can support a instructional design principles that can support a wide variety of instructional programs and wide variety of instructional programs and practices. practices.

Are there first principles which facilitate these Are there first principles which facilitate these distinct phases of learning?distinct phases of learning?

Principles: Relationships that are always true Principles: Relationships that are always true under appropriate conditions, regardless of under appropriate conditions, regardless of program, practice, or delivery method.program, practice, or delivery method.

Parsimony dictates that there should only be a few Parsimony dictates that there should only be a few instructional design principles that can support a instructional design principles that can support a wide variety of instructional programs and wide variety of instructional programs and practices. practices.

First Principles of InstructionFirst Principles of InstructionFirst Principles of InstructionFirst Principles of Instruction If they exist, first principles should:If they exist, first principles should:

Facilitate learning in direct proportion to their Facilitate learning in direct proportion to their explicit implementation.explicit implementation.

Be applicable to any delivery system or Be applicable to any delivery system or instructional architecture.instructional architecture.

Be design rather than learning oriented.Be design rather than learning oriented.

If they exist, first principles should:If they exist, first principles should: Facilitate learning in direct proportion to their Facilitate learning in direct proportion to their

explicit implementation.explicit implementation. Be applicable to any delivery system or Be applicable to any delivery system or

instructional architecture.instructional architecture. Be design rather than learning oriented.Be design rather than learning oriented.

First PrinciplesFirst PrinciplesFirst PrinciplesFirst Principles Learning is facilitated when:Learning is facilitated when:

The learner is engaged in solving a real world problem.The learner is engaged in solving a real world problem. New knowledge is built upon the foundation of the New knowledge is built upon the foundation of the

learner’s existing knowledge.learner’s existing knowledge. New knowledge is demonstrated to the learner.New knowledge is demonstrated to the learner. The learner has a chance to apply and practice the new The learner has a chance to apply and practice the new

knowledge.knowledge. The learner is assisted in integrating the new The learner is assisted in integrating the new

knowledge into his or her world and to solving a new knowledge into his or her world and to solving a new real world problem.real world problem.

Learning is facilitated when:Learning is facilitated when: The learner is engaged in solving a real world problem.The learner is engaged in solving a real world problem. New knowledge is built upon the foundation of the New knowledge is built upon the foundation of the

learner’s existing knowledge.learner’s existing knowledge. New knowledge is demonstrated to the learner.New knowledge is demonstrated to the learner. The learner has a chance to apply and practice the new The learner has a chance to apply and practice the new

knowledge.knowledge. The learner is assisted in integrating the new The learner is assisted in integrating the new

knowledge into his or her world and to solving a new knowledge into his or her world and to solving a new real world problem.real world problem.

First PrinciplesFirst Principles First PrinciplesFirst Principles Solve a Real World ProblemSolve a Real World Problem Build Upon Prior KnowledgeBuild Upon Prior Knowledge DemonstrateDemonstrate Apply and PracticeApply and Practice Integrate New KnowledgeIntegrate New Knowledge IterateIterate

Solve a Real World ProblemSolve a Real World Problem Build Upon Prior KnowledgeBuild Upon Prior Knowledge DemonstrateDemonstrate Apply and PracticeApply and Practice Integrate New KnowledgeIntegrate New Knowledge IterateIterate

Example SourcesExample SourcesExample SourcesExample Sources UVSC Humanities 1010 face-to-faceUVSC Humanities 1010 face-to-face UVSC Humanities 1010 websiteUVSC Humanities 1010 website UVSC Community Education Beginning UVSC Community Education Beginning

Sewing face-to-faceSewing face-to-face

UVSC Humanities 1010 face-to-faceUVSC Humanities 1010 face-to-face UVSC Humanities 1010 websiteUVSC Humanities 1010 website UVSC Community Education Beginning UVSC Community Education Beginning

Sewing face-to-faceSewing face-to-face

Solve a Real World Problem Solve a Real World Problem Solve a Real World Problem Solve a Real World Problem Concrete task or problem the learner can Concrete task or problem the learner can

solve as a result of completing the solve as a result of completing the instructioninstruction

Not an abstract learning objectiveNot an abstract learning objective

Concrete task or problem the learner can Concrete task or problem the learner can solve as a result of completing the solve as a result of completing the instructioninstruction

Not an abstract learning objectiveNot an abstract learning objective

Solve a Real World Problem Solve a Real World Problem Solve a Real World Problem Solve a Real World Problem Show the whole task or problem; ORShow the whole task or problem; OR Show the components and help the learner Show the components and help the learner

use the components in solving the whole use the components in solving the whole complex task or problem; ORcomplex task or problem; OR

Show a progression of progressively more Show a progression of progressively more difficult problemsdifficult problems

Show the whole task or problem; ORShow the whole task or problem; OR Show the components and help the learner Show the components and help the learner

use the components in solving the whole use the components in solving the whole complex task or problem; ORcomplex task or problem; OR

Show a progression of progressively more Show a progression of progressively more difficult problemsdifficult problems

Solve a Real World Problem Solve a Real World Problem Solve a Real World Problem Solve a Real World Problem Example: Beginning Sewing Example: Beginning Sewing Concrete, physical procedure-based Concrete, physical procedure-based

instructioninstruction Example Problems:Example Problems:

Make a ruffled ornamentMake a ruffled ornament.. Make a pair of elastic waist pantsMake a pair of elastic waist pants..

Example: Beginning Sewing Example: Beginning Sewing Concrete, physical procedure-based Concrete, physical procedure-based

instructioninstruction Example Problems:Example Problems:

Make a ruffled ornamentMake a ruffled ornament.. Make a pair of elastic waist pantsMake a pair of elastic waist pants..

Solve a Real World Problem Solve a Real World Problem Solve a Real World Problem Solve a Real World Problem Example: Humanities 1010Example: Humanities 1010 Abstract, factual, value-based instructionAbstract, factual, value-based instruction Example Problem:Example Problem:

Orchestral MediumsOrchestral Mediums

Example: Humanities 1010Example: Humanities 1010 Abstract, factual, value-based instructionAbstract, factual, value-based instruction Example Problem:Example Problem:

Orchestral MediumsOrchestral Mediums

Build Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior Knowledge Begin teaching where the learner is.Begin teaching where the learner is.

Some knowledge acquisition is sequential.Some knowledge acquisition is sequential. Prior sequential elements must be mastered Prior sequential elements must be mastered

before subsequent elements.before subsequent elements.

Begin teaching where the learner is.Begin teaching where the learner is. Some knowledge acquisition is sequential.Some knowledge acquisition is sequential. Prior sequential elements must be mastered Prior sequential elements must be mastered

before subsequent elements.before subsequent elements.

Build Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior Knowledge Activate existing relevant knowledgeActivate existing relevant knowledge

Help learner to identify existing relevant Help learner to identify existing relevant knowledge knowledge

OROR Give learner basic fundamental knowledge if he Give learner basic fundamental knowledge if he

or she has none that can be used as a foundation or she has none that can be used as a foundation for new knowledge.for new knowledge.

Activate existing relevant knowledgeActivate existing relevant knowledge Help learner to identify existing relevant Help learner to identify existing relevant

knowledge knowledge

OROR Give learner basic fundamental knowledge if he Give learner basic fundamental knowledge if he

or she has none that can be used as a foundation or she has none that can be used as a foundation for new knowledge.for new knowledge.

Build Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior Knowledge Use an advance organizer or “wire Use an advance organizer or “wire

framework”framework” GraphicGraphic SymbolicSymbolic LinguisticLinguistic

Focus on the important, not the unusual.Focus on the important, not the unusual.

Use an advance organizer or “wire Use an advance organizer or “wire framework”framework” GraphicGraphic SymbolicSymbolic LinguisticLinguistic

Focus on the important, not the unusual.Focus on the important, not the unusual.

Build Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior Knowledge Example: Beginning SewingExample: Beginning Sewing Concrete, physical, procedure-based Concrete, physical, procedure-based

instructioninstruction Example Advance Organizers:Example Advance Organizers:

Making a Ruffled OrnamentMaking a Ruffled Ornament Making a Fitted SkirtMaking a Fitted Skirt

Example: Beginning SewingExample: Beginning Sewing Concrete, physical, procedure-based Concrete, physical, procedure-based

instructioninstruction Example Advance Organizers:Example Advance Organizers:

Making a Ruffled OrnamentMaking a Ruffled Ornament Making a Fitted SkirtMaking a Fitted Skirt

Build Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior Knowledge Example: Humanities 1010Example: Humanities 1010 Abstract, factual, value-based instructionAbstract, factual, value-based instruction Example Advance Organizer:Example Advance Organizer:

Greek Mythology - verbalGreek Mythology - verbal Romanesque v. Gothic Arches - graphicalRomanesque v. Gothic Arches - graphical

Example: Humanities 1010Example: Humanities 1010 Abstract, factual, value-based instructionAbstract, factual, value-based instruction Example Advance Organizer:Example Advance Organizer:

Greek Mythology - verbalGreek Mythology - verbal Romanesque v. Gothic Arches - graphicalRomanesque v. Gothic Arches - graphical

Build Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior KnowledgeBuild Upon Prior Knowledge

ReturnReturn

Demonstrate Demonstrate Demonstrate Demonstrate Demonstration must be consistent with the Demonstration must be consistent with the

learning goal.learning goal. Concepts: show examples and nonexamplesConcepts: show examples and nonexamples Procedures: demonstrate stepsProcedures: demonstrate steps Processes: show visualizationsProcesses: show visualizations Behavior: model the behaviorBehavior: model the behavior

Demonstration must be consistent with the Demonstration must be consistent with the learning goal.learning goal. Concepts: show examples and nonexamplesConcepts: show examples and nonexamples Procedures: demonstrate stepsProcedures: demonstrate steps Processes: show visualizationsProcesses: show visualizations Behavior: model the behaviorBehavior: model the behavior

Demonstrate Concepts Demonstrate Concepts Demonstrate Concepts Demonstrate Concepts Concepts: Concepts:

Show specific examples and nonexamplesShow specific examples and nonexamples Do not use generalitiesDo not use generalities Use multiple representationsUse multiple representations Explicitly compare multiple representationsExplicitly compare multiple representations

Concepts: Concepts: Show specific examples and nonexamplesShow specific examples and nonexamples Do not use generalitiesDo not use generalities Use multiple representationsUse multiple representations Explicitly compare multiple representationsExplicitly compare multiple representations

Demonstrate Concepts Demonstrate Concepts Demonstrate Concepts Demonstrate Concepts Concepts: Concepts:

Examples of gothic arches:Examples of gothic arches: Cologne CathedralCologne Cathedral Tours CathedralTours Cathedral

Nonexamples of gothic arches:Nonexamples of gothic arches: Baths of CaracallaBaths of Caracalla Church of St. Appollinaire, RavennaChurch of St. Appollinaire, Ravenna Worms CathedralWorms Cathedral

Explicit ComparisonExplicit Comparison

Concepts: Concepts: Examples of gothic arches:Examples of gothic arches:

Cologne CathedralCologne Cathedral Tours CathedralTours Cathedral

Nonexamples of gothic arches:Nonexamples of gothic arches: Baths of CaracallaBaths of Caracalla Church of St. Appollinaire, RavennaChurch of St. Appollinaire, Ravenna Worms CathedralWorms Cathedral

Explicit ComparisonExplicit Comparison

Cologne CathedralCologne CathedralCologne CathedralCologne Cathedral

Tours CathedralTours CathedralTours CathedralTours Cathedral

Baths of Caracalla, RomeBaths of Caracalla, RomeBaths of Caracalla, RomeBaths of Caracalla, Rome

Church of St. Apollinaire, RavennaChurch of St. Apollinaire, RavennaChurch of St. Apollinaire, RavennaChurch of St. Apollinaire, Ravenna

Cathedral at Worms, GermanyCathedral at Worms, GermanyCathedral at Worms, GermanyCathedral at Worms, Germany

ComparisonComparisonComparisonComparison

Demonstrate Demonstrate Demonstrate Demonstrate Procedures: Procedures:

Demonstrate steps one at a time.Demonstrate steps one at a time. Provide written materials to demonstrate Provide written materials to demonstrate

procedure.procedure.

Example: Beginning SewingExample: Beginning Sewing Lapped Zipper ApplicationLapped Zipper Application

Procedures: Procedures: Demonstrate steps one at a time.Demonstrate steps one at a time. Provide written materials to demonstrate Provide written materials to demonstrate

procedure.procedure.

Example: Beginning SewingExample: Beginning Sewing Lapped Zipper ApplicationLapped Zipper Application

Demonstrate Demonstrate Demonstrate Demonstrate Behavior: ModelingBehavior: Modeling Example: Humanities 1010:Example: Humanities 1010:

Demonstrate how to “capture” a poem.Demonstrate how to “capture” a poem. Purpose -- issuePurpose -- issue Central message -- main idea or storyCentral message -- main idea or story Validations/Applications -- evidenceValidations/Applications -- evidence Values -- valuesValues -- values Susan Gong, “Learning and Teaching for Susan Gong, “Learning and Teaching for

Exponential Growth”Exponential Growth”

Behavior: ModelingBehavior: Modeling Example: Humanities 1010:Example: Humanities 1010:

Demonstrate how to “capture” a poem.Demonstrate how to “capture” a poem. Purpose -- issuePurpose -- issue Central message -- main idea or storyCentral message -- main idea or story Validations/Applications -- evidenceValidations/Applications -- evidence Values -- valuesValues -- values Susan Gong, “Learning and Teaching for Susan Gong, “Learning and Teaching for

Exponential Growth”Exponential Growth”

Demonstrate Demonstrate Demonstrate Demonstrate Direct learners to relevant information.Direct learners to relevant information. Example: Example:

Orchestral Mediums (website) Orchestral Mediums (website) Website can link to other on-line resourcesWebsite can link to other on-line resources Website can link to other on-site resourcesWebsite can link to other on-site resources

Orchestral Mediums (PowerPoint)Orchestral Mediums (PowerPoint) PowerPoint can refer learner to books and other resourcesPowerPoint can refer learner to books and other resources

Direct learners to relevant information.Direct learners to relevant information. Example: Example:

Orchestral Mediums (website) Orchestral Mediums (website) Website can link to other on-line resourcesWebsite can link to other on-line resources Website can link to other on-site resourcesWebsite can link to other on-site resources

Orchestral Mediums (PowerPoint)Orchestral Mediums (PowerPoint) PowerPoint can refer learner to books and other resourcesPowerPoint can refer learner to books and other resources

DemonstrateDemonstrateDemonstrateDemonstrate MediaMedia

Can be helpful.Can be helpful. Can be a hindrance.Can be a hindrance.

Irrelevant media, unrelated to the learning Irrelevant media, unrelated to the learning goal, increases cognitive load and can make goal, increases cognitive load and can make learning more difficult.learning more difficult.

MediaMedia Can be helpful.Can be helpful. Can be a hindrance.Can be a hindrance.

Irrelevant media, unrelated to the learning Irrelevant media, unrelated to the learning goal, increases cognitive load and can make goal, increases cognitive load and can make learning more difficult.learning more difficult.

DemonstrateDemonstrateDemonstrateDemonstrate Gratuitous illustrations Gratuitous illustrations

do not help learning do not help learning and are often ignored.and are often ignored.

Or worse -- sometimes Or worse -- sometimes they are NOT ignored!they are NOT ignored!

Gratuitous illustrations Gratuitous illustrations do not help learning do not help learning and are often ignored.and are often ignored.

Or worse -- sometimes Or worse -- sometimes they are NOT ignored!they are NOT ignored!

DemonstrateDemonstrateDemonstrateDemonstrate Demonstrate the new knowledge to be learned Demonstrate the new knowledge to be learned

rather than telling about it.rather than telling about it. Example: Humanities 1010 - Introduction to Example: Humanities 1010 - Introduction to

Musical TheaterMusical Theater Talk about the innovative dance sequence in Talk about the innovative dance sequence in

“Oklahoma!”“Oklahoma!” Long dance sequence that summarizes story rather than Long dance sequence that summarizes story rather than

spotlighting the starspotlighting the star Music summarizes most important tunesMusic summarizes most important tunes Cowboy boots and levis used for costumesCowboy boots and levis used for costumes

Demonstrate the new knowledge to be learned Demonstrate the new knowledge to be learned rather than telling about it.rather than telling about it.

Example: Humanities 1010 - Introduction to Example: Humanities 1010 - Introduction to Musical TheaterMusical Theater

Talk about the innovative dance sequence in Talk about the innovative dance sequence in “Oklahoma!”“Oklahoma!” Long dance sequence that summarizes story rather than Long dance sequence that summarizes story rather than

spotlighting the starspotlighting the star Music summarizes most important tunesMusic summarizes most important tunes Cowboy boots and levis used for costumesCowboy boots and levis used for costumes

DemonstrateDemonstrateDemonstrateDemonstrate Demonstrate the new knowledge to be learned Demonstrate the new knowledge to be learned

rather than telling about it.rather than telling about it.

Demonstrate the new knowledge to be learned Demonstrate the new knowledge to be learned rather than telling about it.rather than telling about it.

QuickTime™ and a decompressor

are needed to see this picture.

Apply and PracticeApply and PracticeApply and PracticeApply and Practice Provide practice in class.Provide practice in class. Provide practice out of class.Provide practice out of class. Follow the practice with corrective Follow the practice with corrective

feedback and an indication of progress.feedback and an indication of progress.

Provide practice in class.Provide practice in class. Provide practice out of class.Provide practice out of class. Follow the practice with corrective Follow the practice with corrective

feedback and an indication of progress.feedback and an indication of progress.

Apply and PracticeApply and PracticeApply and PracticeApply and Practice For Factual Information:For Factual Information:

Practice recalling and recognizing informationPractice recalling and recognizing information Example: Humanities 1010: Example: Humanities 1010:

Greek Mythology web pageGreek Mythology web page Greek Mythology Revolution ActivityGreek Mythology Revolution Activity Architectural Tour of ProvoArchitectural Tour of Provo

For Factual Information:For Factual Information: Practice recalling and recognizing informationPractice recalling and recognizing information Example: Humanities 1010: Example: Humanities 1010:

Greek Mythology web pageGreek Mythology web page Greek Mythology Revolution ActivityGreek Mythology Revolution Activity Architectural Tour of ProvoArchitectural Tour of Provo

Apply and PracticeApply and PracticeApply and PracticeApply and Practice For parts - of:For parts - of:

Learners should practice locating, naming, and Learners should practice locating, naming, and describing each partdescribing each part

Example: Beginning SewingExample: Beginning Sewing Sewing Machine Revolution Activity Sewing Machine Revolution Activity

For parts - of:For parts - of: Learners should practice locating, naming, and Learners should practice locating, naming, and

describing each partdescribing each part Example: Beginning SewingExample: Beginning Sewing

Sewing Machine Revolution Activity Sewing Machine Revolution Activity

Apply and PracticeApply and PracticeApply and PracticeApply and Practice

For kinds - of (concepts):For kinds - of (concepts): Learners should identify new examples of each kindLearners should identify new examples of each kind

For kinds - of (concepts):For kinds - of (concepts): Learners should identify new examples of each kindLearners should identify new examples of each kind

Apply and PracticeApply and PracticeApply and PracticeApply and Practice For how-to (procedures)For how-to (procedures)

Learners should do the procedure.Learners should do the procedure. Multiple practice opportunities (3x)Multiple practice opportunities (3x) Graduated practice opportunitiesGraduated practice opportunities

Example: Beginning SewingExample: Beginning Sewing Lapped Zipper ApplicationLapped Zipper Application

For how-to (procedures)For how-to (procedures) Learners should do the procedure.Learners should do the procedure. Multiple practice opportunities (3x)Multiple practice opportunities (3x) Graduated practice opportunitiesGraduated practice opportunities

Example: Beginning SewingExample: Beginning Sewing Lapped Zipper ApplicationLapped Zipper Application

Apply and PracticeApply and PracticeApply and PracticeApply and Practice For what-happens (process)For what-happens (process)

Learners should predict a consequence of a Learners should predict a consequence of a process given conditions, or find faulted process given conditions, or find faulted conditions given an unexpected consequence.conditions given an unexpected consequence.

Sorry, no example today.Sorry, no example today.

For what-happens (process)For what-happens (process) Learners should predict a consequence of a Learners should predict a consequence of a

process given conditions, or find faulted process given conditions, or find faulted conditions given an unexpected consequence.conditions given an unexpected consequence.

Sorry, no example today.Sorry, no example today.

Apply and PracticeApply and PracticeApply and PracticeApply and Practice Follow practice with corrective feedback.Follow practice with corrective feedback. Example: Humanities 1010Example: Humanities 1010

Music QuizMusic Quiz

Example: Beginning SewingExample: Beginning Sewing

Follow practice with corrective feedback.Follow practice with corrective feedback. Example: Humanities 1010Example: Humanities 1010

Music QuizMusic Quiz

Example: Beginning SewingExample: Beginning Sewing

Apply and PracticeApply and PracticeApply and PracticeApply and Practice Remember that errors are a natural consequence of Remember that errors are a natural consequence of

problem solving.problem solving. Help the learnerHelp the learner

Learn how to identify the errorLearn how to identify the error Recover from the errorRecover from the error Avoid the error in the futureAvoid the error in the future

In grading, allow the learner to make errors and receive In grading, allow the learner to make errors and receive corrective feedback before major assessment occurs so that corrective feedback before major assessment occurs so that learner can make effective course correction.learner can make effective course correction.

Remember that errors are a natural consequence of Remember that errors are a natural consequence of problem solving.problem solving.

Help the learnerHelp the learner Learn how to identify the errorLearn how to identify the error Recover from the errorRecover from the error Avoid the error in the futureAvoid the error in the future

In grading, allow the learner to make errors and receive In grading, allow the learner to make errors and receive corrective feedback before major assessment occurs so that corrective feedback before major assessment occurs so that learner can make effective course correction.learner can make effective course correction.

Integrate Integrate Integrate Integrate The learner must teach or otherwise The learner must teach or otherwise

publicly demonstrate the new knowledge.publicly demonstrate the new knowledge. This provides the motivation to learn.This provides the motivation to learn. Examples:Examples:

Beginning Sewing: Construct a Fitted SkirtBeginning Sewing: Construct a Fitted Skirt Humanities 1010: Provo Architectural TourHumanities 1010: Provo Architectural Tour

The learner must teach or otherwise The learner must teach or otherwise publicly demonstrate the new knowledge.publicly demonstrate the new knowledge.

This provides the motivation to learn.This provides the motivation to learn. Examples:Examples:

Beginning Sewing: Construct a Fitted SkirtBeginning Sewing: Construct a Fitted Skirt Humanities 1010: Provo Architectural TourHumanities 1010: Provo Architectural Tour

Integrate Integrate Integrate Integrate Humanities 1010:Humanities 1010:

Three Person Teaching Problem exercise:Three Person Teaching Problem exercise: Poetry unitPoetry unit

Creative Process Project presentations -- opportunity Creative Process Project presentations -- opportunity for learners to create, invent, and explore new and for learners to create, invent, and explore new and personal ways to use the new knowledge personal ways to use the new knowledge

Humanities blogs -- opportunity to reflect on, discuss Humanities blogs -- opportunity to reflect on, discuss and defend new knowledgeand defend new knowledge

Class discussionClass discussion Formal written assignmentsFormal written assignments

Humanities 1010:Humanities 1010: Three Person Teaching Problem exercise:Three Person Teaching Problem exercise:

Poetry unitPoetry unit Creative Process Project presentations -- opportunity Creative Process Project presentations -- opportunity

for learners to create, invent, and explore new and for learners to create, invent, and explore new and personal ways to use the new knowledge personal ways to use the new knowledge

Humanities blogs -- opportunity to reflect on, discuss Humanities blogs -- opportunity to reflect on, discuss and defend new knowledgeand defend new knowledge

Class discussionClass discussion Formal written assignmentsFormal written assignments

Integrate Integrate Integrate Integrate Beginning Sewing:Beginning Sewing:

Small projectsSmall projects Completed garmentCompleted garment Three Person Teaching Problem -- learners help each Three Person Teaching Problem -- learners help each

otherother Discussion of problems that arise during garment Discussion of problems that arise during garment

construction:construction: What is the problem?What is the problem? What do we need to do to fix the problem?What do we need to do to fix the problem? What do we do in the future to avoid repeating the problem?What do we do in the future to avoid repeating the problem?

Beginning Sewing:Beginning Sewing: Small projectsSmall projects Completed garmentCompleted garment Three Person Teaching Problem -- learners help each Three Person Teaching Problem -- learners help each

otherother Discussion of problems that arise during garment Discussion of problems that arise during garment

construction:construction: What is the problem?What is the problem? What do we need to do to fix the problem?What do we need to do to fix the problem? What do we do in the future to avoid repeating the problem?What do we do in the future to avoid repeating the problem?

Modular Instructional Design Modular Instructional Design TemplateTemplateModular Instructional Design Modular Instructional Design TemplateTemplate 1. 1. Solve a Real World ProblemSolve a Real World Problem 2. Build Upon Prior Knowledge2. Build Upon Prior Knowledge 3. Demonstrate 3. Demonstrate 4. Apply and Practice4. Apply and Practice 5. Integrate5. Integrate 6. Iterate6. Iterate

1. 1. Solve a Real World ProblemSolve a Real World Problem 2. Build Upon Prior Knowledge2. Build Upon Prior Knowledge 3. Demonstrate 3. Demonstrate 4. Apply and Practice4. Apply and Practice 5. Integrate5. Integrate 6. Iterate6. Iterate

Instructional Design TemplateInstructional Design TemplateInstructional Design TemplateInstructional Design Template Template can be used to produce instruction Template can be used to produce instruction

that can successfully be deliveredthat can successfully be delivered Face-to-faceFace-to-face On-lineOn-line

Modularity of the instructional design Modularity of the instructional design works well with modularity of web designworks well with modularity of web design

Template can be used to produce instruction Template can be used to produce instruction in a variety of disciplinesin a variety of disciplines

Template can be used to produce instruction Template can be used to produce instruction that can successfully be deliveredthat can successfully be delivered Face-to-faceFace-to-face On-lineOn-line

Modularity of the instructional design Modularity of the instructional design works well with modularity of web designworks well with modularity of web design

Template can be used to produce instruction Template can be used to produce instruction in a variety of disciplinesin a variety of disciplines

ConclusionConclusionConclusionConclusion How can I apply this template in face-to-How can I apply this template in face-to-

face instruction?face instruction? Provide real world problemProvide real world problem Activate prior knowledgeActivate prior knowledge DemonstrateDemonstrate

Limited to textbook materials and class presentationLimited to textbook materials and class presentation Can also include “adjunct” class time - concerts, etc.Can also include “adjunct” class time - concerts, etc. Limitations become especially severe with Limitations become especially severe with

multimedia-based demonstrationsmultimedia-based demonstrations

How can I apply this template in face-to-How can I apply this template in face-to-face instruction?face instruction? Provide real world problemProvide real world problem Activate prior knowledgeActivate prior knowledge DemonstrateDemonstrate

Limited to textbook materials and class presentationLimited to textbook materials and class presentation Can also include “adjunct” class time - concerts, etc.Can also include “adjunct” class time - concerts, etc. Limitations become especially severe with Limitations become especially severe with

multimedia-based demonstrationsmultimedia-based demonstrations

ConclusionConclusionConclusionConclusion How can I apply this template in face-to-How can I apply this template in face-to-

face instruction?face instruction? Apply and PracticeApply and Practice

Homework assignmentsHomework assignments In-class quizzesIn-class quizzes

IntegrateIntegrate Class discussionClass discussion Writing assignmentsWriting assignments AssessmentsAssessments

How can I apply this template in face-to-How can I apply this template in face-to-face instruction?face instruction? Apply and PracticeApply and Practice

Homework assignmentsHomework assignments In-class quizzesIn-class quizzes

IntegrateIntegrate Class discussionClass discussion Writing assignmentsWriting assignments AssessmentsAssessments

ConclusionConclusionConclusionConclusion I can use the same template to supplement I can use the same template to supplement

face-to-face teaching with on-line face-to-face teaching with on-line resources:resources: I can still address real world problems.I can still address real world problems. Previous knowledge can be activated.Previous knowledge can be activated.

Advance organizersAdvance organizers Links to prerequisite or remedial informationLinks to prerequisite or remedial information

DemonstrationDemonstration More examples can be presented than in class.More examples can be presented than in class. Video materials can be presentedVideo materials can be presented

I can use the same template to supplement I can use the same template to supplement face-to-face teaching with on-line face-to-face teaching with on-line resources:resources: I can still address real world problems.I can still address real world problems. Previous knowledge can be activated.Previous knowledge can be activated.

Advance organizersAdvance organizers Links to prerequisite or remedial informationLinks to prerequisite or remedial information

DemonstrationDemonstration More examples can be presented than in class.More examples can be presented than in class. Video materials can be presentedVideo materials can be presented

ConclusionConclusionConclusionConclusion I can use the same template to supplement I can use the same template to supplement

face-to-face teaching with on-line face-to-face teaching with on-line resources:resources: DemonstrationDemonstration

Wiki and links to external sources can direct learner Wiki and links to external sources can direct learner to more information and examples than can be to more information and examples than can be covered in class.covered in class.

Multimedia resources can be easily provided for Multimedia resources can be easily provided for pre-class preparation.pre-class preparation.

I can use the same template to supplement I can use the same template to supplement face-to-face teaching with on-line face-to-face teaching with on-line resources:resources: DemonstrationDemonstration

Wiki and links to external sources can direct learner Wiki and links to external sources can direct learner to more information and examples than can be to more information and examples than can be covered in class.covered in class.

Multimedia resources can be easily provided for Multimedia resources can be easily provided for pre-class preparation.pre-class preparation.

ConclusionConclusionConclusionConclusion I can use the same template to supplement face-to-I can use the same template to supplement face-to-

face teaching with on-line resources:face teaching with on-line resources: Application and PracticeApplication and Practice

Pre-class quizzes/assignments are possible.Pre-class quizzes/assignments are possible. Immediate feedback on these assignments are possible.Immediate feedback on these assignments are possible. Drill and practice games are possible.Drill and practice games are possible. Multimedia application and practice is much easier.Multimedia application and practice is much easier.

IntegrationIntegration Forum threadsForum threads

I can use the same template to supplement face-to-I can use the same template to supplement face-to-face teaching with on-line resources:face teaching with on-line resources: Application and PracticeApplication and Practice

Pre-class quizzes/assignments are possible.Pre-class quizzes/assignments are possible. Immediate feedback on these assignments are possible.Immediate feedback on these assignments are possible. Drill and practice games are possible.Drill and practice games are possible. Multimedia application and practice is much easier.Multimedia application and practice is much easier.

IntegrationIntegration Forum threadsForum threads

ConclusionConclusionConclusionConclusion Additionally,Additionally,

Absent students can access class materials, Absent students can access class materials, including multimedia.including multimedia.

Class time does not have to be taken up with Class time does not have to be taken up with announcements and quizzes.announcements and quizzes.

Quizzes/assignments due and graded before Quizzes/assignments due and graded before class can provide a springboard for discussion class can provide a springboard for discussion in class.in class.

Additionally,Additionally, Absent students can access class materials, Absent students can access class materials,

including multimedia.including multimedia. Class time does not have to be taken up with Class time does not have to be taken up with

announcements and quizzes.announcements and quizzes. Quizzes/assignments due and graded before Quizzes/assignments due and graded before

class can provide a springboard for discussion class can provide a springboard for discussion in class.in class.

Application:Application:Application:Application: What do you want to teach?What do you want to teach? Use the template to outline a lesson in your Use the template to outline a lesson in your

subject area.subject area.

What do you want to teach?What do you want to teach? Use the template to outline a lesson in your Use the template to outline a lesson in your

subject area.subject area.

Integrate: Share Your TemplateIntegrate: Share Your TemplateIntegrate: Share Your TemplateIntegrate: Share Your Template How are you going to implement your new How are you going to implement your new

lesson?lesson?

How are you going to implement your new How are you going to implement your new lesson?lesson?