INSTRUCTIONAL DESIGN CONCEPTS & THEORIES WORKSHOP
"Smart" Learning ObjectivesAt the completion of this workshop the participant will be able to:
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Introduction to systematic instructional design
The systematic instructional design process is undertaken when some problem or issue has been identified that requires more knowledge, an improvement of skill or could simply be a change/shift in attitude (Brown and Green, 2016). Whenever an instructional designer begins a project, a system model approach should be identified. Brown and Green (2016) showcase several vested models in their book The essentials of instructional design: Connecting fundamental principles with process and practice. It is important to follow a process, as it will guide the instructional designer to be efficient and effective.
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The tools and resources at an instructional designer’s disposal can include: lectures or demonstration; multimedia presentation or software programs, just to name a few (Brown and Green, 2016). Using an instructional design model is necessary to a designer as they provide a framework to guide and develop a solution. An effective model deeply examines all components by conducting needs analysis, task analysis and learner analysis. Then the designer can explore instructional strategies, moving to goals and objectives, appropriate learning activities and finally evaluation (Brown and Green, 2016).
My Instructional Design problem
My instructional design problem was focused on the Guidance department at Old City HS and the frustration with the senior students completing the college application process. The problem included incomplete applications, inaccuracies, and missing deadlines. Early senior year the counselors hold seminars in all Senior English classrooms to go over the college application process. Students are provided with detailed instructions and how to access the Naviance system as a resource to improve these processes. Counselors believe student expectations are for them to provide too much face to face assistance. In a school with approximately 575 per graduating class it is impossible for counselors to help each student through the process individually and correct errors.
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NEEDS ANALYSIS: DESCRIPTION and EXPLANATION
Instructional design projects revolve around a purpose and is focused to get some type of change to occur. The change that needs to happened could be any number of problems to solve. The first part to execute is what variables surround the required change (Brown and Green, 2016)?
The needs analysis first considers what to change. Then who wants the change, where and how should the change be implemented? Finally, as a result of the implementation, does the evaluation reveal improvement (Brown and Green, 2016)? The needs analysis is the tool an instructional designer uses through a variety of resources such as, observations, interviews and data collection to uncover the root of the problem. |
The problem I was presented with came from the K12 setting. I needed to investigate why students were having issues navigating the college application process including completing the Common Application, using Naviance as a resource and requesting letters of recommendation in a timely manner. The first step was to review the senior seminar PowerPoint and to conduct observations of all guidance personnel presentations. The length and depth of the presentation gave me good insight into some of the obstacles students faced. To uncover additional information, I prepared surveys for both Administrators/Counselors/Teachers and another for Students. Details of the needs analysis and the surveys conducted can be viewed through the links below:
edt_8220-needs_analysis_castewart.docx | |
File Size: | 19 kb |
File Type: | docx |
TASK ANALYSIS : description and explanation
Following the needs analysis in the instructional design process, is completing an effective task analysis. Brown and Green (2016) point out that there are different styles in approach but the intent is consistent. It is to figure out what content or skill development needs to be part of the instruction. Once the task analysis has been developed, next is gather the information, review the content and review order of steps required, collaboration with the subject matter expert (SME) should be implemented. Brown and Green (2016) stress that the SME plays an important role in deciding what content should be included and how it should be arranged.
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In discussions with the SME and reviewing the Common Application process it was discovered it is a long and tedious process for students not familiar with this activity. Information needs to be gathered from different sources (counselors, teachers and parents) then reviewed prior to beginning the application. Reflecting on this, with input from the SME, led me to chunk the presentation into smaller sections and develop activities that focused on needed resources, such as effectively using Naviance and to complete the application process independently. Below you can review the task analysis I completed for my project.
edt8220task_analysiscas.docx | |
File Size: | 115 kb |
File Type: | docx |
It is important to note that the use of evaluation is a key component throughout the instructional design process. Brown and Green (2016) suggest some type of formative evaluation activity, such as utilizing a different, but knowledgeable SME to review your task analysis. An alternative method to investigate, is comparison of other information gathered such as the needs analysis and the learner analysis to check for alignment (Brown and Green, 2016).
LEARNER ANALYSIS : Description and Explanation
Knowing who your target audience is and their frame of reference is referred to as the learner analysis. Brown and Green (2016) explain that there is no one way to develop a learner analysis, but that the purpose is the same. In all cases, designers are tasked with understanding and evaluating the characteristics that reflect the group of learners involved in the project. They go on to share that some qualities are easily discovered and measureable while others may be more challenging to define. This is essential information needed to design effective instruction.
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For this design project I utilized information at the Ohio Department of Education (ODE) website. ODE requires school districts to compile a wide range of demographic information that is readily available and accessible online. Analysis was also conducted on information gathered using an anonymous Qualtrics learner survey distributed to all seniors at OCHS. Below is access to the learner analysis and survey:
edt8220_learneranalysiscas.docx | |
File Size: | 119 kb |
File Type: | docx |
Mager (1988,as cited in Brown and Green, 2016) stress the value of describing the learner’s as they are and not as we would wish them to be. They are people, not schools or organizations and this is an evolving process that can be revised as needed.
ORGANIZATION AND DELIVERY OF LEARNING
Learning objectives and learning goals
Establishing learning goals is important part of the instructional design process. Brown and Green (2016) report the challenge for instructional designers is to construct learning events that direct learning to a specific group or audience, but first goals and objectives need to be established. Goals are broad statements that direct the focus of instruction. |
Example- Students will learn effective strategies to prepare for the college application process.
Instructional objectives are constructed around the goal, are specific, measurable and contain some action. Example- At least ten days prior to application deadline students will develop a personal essay as required by Common App or specific college of interest. Brown and Green (2016) state that the intent of instruction is the learning goal but result of a successful educational exercise is the objective.
Attached you will see a complete list of instructional goals and objectives established for my instructional design project on the college application process.
Instructional objectives are constructed around the goal, are specific, measurable and contain some action. Example- At least ten days prior to application deadline students will develop a personal essay as required by Common App or specific college of interest. Brown and Green (2016) state that the intent of instruction is the learning goal but result of a successful educational exercise is the objective.
Attached you will see a complete list of instructional goals and objectives established for my instructional design project on the college application process.
edt8220instructionalgoals_objectivescas.docx | |
File Size: | 134 kb |
File Type: | docx |
Learning environments and Teaching styles
More than a place, Brown and Green (2016) describe learning environments as, how the teaching will take place along with who constructs the learning, the attitudes that support it and the learners. From Bransford, Brown and Cocking (2002) they introduce four perspective environments as: learning-centered; knowledge-centered; assessment-centered and community-centered.
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- Learning-centered environment- Here the teacher is looking at the learner with what they bring to the learning situation or how they relate to the content. Learner-centered teachers allow students some control such as having direct input in establishing class room policies or a choice in which assignments to complete.
- Knowledge-centered environment- Learners explore structured knowledge, such as facts or ideas, that help student develop deeper understanding of content. In this class, teachers present and create lessons focused on skill development or real-life scenarios.
- Assessment-centered environment- The focus in this structure is based on feedback, either formative or summative. In this classroom tools, such as quizzes/tests or critiques, are used and students are permitted to make corrections or revisions to improve learning,
- Community-centered environment- This situation is a reflection of society where people learn together and from each other. An example is club puts on a food drive and builds awareness on hunger in the community would be an example of community based service learning.
- Additionally, directed and open-ended learning environments are also reviewed by Brown and Green (2016). The directed environment is familiar to most students in traditional classroom structure. A teacher will develop the objectives and create activities for students to complete that demonstrate what they have learned. The open-ended environment is less rigid, allowing students the opportunity to explore and develop connections to the material. Both have strengths when used in the appropriate situation. Trial and error (open-ended) are a primary focus in contrast to just being “right” (directed).
Brown and Green (2016) also review Cruickshank’s (2012) work regarding his reflection on direct and indirect teaching styles. Direct teaching is much like the directed learning environment where the teacher is the center who makes all the choices for the learners in that classroom. A teacher who uses the indirect teaching style acts as more of a facilitator working in an open-ended environment. Giving students a problem and allowing them the opportunity to engage in a method of their choice.
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Teaching Strategies
Teachers are responsible for introducing students to a variety of strategies to enhance their learning. Most of us are familiar with traditional experiences in classrooms that use lecture, discussion, presentation or demonstration. There is so much more and can often be referred to as non-traditional. Along with the directed-learning of lecture and presentation, I will be reflecting on the following strategies I included in my design process: summarizing/note-taking, providing feedback/critique and simulations and role play.
SUMMARIZING/NOTE-TAKING- This is often thought of as study skill but can be can be an excellent learning resource. In this design plan I had students utilize the “Ten and Two” method. Students would take notes during the presentation then break to discuss and reflect on information provided with a classmate.
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SIMULATION/ROLE PLAY- The use of simulation activities has been employed in classrooms and various learning situations for long time. In the final activity students were put into small group and given a case scenario revolving around inaccurate information or being late. Student would take the position of teacher, coach, principal or counselor while the peer would act as student. This activity is focused at real-world situations and resulting consequences.
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EVALUATION : Description and Explanation
The purpose of evaluation is to review the success of someone or of a project/product that has been created. In this case it is the instructional design problem we have been tasked to complete. Brown and Green (2016) state that one should gather data to measure how or if the intervention was successful. There are three types of evaluation covered by Brown and Green (2016): learner evaluation, formative evaluation and summative evaluation.
Evaluation of learner achievement
So you are coming to the end of the instructional design process, do you know if it was successful? Brown and Green (2016) tell us that instructional goals and objectives are the start of learner evaluation arrived at from the review of the needs and task analyses. Were the changes met and what is the extent of the learner’s success? There are several factors to consider in the learner evaluation process (Brown and Green, 2016): |
- Validity- Did learner meet the intended results? Face-validity takes into account expert judgements and content validity where proper content is measured with review of subject matter expert.
- Reliability- The results shown are consistent if given to learner’s multiple times.
- Criterion-referenced- The learner is assessed on what he/she skill or knowledge level.
- Norm-referenced- Learner scores are ranked or compared against other learner’s in the group.
When developing assessments to evaluate student learning the instructional objectives are the guiding factor and developed to see changes in skill, knowledge or attitude. Building such tools are challenging but could include items like: true/false, matching, short answer, essay and performance rating (Brown and Green, 2016).
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Instructional Design Evaluation
Evaluation is not something that happens at the end of the instructional design process but Brown and Green (2016) tell us it is a reflective process used throughout all phases. Specifically addressed are formative and summative evaluation.
You can review the evaluation report associated with my ID project below with a link to the evaluation survey.
edt8220-sumevalreport_cas.docx | |
File Size: | 154 kb |
File Type: | docx |
REFERENCES
Bransford, J.D., Brown, A.L., & Cocking, R. R. (2002). How people learn: brain, mind,
experience, school. Washington, DC: National Acad. Press.
Brown, A. H., & Green, T. D. (2016). The essentials of instructional design (3rd edition).
New York, NY: Routledge.
Mager, R. F. (1988). Making instruction work. Belmont, CA: Lake Publishing Company.
Bransford, J.D., Brown, A.L., & Cocking, R. R. (2002). How people learn: brain, mind,
experience, school. Washington, DC: National Acad. Press.
Brown, A. H., & Green, T. D. (2016). The essentials of instructional design (3rd edition).
New York, NY: Routledge.
Mager, R. F. (1988). Making instruction work. Belmont, CA: Lake Publishing Company.