Edtech503

Chapter 1 Notes

Instructional design is breaking down the learning process to the use of materials, delivery, activities, resources and assessment by using reflection and a systematic process.  A plan to arrive a the desired end result.

Instruction has a goal or goals.  It uses any available resource including human, technology and text, etc.

Training is for a specific skill or knowledge that will be immediately applied or used “on-the-job”.

Teaching is acquiring knowledge from a human being without other resources.

Education is the acquisition of knowledge or learning by any means.

The three major activities in instructional design are:

1. Analysis- where are you going?

2. Strategy-how are you getting there?

3. Evaluation-what does it look like once you have arrived?

Advantages of instructional design are:

It puts the designer in the learners shoes.  Investigate and get to know the learner, his/her needs and wants to need to get out of instruction.

It supports efficient, effective and appealing instruction, it promotes the important information and eliminates the inappropriate.

Promotes team work and effort between designers, developers, and users.

Because the designs are specific and specialized they are more practical, workable and tailored to address the problems they were designed to solve.

They are adaptable.

Congruency or what is taught is what is needed for the students to learn.

It supplies a plan or solution for learning.  It is not a solution looking for a problem.  It takes into consideration the objectives and the goals.

There are different types of context of instructional designers.  There is the training designer, the teacher, and other designers that contribute to textbooks, software, videos, and k-12 and post secondary settings.

Discussion One:

I Reed What is instructional design?

The word design implies a well thought out plan that uses creativity and logic.  I think instructional design means to plan out a learning experience that includes several methods of knowledge transfer and acquisition. It means planning how to get students to learn the information I want them to in a way they can remember and hopefully even enjoy.  To me a systematic instructional design would follow certain guidelines and meet benchmarks and goals all the way through instruction.  For instance, I may choose to teach a class how to write a business letter.  I would design the lesson to have steps that explain each part of the format and content involved.  I would then ask the students to create a properly written business letter and provide help and suggestions.  Finally, the students would write a letter using all the knowledge they have practiced, on their own this time, for a grade. All the steps and practice exercises would constitute systematic instruction.

More specifically, I would systematically show my students the process of writing a business letter.  This may be the process:

Step One:  Show the students a previously written letter. Point out the different aspects of format such as the margins, double spacing, single spacing, return address, inside address, salutation, body, close, and typed name.  We would become familiar with each part.

Step two:  Margins and punctuation for a block letter. Fonts would be discussed.  We would review the punctuation for a block letter using a colon and never a comma in the salutation.  Margins differ depending on the size of the letter so that would be reviewed here as well.  I have a grid I teach them that makes this easier.

Step Three:  I test the students on format only until they have it down perfectly.  This takes some students several days and others pick it up right away. They are allowed a cheat sheet the first two times and then without for a grade.

Step four: When I am comfortable with the students’ mastery of the format, a business letter is composed of at least three paragraphs.  I would go over each paragraph and its purpose giving examples and asking for input.

Step five: I would guide the students in creating a generic business letter using the exact format I have gone over with them.  I find it necessary to be extremely picky the first time they hand this in.  If it is not perfect they must redo the letter.  This reinforces the idea that a business letter has no room for error.  They are graded on the completion of the perfect letter only.

Step six:  Assessment.  The students will compose a letter to the principal about a subject of their choosing in the block business letter style.  Content, format, spelling and respect are all components in the final grade.  I allow revision but I do not tell them what is wrong they must proof it themselves to find his/her error.

In my mind I think of educational technology as instructional design.  I am learning educational technology to be able to design better lessons using the technology.  I want to be able to use all resources available to me to make my instruction more meaningful for my students.  I want to engage my students with media, text, videos, and lecture that will inspire critical thought.  I hope to design learning experiences that follow a logical path and build on knowledge from day to day.  I think instructional design is the center point of teaching that makes the students love to learn and leave the classroom with a new idea, skill or knowledge and desire to come back for more. A good instructional design leaves no doubt in the students mind that the subject matter is relevant to them because it is proven in the course of the lesson. Educational technology is the tools and opportunity to make the instructional design fabulous.

My Project Description

My target group will be seniors in high school in my personal finance class. After 90 minutes of instruction they will be able to set up and maintain a checkbook/debit card register, enter debits and credits, total the each transaction balance and balance monthly bank statements to the register.

Subject Matter Expert

Diane Jones

Diane is a colleague of mine from Raft River High School. She just completed her first year as the math teacher and has a master degree in education.  Her bachelor’s degree is in accounting and she teaches one consumer math class.  I would consider her an expert in the field of keeping a checkbook register.

Chapter 2

Gustofson and Branch

Introduction

Role of Models in ID

Models help us see a picture of reality in our minds.  There are three types of models:

1. Conceptual/theoretical

2. Organizational

3.  Planning and Prognosis

We are using organizational models for lesson planning

Core elements of the ID process are analysis Design Develop Implement Evaluate or ADDIE

No model is useful for all settings and all purposes.  Identify the intended focus and the content.

Ch2 G & B A Taxonomy of Instructional Development Models

Classroom-individual classroom instructionstruction

Product-for implementation used by other people than the creator

System-larger and more complex systems directed at problems or goals

9 characteristics of a model

1. typical output in terms of amount of preparation

2. resources committed to the development effort

3. whether it is a team or individual effort

4. expected ID skill and experience of the ID creator

5. whether most instruction material is existing or original

6. Amount of preliminary work

7. Anticipated technological complexity of development and delivery environments

8. Amount of typical resources

9. follow up

ch 3 G&B  Classroom Oriented Models

Elementary and secondary teachers teach material once a year and have little time for ID or desire for ID.  They want adaptability.

Exposition to discovery

ASSURE

analyze learners

state objectives

select media and materials

utilize media and materials

require participation

evaluate and revise

PIE

Planning

Implementing

Evaluation

Morrison, Ross, Kemp Model

“from the learner’s perspective”

Smith and Ragan chapter 2 Foundations of Instruction Design

Constructivism: learners create heir own knowledge, similar to behaviorism.  The belief that reason is the primary source of knowledge and that reality is constructed rather than discovered.

Empiricism: (objectivism) knowledge is sensory learning and learning from experience, it needs  using accumulated data. experimentation.

Pragmatism: learning from experience but interpret the information with reasoning. some generalizable principles of learning can be discovered.

Descriptive theory describes phenomena as they are hypothesized to exist. How learning occurs.

Prescriptive theories prescribe actions to take that will lead to certain results.

Learning has occurred when learners evidence the appropriate response to a particular stimulus.

working memory=short term memory

In order for information to be meaningful it must be integrated with related prior knowledge.

Analysis phase involves analysis of the learner. the task, and the context.  Designers must acquire knowledge about the learners prior knowledge and the organization of the knowledge.  The knowledge of the learners general aptitude in terms of processing skills. Cognitive psychology has had its strongest influence in the way that a learning task is analyzed.

 

 

Theories are the source of principles form which many of the prescriptions for design arise.

 

Module 2

G & B ch 4 Products Oriented Modesl

Ch 5 Systems oriented models

Start with data collection identify feasibility then specify what the need is and how to meet it.

prototyping

Collaboration to work as a team to create a better product (Dorsey, Goodsum and Schwen)

Smith and ragan 3 phases

Analysis

Strategy

Evaluation

Smith and Ragan Book Chapter 3 Analysis and Assessment

Research products for teaching must take three things into consideration or it will fail.

1 Context, physical realities within which learning takes place and temporal and social environments that is part of the leaning process.

2 Determining instructional needs

a needs assessment can be rather informal but is nonetheless important.

3 Describing the learning environment

Chapter 4 Instructional Analysis Analyzing the Learniers

Individual difference factors include: aptitudes, styles, developmental states, prior learning.  Similarities include: sensory capacities, information processing, limits, human cognition, developmental processes including intellectual physical psychosocial and language development.

Both development and learning are constantly changing for all people