Edtech 503: Topic 2 Reading quiz

Lydia Georgieva

Table of Contents
Slide 1 Slide 2 Slides 3,4 Slides 5,6 Slides 7,8 Slides 9,10 Slides 11,12 Slides 13,14 Slides 15,16 Slides 17,18 Slides 19,20 Vries Model Slides 21,22 Slides 23,24 Slides 25,26 Slides 27,28 Title Table of Contents History of ID Definition of ID Systematic Use of ID models The Gerlach and Ely Model The ASSURE Model The Morrison, Ross and Kemp Model The Bergman and Moore Model The de Hoog, de Jong and de The Nieveen Model Constructivism Empiricism Behaviorism

Slides 29,30
Slides 31,32 Slide 33

Information Processing Theory

Educational Technology and ID Bibliography

History of Instructional Design- a road without an end

SLIDE 3 (Picture or graphic; "P/G"): A visual metaphor about the history of ID

History of Instructional Design

The history of instructional design is like a road- subsequent stages in instructional design learning theories build on each other, add and modify, thus representing a kind of continuum, like a road, leading to better and better understanding of how to facilitate and achieve effective learning and learning objectives. This is the reason why I chose the image of a road with signs of the main turning points on this road: World War II- the need for military training involved psychologists in developing instructional materials for the military Late 1940s and 1950s: Psychologists working in the newly-founded American Institutes of Research developed a number of analysis, design and evaluation procedures Mid 1950s -1960s: Programmed instruction movement- Skinners ideas of the requirements for increasing human learning and the desired characteristics of effective instructional materials 1950s: behavioral objectives were given another boost by Blooms publication Taxonomy of Educational Objectives related to the type of learner behavior. 1960s:: the emergence of criterion-reference testing as opposed to norm-referenced testing 1967: Scriven developed the concepts of formative and summative evaluation 1970s: the number of instructional design models greatly increased 1980s: increasing interest in microcomputers and their use for instructional purposes 1990s: performance technology movement, growing interest in constructivism, rapid prototyping and using internet for distance learning Most recent trends: knowledge management which is mainly focused on managing knowledge with the purpose of improving organizations performance
Image modified from: http://alturl.com/b7oeh, http://alturl.com/jwp4h

What exactly is instructional design

What exactly is instructional design

Instructional Design is a process which encompasses the goals , the way to achieve these goals , and the resulting skills and competencies (how to measure the achievement) The image presents targets which stand for the goals. The way to achieve those goals is to practice with a bow and arrows. Initially the arrows may not hit the targets at all, then hit them somewhere far from the center. But with more practice eventually one will be able to develop ones skills and will manage to get more and more arrows in the center of the target. Sometimes the weather may be windy - thus the environment imposes certain conditions to which the skills and competences need to be adjusted. And what is most important, to become successful in those skills, one has to persist and stay motivated. Achievement of the goals and objectives can be measured, in this specific case by a simple count of points. The visual emphasizes the main components of instructional design: process, goals, strategies and achievement.

Image source: Own photos. Copyright@AntonHazewinkel

Systematic and what it implies

Systematic and what it implies

The approach is systematic as in order for the instructional design to achieve the goals , the designer should arrange the various activities into sequential or concurrrent activities. These goals can be related to problem-solving or decision-making when applying learned skills to real-world situations. Systematic: presented or formulated as a coherent body of ideas or principles (Mirriam-Webster dictionary) My choice of image is the concept of a city which is planned in a systematic way with its houses, network of roads, streets and facilities in order to not only give shelter to inhabitants but also to facilitate their everyday activities such as work and life. In the same way instructional design requires a systematic approach to build the learning blocks (goals), guided by the desired learning outcomes and the way to achieve these goals, by providing the means to achieve the goals and ways to measure the extent to which goals have been achieved.

Image source: Own photos. Copyright@AntonHazewinkel http://www.merriam-webster.com/dictionary/systematic

Guiding models

Why are models useful in ID?

Models recreate a certain reality, the links between the elements of this reality so that it creates a harmonious entity, the context, the relationships of the elements present.

Models are also guided by certain assumptions, context.

Instructional designers use models to create a system of instructions and resources, methods and strategies to meet the learners needs and ways to evaluate effectiveness of the instruction. I chose a picture from our trip to South Korea where models are used in museums to recreate certain periods from the history of the country. An amazing craft and art which fascinates me. When such model kits are available in a country that we visit I always purchase those. This hands-on experience in creating a miniature of something that used to exist makes my imagination fly back in time. In the same way an instructional designer allows imagination and art skills work together in designing units of learning following a certain framework, called an ID model.

Image source: Own photos. Copyright@AntonHazewinkel

ID model 1: The Gerlach and Ely Model

ID model 1: The Gerlach and Ely Model

Explanation:

A classroom-oriented model A mix of linear and concurrent development activities Several steps are seen as simultaneous Recognizes that many teachers think about content first

Four steps:
Step 1: Learning objectives are classified making decision about design Step 2: Assessment of the entry behaviour of learners Step 3: Five activities are performed simultaneously any decision in one area influences the decisions available in the others:

Determining strategy Organizing of the groups Allocation of time Allocation of space Selection of resources

Step 4: Evaluation Step 5: Feedback on the effectiveness of instruction

Image source: http://alturl.com/dzioa

The ASSURE Model

The ASSURE Model

Classroom-oriented model developed by Heinich, Molenda, Russel and Smaldino

The title of the model is an acronym that stands for: Analyze, State, Select, Utilize, Require, Evaluate

Analyze learners involves processes to determine entry characteristics of the learners. The authors stress that only general characteristics and selected specific components should be analyzed as learning styles pose problems of how to measure them. State Objectives means that the outcomes of instruction need to be stated in specific and measurable terms. Select media and materials: the main process involves modification of existing materials with possible original development Utilize media and materials: This principle describes how teachers need to plan for utilizing selected materials and media in the classroom Require learner participation: The authors stress that keeping learners actively involved in the instruction is of primary importance. Evaluate and revise: It is important to evaluate the learner achievement of objectives and the feasibility of the instructional process revision is based on discrepancies between intended and actual outcomes and deficiencies of the materials and media.

Image source: http://alturl.com/wn4v5

The Morrison, Ross and Kemp Model

The Morrison, Ross and Kemp Model

Classroom- oriented model with focus on curriculum planning. Approaches instruction from the perspective of the learner. The 9 elements of the inner circle are crucial in a comprehensive instructional design plan. These 9 elements are:

Identification of instructional problems and specifying of goals for designing the ID program Examination of learner characteristics that will influence instructional decisions. Identification of subject content and analysis of task components in relation to goals and purposes. Determining the instructional objectives. Sequencing content within each instructional unit for logical learning. Designing instructional strategies so that each learner can master the objectives.

Planning of the instructional message and developing the instruction

Developing suitable evaluation instruments Selecting resources to support instruction and learning activities

The authors believe that ID is a continuous cycle with revision as an on-going activity. The strength of the model is the concept of starting where you are, the emphasis on subject content, goals and purposes and selection of resources. The model also puts emphasis on both formative and summative evaluation and places all activities within the context of goals, priorities and constraints
Image source: http://alturl.com/ov6ab

The Bergman and Moore Model

The Bergman and Moore Model

Specifically intended to guide and manage the production of interactive multimedia products. Categorized as a product-oriented model. Major focus is on managing the process. The model includes 6 major activities: Analysis, design, develop, produce, author, validate The output of each activity provides the input of subsequent activities Each activity has specific input, deliverables and evaluation strategies Each horizontal row is referred to as a phase review of a phase and re- examination of selected activities may be necessary Puts great emphasis on the importance of evaluating the output from each activity before proceeding to the next

Image source: http://alturl.com/fse4u

The de Hoog, de Jong and de Vries Model

The de Hoog, de Jong and de Vries Model

A product-oriented model for developing simulations and expert systems The resulting products are for distribution and use by individuals. The model is influenced by Boehms spiral model of computer software development. The basis of the model is: rapid prototyping, availability of computer tools to facilitate prototype development and testing, and a web structure for elements to be considered when creating simulations. The authors stress that interwining of methodology, product, and tools require a comprehensive approach. The model represents a web structure that includes five partial products: conceptual model, operational model, instructional model, interface model and learner model. These five partial products are considered part of global development and represent important underlying features of the simulations or expert system that can be developed by different team members. Around each partial product there is spiral development of four components: compliance, quanlity, integration and specificity referred to as local development. The spiral also represents the prototyping that takes place related to the four components. The dotted lines represent the interdependent nature of the partial products and the need to consider how decisions in one area will likely affect the others
Image source: http://alturl.com/5mza5

The Nieveen Model

The Nieveen Model

Product-oriented model created with the long-term goal to produce multiple versions of a computerbased electronic performance support system (EPSS) for enhancing the quality and efficiency of curriculum materials development. The process begins with preliminary research as to what is needed and concludes with summative evaluation. In-between are several iterative cycles, each consisting of analysis, design and formative evaluation activities This iterative process have four levels in the model but in reality each cycle may have multiple iterations to achieve the necessary level of quality.

In case the preliminary research indicates the need for development:

The first development cycle includes creating and formatively evaluating design specifications The second development cycle global materials are created, with evaluation being done by expert analysis The third cycle partially designed materials are prepared and both expert appraisal and smallscale tryout are employed The fourth cycle complete materials are developed and subjected to expert appraisal, small group testing and large group tryout Summative evaluation follows after the materials have been released for general use in a variety of settings.

Image source: http://alturl.com/mfgnd

Constructivism

Constructivism

"Knowledge is not transmitted, it is constructed Jean Piaget Basic tenets of constructivism are that it puts emphasis on learning from experience, learning as an active process in which meaning is developed; recognizes the tentative nature of knowledge and that the nature of truth varies by topic and subject matter; social contrsutivist add that learning is collaborative with meaning from multiple perspective recognition of the tentative nature of knowledge, understanding the importance of considering multiple perspectives on issues, and the rules within a subject matter for determining what represents a viable interpretation in a field and what does not. I chose the image of the Water Cube in Beijing under construction as it represents: relation to water as the water sports of the Beijing Olympics were held there; it really looks very different during the day than the night when there are lights in play, it looks different when one is close to it and from a distance, and it is very realistic.

Image source: Own photo, Copyright@ AntonHazewinkel

Empiricism

Empiricism

A second philosophical tradition is empiricism, sometimes termed objectivism, and it postulates that knowledge is acquired through experience. Most empiricists would propose that this experience allows an individual to come to know a reality that is objective and singular. That is, most experience is defined as sensory experience, as opposed to any experience that one might obtain through a mental life of reconceptualization and interpretation John Locke is often considered as a major empiricist philosopher. He believed that little, if any, knowledge or ability comes wired in an individual, that our brain is tabula rasaa blank paper, when we are born and our knowledge comes with experience. I chose the image of food- roasted scorpions and roasted pigs skin as something that I myself have tried. And the knowledge I obtained from that experience is that I would not like to try roasted scorpions again. Trying new things, embracing new experiences and realities comes with experience. But empiricism fails to explain abstract knowledge, the way in which we connect physical and sensory experiences and transfer this knowledge to learning of abstract concepts and interpreting reality.
Image source: Own photo, Copyright@ AntonHazewinkel

Behaviorism

Behaviorism

Behavioral theory emphasizes the influence of the environment on learning. According to behaviorism, learning has occurred when learners evidence the appropriate response to a particular stimulus. How this connection or association between stimulus and response is developed is the major explanation that characterizes behavioral theory. Later behavioral theories, particularly that of Skinners operant conditioning, explained the development of this association as the result of learners receiving the appropriate reinforcement when the appropriate response is given to a particular stimulus. I chose the image of winter as seasonal changes determine what we choose to wear, whether we need heating in our house or not, what transport we use to go to work. Our knowledge of hot or cold weather which we learned through sensory perception (empiricism), and which has been reinforced throughout our lives makes us take the winter clothes out of the wardrobe when the temperature starts decreasing. Thus we associate winter with snow and warm clothes.

Image source: Own photo, Copyright@ AntonHazewinkel

Information processing theory

SLIDE 29 (P/G): A visual metaphor for the notion of information processing theory

Information processing theory

Information-processing theories, in strong contrast to behavioral theories, describe learning as a series of transformations of information (i.e., processing) through a series of postulated structures within the brain. One of the most influential information processing theories is the conceptualization of Multi-Store Models. These models explain learning as a series of transformations of information through several types of storage or memory. Two other influential information-processing theories, Schema theory (Rummelhart, 1980) and Level of Processing theory (Craik & Lockhart, 1972) were originally posited as alternatives to Multi-Store theory. However, in recent years they have been viewed more as theories that are compatible with Multi-Store theory and capable of explaining subprocesses or structures These theories place more emphasis on factors within the learner and less emphasis on factors within the environment than behavioral theories. The human brain is a complex entity and scientists are still looking in the mystery of how the human brain works. Some centers and processes of the human brain have been explained in literature but by far not all.
Image source: http://alturl.com/jm6gi

ID relation to educational technology

ID relation to educational technology

Technology in a broad sense refers to material objects of use to humanity, such as machines, hardware, software, systems, methods of organization and techniques. When applied to education it includes the use of hardware and software chosen to facilitate learning and improve performance. The ID relates closely to educational technology nowadays as suitable technology should be chosen to achieve the instructional goals and objectives by all learners. Educational technology, integrated in a proper instructional design tends to extend the possibility and capability of learners in many ways: by providing a tool for search of necessary resources and databases quickly, by providing opportunities for practice, by increasing learners motivation and keeping the learner actively involved in the instructional process. It also allows a great degree of collaboration between learners, especially with the advancement of Internet. It allows simulation of real-world conditions to enhance the learning and achievement of instructional goals. It also allows fast and efficient evaluation and measurement of the effectiveness of the instruction. In summary, educational technology comes very handy for instructional designers in creating highly effective courses and learning resources.
Image source: http://alturl.com/2y4at

Bibliography
Instructional Design Central. Retrieved from: http://www.instructionaldesigncentral.com/htm/IDC_instructionaltechnologytimeline.htm Smith, Patricia L. (2012-10-10). Instructional Design, 3rd Edition (Wiley/Jossey-Bass Education) (Page 22). Wiley. Kindle Edition.
Reiser, R.A. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. Educational Technology Research and Development , 49 (2), 57-67

Gustafson, K. L., Branch, R. B. Survey of Instructional Development Models