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USING INSTRUCTIONAL DESIGN TO PLAN YOUR UNIT
Dr Yiong Hwee Teo
Learning Innovations
23 Oct 2013
Deakin University CRICOS Provider Code: 00113B
MY BACKGROUND
Educator (27 years); BSc(Hons‐Physics)‐Singapore; MEd (Boston U); PhD (Monash U)
Portfolios include:
• Physics Teacher/high school
• Educational Television Producer, Media Specialist,
Instructional Designer
• Asst Director/Media Development
• Asst Director/IT Training – Developed and implemented Singapore’s ICT Masterplans 1‐3; Trained 24,000 teachers how to use technology in teaching and learning
• Uni Lecturer – Nanyang Technological University; Monash U; ACU, Deakin U
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AGENDA
• ADDIE introduction
–Needs Assessment
• Analysis
• Design
• Development
• Implementation
• Evaluation
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A GENERIC INSTRUCTIONAL DESIGN MODEL: ADDIE
A
Analysis
Answers: What is the
Performance Goal?
D
Design
Answers: How will Learners
accomplish the Performance
Goal?
D
Development
Meeting the Objectives
I
Implementation Delivering the Solution
E
Evaluation
Ensuring Quality
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NEEDS ASSESSMENT
• What do you want the learners to be able to perform?
• What can they perform now?
• What are the performance gaps?
• Can these performance gaps be addressed by training?
• If yes, use ADDIE to develop training package Deakin University CRICOS Provider Code: 00113B
• Needs Assessment
NEEDS ASSESSMENT
Mager & Pipe, (1984)
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NEEDS ASSESSMENT
refer to flowchart by Mager & Pipe, (1984)
• Question 1: In your workplace, are there performance gaps of colleagues which cannot be addressed by training?
• Question 2: In your teaching, are there performance gaps of your students which cannot be addressed by training?
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ANALYSIS: GOAL
• Determine whether there is an instructional problem; then establish goal • A goal is a starting point from which teaching/learning activities are derived
• A goal is a general statement of desired instructional outcome that usually can be broken down into a variety of much more specific behaviours
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ANALYSIS: GOAL
Examples:
– Grade 7 students should be able to write an essay of no more than 500 words
– Students studying Computer Applications should be able to use MS Office to perform office tasks
– Front‐line personnel will demonstrate courteous, friendly behaviour while greeting customers
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ANALYSIS: GOAL (ACTIVITY)
Classify instructional goals by learning domain
1. Open & maintain a cheque
account
A. Psychomotor skill
2. Name parts of the human body using common terms B. Intellectual skill
3. Separate an egg yolk from C. Verbal Information
the egg white, using the D. Attitude
shell as a tool
4. Choose to behave safely while flying on airplanes
Duration: 5 mins
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ANALYSIS
• Given a goal, the next step is to perform learner analysis, content analysis and task analysis
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LEARNER ANALYSIS
• What are the characteristics of your learners that you will consider?
– General Background and experiences
• Age, grade, sex, general experience with world they live in
– Knowledge Factors
• Prior knowledge, literacy level, level of IT skills
– Psychological Factor
• Motivational level, ability, learning style (verbal, visual, kinesthetic)
– Social Factors
• Cultural background, readiness for pair/group work
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LEARNER ANALYSIS
(THINK‐PAIR‐SHARE ACTIVITY)
For the goal, “Students studying Computer Applications should be able to use MS Office to perform office tasks”, state how the following learner characteristics will affect your instruction:
– General Background and experiences
• Age, grade, sex, general experience with world they live in
– Knowledge Factors
• Prior knowledge, literacy level, level of IT skills
– Psychological Factor
• Motivational level, ability, learning style (verbal, visual, kinesthetic)
– Social Factors
• Cultural background, readiness for pair/group work
Duration: 5 mins
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CONTENT ANALYSIS
Breaking subject matter into smaller and instructionally useful units
• To identify and isolate single idea or skill units for instruction
• To act as an objective decision rule for including or excluding topics from instruction
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CONTENT ANALYSIS
(EXAMPLE)
Goal: Name
parts of human
body
Parts of head
1.0
1.1 scalp
1.2 hair
1.3 ear
1.4 forehead
1.5 eyebrows
1.6 eyes
1.7 eyelids
1.8 cheeck
1.9 …
Parts of Arm
2.0
2.1 armpit
2.2 upper arm
2.3 elbow
2.4 forearm
2.5 wrist
Parts of Hand
3.0
3.1 back
3.2 palm
3.3 finger
3.4 thumb
3.5 knuckle
3.6 fingertip
3.7 fingernail
Parts of trunk
4.0
4.1 shoulder
4.2 collarbone
4.3 chest
4.4 breast
4.5 rib cage
4.6 waist
4.7 …
Parts of leg
5.0
5.1 thigh
5.2 knee
5.3 calf
5.4 shin
5.5 ankle
Parts of foot
6.0
6.1 heel
6.2 arch
6.3 sole
6.4 toe
6.5 toe joint
6.6 toe nail
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TASK ANALYSIS
• Definition: An intensive examination of how people perform work activities
Purpose
• To determine components of competent performance
• Identify activities that may be simplified or otherwise improved
• Determine precisely what a worker must know, do, or feel to learn an activity
• Clarify conditions needed for competent performances
• Establish minimum expectations
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TASK ANALYSIS
(EXAMPLE)
Task analysis for the goal “Make a video recording”
Goal: Make a
Video Recording
Setup Lights
1.0
Mount camera
on tripod
2.0
Operate
videocam
3.0
Use diff shot
sizes
4.0
Use diff camera
movements
5.0
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CONTENT ANALYSIS
Content analysis differs from task analysis because it stems from an examination of information or knowledge requirements whereas task analysis stems from sequences & procedures in performing work activities to achieve work results.
In teaching business topics, you engage in content analysis rather than task analysis most of the time
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CONTEXT/ENVIRONMENT ANALYSIS
• What environments (classroom, computer lab, home) are learners based at? What hardware & software will learners have?
• What other tools, plug‐ins are required for the learning package
• What internet bandwidth will learners have?
• What cost will learners be willing to pay?
• What constraints exist?
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AFTER THE ANALYSES
• Do not jump into design
• Determine whether there is any existing resources that can be used whole, in part, or with modifications
• Design and develop only the unavailable components
Question: You found a video clip suitable for your topic but the narration is in Chinese. Can you use it?
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DESIGN
Create a road map for accomplishing the goals and objectives
• Develop the instructional objectives for each task
• Sequence and structure the instructional objectives e.g. easy task first
• List the entry behaviours that the learner must demonstrate prior to training
• Identify the strategies (media, method, tools) • Develop the performance tests to show mastery of the tasks to be trained e.g. written, hands‐on, etc
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SPECIFIC INSTRUCTIONAL OBJECTIVES (SIO)
• ABCD model
–Audience
–Behavior: observable verbs
–Conditions
–Degree
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SIO: OBSERVABLE VERBS
Could I observe learner doing this? Avoid ‘understand’ etc
(refer ‘actionable verbs for objectives_Teo.doc’)
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Arrange, name, define, order, duplicate, recognize, label, recall,
match, repeat, memorize, reproduce
Classify, recognize, describe, report, discuss, restate, explain,
review, identify, sort, indicate, tell, locate, translate
Apply, operate, choose, practice, demonstrate, prepare, dramatize,
schedule, illustrate, solve, interpret, use
Analyze, differentiate, appraise, discriminate, calculate, distinguish,
categorize, examine, compare, experiment, contrast, inventory,
criticize, question, diagram, test
Arrange, manage, assemble, organize, collect, plan, compose,
prepare, construct, propose, create, set up, design,
synthesize, formulate, write
Appraise, judge, argue, predict, assess, rate, attack, score,
choose, select, compare, support, estimate, value, evaluate
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SIO: A GOOD EXAMPLE
Given a bar, line, or circle graph, the seventh‐grade mathematics students will be able to verbally present all the statistical or numerical information shown on the graph with 100% accuracy.
Which part is Audience, Behavior, Conditions, Degree?
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SIO: A GOOD EXAMPLE
Given a bar, line, or circle graph, the seventh‐grade mathematics students will be able to verbally present all the statistical or numerical information shown on the graph with 100% accuracy.
Which part is Audience, Behavior, Conditions, Degree?
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PAIR ACTIVITY REWRITE THE FOLLOWING SIO
Students should be able to
 Do individual mind mapping
 Brainstorm for ideas with a partner within the group
 Gather information on the web on a soldier’s life at the battle of Gallipoli
Duration: 10 mins
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PAIR ACTIVITY (POSSIBLE ANSWERS)
• Do individual mind mapping
– Given the freemind software, Year 1 Deakin Management students will be able to draw a mind map representing key concepts of chapter 5 of the management textbook with inclusion of graphics and appropriate formatting.
• Brainstorm for ideas with a partner within the group
– With a partner within the group, Year 1 Deakin Management students will be able to brainstorm ideas for reducing property taxes by drawing a mind map on paper with consideration of the key principles of property management in chapter 6.
• Gather information on the web on a soldier’s life at the battle of Gallipoli
– Using a search engine and computer, Year 10 students will be able to write a 1000 word essay of a typical soldier’s life at the battle of Gallipoli with
the inclusion of snippets of soldier’s activities before and during the war.
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DESIGN
Create a road map for accomplishing the goals and objectives
• Develop the instructional objectives for each task
• Sequence and structure the instructional objectives e.g. easy task first
• List the entry behaviours that the learner must demonstrate prior to training
• Identify the strategies (media, method, tools) • Develop the performance tests to show mastery of the tasks to be trained e.g. written, hands‐on, etc
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DESIGN
SEQUENCING OF TOPICS
• Chronological – e.g. history
• Order of Performance – e.g. flower arrangement
• Known to Unknown – build on pre‐knowledge
• Taxonomical – e.g. periodic table in chemistry; taxonomies of human behaviour
• Simple to Complex • Easy to Difficult to learn – e.g. easier topics first
• Availability of Resources – real world constraints e.g.
media, facilities, people
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DESIGN – IDENTIFY STRATEGIES
SELECTING INSTRUCTIONAL METHODS & TOOLS
Little
Some
Much
Teacher Support Role
Self-directed
•
•
•
•
•
•
•
•
Tutorial software
Drill & practice, quiz
Web material
Simulation, Virtual lab
Blogs- reflection
Textbooks/Readings/PPT
Job aids
Learner stories
•
•
•
•
•
•
•
•
•
•
Case study
Workbooks
Training manuals
Practice exercises,
Guided analysis/research
•
•
•
•
•
F2F Discussion/critique
Case study
Role play
Debate
Open forum
•
•
•
•
Lecture
F2F Questioning
Dialogues
Demonstration
• Reports
• Term papers
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Collaborative
Brainstorming
Team work activities
Blogs, Wikis
Online Discussions
Online Critique
Multi-User Games,
simulations
• Peer tutoring
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DESIGN
Q. Why is it important to design performance tests before developing the materials?
Develop the performance tests to show mastery of the tasks to be trained e.g. written, hands‐on, etc
e.g.
• Objective 1 – test item 1, test item 2, etc
• Objective 2 – no test item?
• Test item 5 – does not correspond to any objective?
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DEVELOPMENT
Create the elements laid out in the design stage
• List activities that will help learners learn the task
• Select delivery method such as videos, handouts, etc
• Review existing material so that you do not reinvent wheel
• Develop the instructional course
• Synthesize courseware into a viable training program
• Validate instruction to ensure it accomplishes all objectives
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DESIGN
Importance of
learning guide
(c) Justin Ferrer
• Paste a deakin unit guide eg
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DEVELOPMENT
Refer to Template learning guide.doc
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IMPLEMENTATION
Deploy the training
• Create a lesson plan for conducting the training
• Conduct the training
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IMPLEMENTATION
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Refer to ‘Guide to lesson plan.doc’
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IMPLEMENTATION
Gagne’s 9 events of instruction
1.
2.
3.
4.
5.
6.
7.
8.
9.
Gain attention
Inform learners of objectives
Stimulate recall of prior learning
Present the content
Provide learning guides
Elicit performance (practice)
Provide feedback
Assess performance
Enhance retention and transfer to the job
Refer ‘Gagne nine events of instruction.doc
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EVALUATION
Measure whether the training works and goals have been achieved
• Review and evaluate each phase (analyse, design, develop, implement) to make sure goals are accomplished
• Perform external evaluations e.g. observe that the tasks that were trained are being performed by the learner on the job
• Revise or modify training when necessary and to make it better
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EVALUATION
MAJOR TYPES
• Formative vs Summative
• Process vs Product
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Refer Formative evaluation
checklist_expert reviewers.doc
FORMATIVE EVALUATION
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SUMMARY EVALUATION
• Criterion‐referenced tests, Performance tests, Case studies, Simulation, Attitude questionnaires, Interview questionnaires, Observation checklists
Example: criterion-referenced test
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AN INSTRUCTIONAL DESIGN MODEL
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In summary, Instructional Design Process
Needs
Assessment
A
Analysis
•
Can performance gaps be
addressed by training?
•
•
List Performance Goal/s
Conduct learner analysis, content
analysis, task analysis, environment
anaylsis
Design instructional objectives
Sequence, structure objectives
List entry behaviours
Identify strategies, methods, tools
Develop performance tests
D
Design
•
•
•
•
•
D
Development
•
•
•
•
List activities
Select delivery method
Review existing material
Develop course
I
Implementation
•
•
Create lesson plan
Conduct training - Gagne’s 9 events of
instruction
E
Evaluation
•
•
Formative vs Summative
Product vs process
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REFERENCES
• Rothwell & Kazanas (2004) Mastering the instructional design process
• Dick, L. Carey, and J. Carey (2006) The systematic design of instruction
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Thank You!
Please fill in Evaluation Form
Instructional Design Consultation yiong.teo@deakin.edu.au
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