Instructional+Design

Instructional design and learning

Possible questions: 1. Describe and discuss one specific instructional design technique for each of the following instructional events of a computer-based instructional module: guide attention, present information, elicit a response. And, explain the theoretical foundation of the instructional design techniques you have described. Then, discuss alternative techniques based on a constructivist theoretical foundation. 2. Discuss the difference between formative and summative evaluations used in instructional software design. Discuss the process for evaluating a specific software design. Make sure to include theories, experts, and/or research to back up your response.

Robert Marzano @http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html



ADDIE process
Perhaps the most common model used for creating instructional materials is the [|ADDIE Model]. This acronym stands for the 5 phases contained in the model (Analyze, Design, Develop, Implement, and Evaluate).


 * Brief History of ADDIE’s Development** – The ADDIE model was initially developed by Florida State University to explain “the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity.”[|[][|61][|]] The model originally contained several steps under its five original phases (Analyze, Design, Develop, Implement, and [Evaluation and] Control)[|[][|61][|]], whose completion was expected before movement to the next phase could occur. Over the years, the steps were revised and eventually the model itself became more dynamic and interactive than its original hierarchical rendition, until its most popular version appeared in the mid-80s, as we understand it today.

The five phases are listed and explained below[|[][|5][|]]:
 * ADDIE Model**


 * Analyze** – The first phase of content development begins with Analysis. Analysis refers to the gathering of information about one’s audience, the tasks to be completed, and the project’s overall goals. The instructional designer then classifies the information to make the content more applicable and successful.
 * Design** – The second phase is the Design phase. In this phase, instructional designers begin to create their project. Information gathered from the analysis phase, in conjunction with the theories and models of instructional design, is meant to explain how the learning will be acquired. For example, the design phase begins with writing a learning objective. Tasks are then identified and broken down to be more manageable for the designer. The final step determines the kind of activities required for the audience in order to meet the goals identified in the Analyze phase.
 * Develop** – The third phase, Development, relates to the creation of the activities being implemented. This stage is where the blueprints in the design phase are assembled.
 * Implement** – After the content is developed, it is then Implemented. This stage allows the instructional designer to test all materials to identify if they are functional and appropriate for the intended audience.
 * Evaluate** – The final phase, Evaluate, ensures the materials achieved the desired goals. The evaluation phase consists of two parts: formative and summative assessment. The ADDIE model is an iterative process of instructional design, meaning at each stage, the designer can assess the project's elements and revised them if necessary. This process incorporates [|formative assessment], while the [|summative assessments] contain tests or evaluations created for the content being implemented. This final phase is vital for the instructional design team because it provides data used to alter and enhance the design.

Connecting all phases of the model are external and reciprocal revision opportunities. Aside from the internal Evaluation phase, revisions should and can be made throughout the entire process.

Most of the current instructional design models are variations of the ADDIE process.[|[][|62][|]]

http://cloud.moviestorm.co.uk/edu/FrenchUnit2_FrenchFoods.pdf Richard, V. (2007, April 1). The model of a modern technology classroom. //Tech and Learning//. Retrieved on November 17, 2009, from []
 * Dick and Carey** made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes".[|[][|67][|]] The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:
 * Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire
 * Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task
 * Analyze Learners and Contexts: Identify general characteristics of the target audience including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings.
 * Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of an objective that describes the criteria that will be used to judge the learner's performance.
 * Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practive items/practive problems
 * Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment
 * Develop and Select Instructional Materials
 * Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need of improvement.
 * Revise Instruction: To identify poor test items and to identify poor instruction
 * Design and Conduct Summative Evaluation

Project based learning

@http://pbl-online.org/

__ Universal Design for Learning (UDL) Overview: __

Universal Design for Learning is an educational approach with three primary principles :

 * //Multiple means of representation,// to give diverse learners options for acquiring information and knowledge,
 * //Multiple means of action and expression,// to provide learners options for demonstrating what they know,
 * //Multiple means of engagement,// to tap into learners' interests, offer appropriate challenges, a__nd increase motivation__

UDL Guidelines:[] Videos from CAST: [] UDL Activity: []

Pattan's 5.2010 UDL wikispace http://udl2009.wikispaces.com/

CAST's samples and resources: []

CAST's Educator guidelines checklist: []