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Assignment 1 – Planning an instructional design strategy and resources

ASSIGNMENT 1 – PLANNING AN INSTRUCTIONAL DESIGN STRATEGY

AND ASSOCIATED RESOURCESCOURSE 4143EBL – INSTRUCTIONS DESIGN STRATEGIES

COURSE CONVENOR: DR. LEESA WHEELAHAN

SUBMITTED BY: DAVID MARTIN

STUDENT #2636349

[email protected]

DATE SUBMITTED: 15 SEPTEMBER 2008

David Martin Student #2636349 4143EBLInstructions Design Strategies

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TABLE OF CONTENTS

Overview of “Online Participation Skills” Workshop......................................................................3

Instructional Problem.....................................................................................................................4

Guiding theoretical perspectives...................................................................................................5

Analysis of relevant factors............................................................................................................7

Characteristics of the learner.....................................................................................................7

The Learning Context................................................................................................................8

Types of Knowledge...................................................................................................................9

Learning Goals.........................................................................................................................10

Assessment..............................................................................................................................11

Instructional Events..................................................................................................................12

Resources................................................................................................................................14

Conclusions.................................................................................................................................15

Appendix 1: Learning Goal Matrix...............................................................................................16

Appendix 2: Assessment Matrix..................................................................................................18

Appendix 3: Draft Delivery Plan...................................................................................................19

List of References........................................................................................................................23


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OVERVIEW OF “ONLINE PARTICIPATION SKILLS” WORKSHOP

This report examines the instructional design process used to develop an “Online Participation

Skills” workshop. The instructional design process involves systematically establishing solutions

for performance improvement (Rothwell & Kazanas, 2004, p. 3) and provides strategies and

techniques based on long standing and researched theories. Smith and Ragan (1999) propose

that there are three main elements to the instructional design process; analysis of learners, the

learning contexts and learning tasks. These three elements form the basis for the initial analysis

of the workshop.

First, the instructional problem will be defined as a subject of instruction, and it will be shown

why it is important and able to be taught. Next, analyses of the underlying theories will be

undertaken, showing that this instruction will use methods based on behaviourism, cognitive

theories and scaffolding. An analysis of the learner, context, learning goals, types of knowledge,

assessment, instructional events and required resources will also be done.

This will demonstrate that instructional design processes assist in creating accurate and

relevant resources that can be used to solve problems through instruction.


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INSTRUCTIONAL PROBLEM

Students are increasingly participating in education online as part of a qualification or vocational

competency. This is something new that learners need to know, and by examining these

changes and innovations new learning goals can be seen to assist students in completing their

study successfully. This is an example of the Innovation Model (Smith & Ragan, 1999, p. 36)

and shows that the problem is one that can be solved by using instruction.

There are significant changes in the implementation of online learning environments; the tools

used by students to enrol, receive learning materials, submit assessment and receive results.

There is knowledge and procedures that can be taught to improve student’s ability to participate

in an online learning environment. If a student lacks these, then a “deficiency of knowledge” can

be defined as the cause of the problem. Instructional techniques can be used to reduce this

deficiency and help solve the problem.


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GUIDING THEORETICAL PERSPECTIVES

Instructional design theories are linked to early pedagogical and psychological research. The

underlying strategies used for this course are both behavioural and cognitive, using outcome

based assessment combined with prescriptive scaffolding and problem solving techniques.

Students have social and educational history, which provides previous stimulus and conditioning

which also needs to be taken into account in instructional design. Acknowledgment of this is a

constructivist idea; while reason is the primary source of knowledge, reality is constructed from

experience and learning is the result of active process based personal interpretation (Smith &

Ragan, 1999, p. 15). Following these ideas leads to contextualism, which assumes that learning

should occur in realistic settings and that testing should be integrated into the learning activities

(Smith & Ragan, 1999, p. 16). While it is impossible to predict what precedents are brought to

the classroom it is vital to understand what effects explicit and hidden stimulus can have in the

learning environment.

Vocational education is often based on learning outcomes, defined as observable actions or

behaviours. Shaping of complex behaviours can be done by reinforcing already learned

behaviour and then gradually reinforcing closer and closer approximation to the new behaviour

(Romiszowski, 1981, p. 166). This is a type of scaffolding, using a cognitive viewpoint to scaffold

any existing knowledge. Overall instructional design should lead to more student-centred

learning because “knowledge growth is a learner-directed process of developing, extending,

modifying and reorganising existing knowledge in order to generate purpose built knowledge

structures” (Cobb cited in Stevenson, 2003, p. 219). These purpose built knowledge structures

should be defined as part of the instructional design process, and the learning activities. While

the instructional process may start with significant and directed scaffolding, gradual removal of


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the amount of scaffolding and direction will demonstrate improved meta-cognitive and

declarative knowledge. Smith and Ragan describe this as two ends of a continuum of

supplantive and generative strategies; supplantive having high scaffolding and generative

having less (Smith & Ragan, 1999, p. 125).

Eventual removal of all scaffolding and assistance should occur during the assessment of what

has been learned during the instructional process.


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ANALYSIS OF RELEVANT FACTORS

CHARACTERISTICS OF THE LEARNER

It is important to decide which strategies are to be used as part of the instructional process

because the differences and similarities in people “influence instruction at the most fundamental

levels.” (Smith & Ragan, 1999, p. 56). It is important to create instruction with an audience in

mind, rather than designing around concepts and content (Smith & Ragan, 1999, p. 46) and to

find out what similarities and differences are likely to occur in your target audience.

In some ways people are alike; sensory capabilities and characteristics, which are important

when trying to involve all the senses in a learning experience, information processing

characteristics are also similar and can be used to determine the characteristics of the learning

(Smith & Ragan, 1999, p. 48).

There are differences in learners that remain with them over time, learning styles consider the

different ways people receive and process information (Smith & Ragan, 1999, p. 49). A persons

intelligence should also be considered, and while there are several models available,

Sternberg’s three model theory of analytical, creative and practical intelligences (Sternberg cited

in Krause, Bochner, & Duchesne, 2006, p. 233) allows for the classification of different learning

tasks into different areas of intelligence.

Affective and social aspects of people are more likely to change over time (Smith & Ragan,

1999, p. 52) and may even be changed by the very way instruction is designed. Motivation, self

concept and peer relationships also need to be considered during the design process.


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The characteristics of the learner needs to be considered to effectively design instruction that is

applicable and suitable. If it is not suitable, then while instruction may occur, effective learning

probably will not.

THE LEARNING CONTEXT

Ideally this workshop would be offered whenever a person is using an online learning system as

part of the learning or assessment process.

The contexts of teaching can be broken into three broad levels “the school level, the classroom

level, and the personal level.” (Shambaugh & Magliaro, 2006, p. 71). At the school, or

organisational level there are policies, procedures and rules that should be taken into

consideration when designing a course. The content dealing with assessment and

communication between staff and student would support the rules and policies of the learning

organisation. To not take these things into account can lead to instruction being designed that is

contrary to organisational beliefs or mission statements (Smith & Ragan, 1999, p. 38). The

classroom context includes the physical space and what equipment is available, which can

affect the instructional materials that are to be designed (Shambaugh & Magliaro, 2006, p. 71).

This workshop should be run in a classroom that has access to the online learning system. It

could also include the expected number of students in a particular class (Smith & Ragan, 1999,

p. 38). The personal level relates to a teachers personal attributes, attitude in the classroom

(Shambaugh & Magliaro, 2006, p. 75) as well as what type of instruction they are comfortable

with, or feel is appropriate to the instructional situation (Smith & Ragan, 1999, p. 37).

Environmental factors such as air conditioning, lighting and workstation setup would need to be

checked to ensure the classroom is comfortable.

Considering these contexts will help create a conducive learning environment.


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TYPES OF KNOWLEDGE

This course is designed to teach people how to use an online learning system, a computer

based educational tool that has specific task requirements and processes. The objectives below

contain a combination of declarative, procedural and limited problem solving knowledge.

Declarative knowledge objectives require the learner to recall facts and information is often

described as “knowing that” (Gange cited in Smith & Ragan, 1999, p. 66). This course contains

factual knowledge (e.g. specific terminology) and conceptual knowledge (e.g. how online

communication works) that the student should know to meet the learning objectives.

Procedures can be used in this course because the online learning system can be expected to

operate in the same way each time it it used for most tasks. However, most who have used

computer technology would agree this is not always the case and problem solving skills to

troubleshoot common issues should be part of the course. This would involve discriminination

skills, being able to perceive when something matches or differs (Smith & Ragan, 1999, p. 66).

There is also an expected level of psycho motor skills involved in using modern computing

equipment and these are sometimes overlooked, not everyone can effectively use a mouse and

keyboard.

Appendix 1 contains a full analyses of the types of knowledge used in this course.


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LEARNING GOALS

Task analysis is an effective method of determining “what content needs to be included in a

segment of instruction” (Smith & Ragan, 1999, p. 63). This can be determined in a number of

ways; using past lessons or learning materials, trial and error, or using the content structure as

a guide (Smith & Ragan, 1999, p. 63). However, before content can be decided upon, learning

goals should be clearly described and defined. Smith and Ragan (1999, pp. 84-85) describe the

three component objective as a description of an observable action (most important part), a

description of the conditions of the demonstration and a description of the standards or criteria

that must be met.

Using these theories as a basis for writing objectives, at the end of the course students will be

able to, without aid:

Log on to the online learning system

Navigate through the online learning system to access courses, study guides,

assessment requirements and resources

Use the online learning system to communicate with teachers, administration staff and

other students

Use a word processor to create simple assignments that include the students name,

student number, course details and assignment details as part of the document

Submit assessment and respond to feedback using the online system

Be able to identify and use at least one alternate method to communicate and submit

assignments if technology fails including using a phone, fax machine or standard post


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Appendix 1 shows an analysis of the learning goals, type of knowledge and cognitive processes

involved. This type of analyses and specific objectives serves as a basis for the development of

learning activities and assessment (Shambaugh & Magliaro, 2006, p. 65).

ASSESSMENT

Assessment is used to determine if learning has occurred during the instructional process

(Smith & Ragan, 1999, p. 94). It can be formative assessment that occurs during the instruction

or summative assessment, occurring at the end of the instructional process.

The assessment for this course relies on the observation of students being able to perform set

tasks that they could not do unassisted at the start of the course. This aligns with Skinners view

of learning as being an observable change in behaviour not caused by maturation or growth

(Skinner cited in Romiszowski, 1981, p. 165).

The assessment has also been designed to test a sample of the knowledge and processes

involved in the Online Participation Skills course. A quiz that uses both multiple choice and short

answers will be used to primarily assess knowledge. An observations checklist would be used

to observe the student performing the processes.

For assessment to be valid it needs to be consistent with the goals or objective being assessed

and needs to provide enough of a sample to be representative of a range of possibilities

associated with the learning goals (Smith & Ragan, 1999, p. 95).

An assessment instrument needs to consistently measure what it claims to (Smith & Ragan,

1999, p. 97), and needs to produce similar results over different time and samples (Gronlund,

2006, p. 22). While it would increase validity and reliability to include another assessment item,

because of the size and duration of this course the planned assessment will be sufficient to

inform the student if more instruction is required or if they are able to achieve the learning goals.


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Assessment also needs to be flexible, so in the case that observations are not possible, the

student could use the observation checklist as a self-assessment tool. The quiz/short answer

assessment would be initially designed as written questions, but could also be adapted to verbal

questioning.

Effective assessment should be supported by a grading and reporting system (Gronlund, 2006,

p. 21) and the completed instructional design resource would include the quiz items and criteria

marking sheets. The results of the assessment should also be included in the design resources

(Smith & Ragan, 1999, p. 56), so the answers to the quiz would also be provided in the

instructional resource.

Appendix 2 contains an assessment matrix that shows the relationship between the learning

goals and assessment items.

INSTRUCTIONAL EVENTS

The sequencing of instructional events ensures that prerequisite information and skills needed

for a particular topic have been learned previously and therefore in what order target objectives

need to achieved p (Gagné, Briggs, & Wager, 1988, pp. 166-167). By using learning

hierarchies, working backwards from learning objectives, the sequence of skills to be learned

can be analysed (Gagné, Briggs, & Wager, 1988, p. 176). Regardless of the skills and actual

content being covered, there are a series of instructional events that will generally be followed.

These events are external to the learner, but are designed to support the internal process of

learning (Gagné cited in Gagné, Briggs, & Wager, 1988, p. 181).

At the start of each session the learner needs to be prepared by gaining their attention, recalling

previous knowledge where possible and bringing focus to the learning task (Smith & Ragan,

1999, p. 115). The purpose of both the course and each individual lesson also need to be


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established, and how these fit together inform the learners about the importance and relevance

of what is being taught (Smith & Ragan, 1999, p. 116).

The body of each lesson furthers recall of prior knowledge into working memory (Smith &

Ragan, 1999, p. 117) and allows the presentation of new information and examples. Two

prominent sequences that can be used for new material are expository and discovery; where

information and processes are given to the students; and where examples are given and

students are prompted to induce the concepts involved (Smith & Ragan, 1999, pp. 117-118).

Attention will need to be refocused throughout the lesson and learning strategies employed to

help understand and assimilate new knowledge. Practice is then used to reinforce the

information and skills, moving them towards long term memory.

At the conclusion of each lesson the students should be allowed to “consolidate their learning

into a form that can be readily applied in a variety of circumstances” (Smith & Ragan, 1999, p.

202). Summarising and contextualising the lesson content will assist in this process.

Formative assessment would be used through all instructional events; checking understanding

and pre-existing knowledge in the introduction, the performance of the students against the

learning objectives during the body and feedback needs to be given to the students on their

progress in the conclusion.

Appendix 3 shows the instructional events along with learning objectives for each lesson based

on this framework, which is a combination of supplantive and generative events that gain and

retain the attention of the learner, allowing the transfer of learning and assessment of

performance.


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RESOURCES

The context of the course will influence the resources needs. For this course there are

numerous resources that have been identified during the instructional design process.

Each student will require:

A computer with access to the online learning system

Workbook that includes:

o Course summary

o Learning goals, assessment methods and criteria

o Timetable

o Teacher contact details

o Delivery Plan

o Learning content (information and procedural instructions)

o Student rules excerpt, details on organisational assessment requirements, rules

and policies

o Self assessment questions, answers and checklists

The teacher will require:

A computer with access to the online learning system and connected to a projector

Copy of student workbook

Assessment criteria marking sheets

Quiz questions and answers

Start and end of course survey questionnaires


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CONCLUSIONS

Instructional design processes are generally cyclical processes that analyse a range of relevant

factors, use the analysis to create and deliver instructional events. By assessing both the

processes and the students, designers are able to create, improve and adapt resources to a

variety of situations. This particular instruction design resource could be adapted for various

online learning systems. The instructional resources and assessment questions would differ, but

the underlying learning goals, assessment methods and instructional events would remain the

same.

Formative evaluation can occur by studying the performance of one student’s performance, by

testing in small groups’ representative of the target population or by a field trial with a suitable

sample of the target population (Gagné, Briggs, & Wager, 1988, pp. 323-324). Summative

evaluation can be done after a course has been completed, to make conclusions about how the

instruction has worked and whether it is better than an existing course (Gagné, Briggs, &

Wager, 1988, p. 324), and how well it has solved the instructional problem.

This evaluation will collect evidence and validate the resources, needs assessments, learner

analysis, task analysis and instructional strategies and events that are used as part of the

instructional design process.


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APPENDIX 1: LEARNING GOAL MATRIX

Learning Goals:The student, unaided, will be able to:

Assessment TargetsType of Knowledge Cognitive Processes

Log on to the online learning system

Factual knowledge of log on details

Procedural knowledge of log on process and

troubleshooting

Remember the steps used to log on and

common problems that can occur

Know username, password and website

address.Know some common

troubleshooting techniques

Navigate through the online learning system

to access courses, study guides, assessment

requirements and resources

Factual knowledge of visual components and

terminologyProcedural knowledge

of hyperlinks and window control

Remember the names and uses of hyperlinks.

Know the steps and methods of navigation

and window control

Use the online learning system to

communicate with teachers, administration

staff and other students

Factual knowledge of available communication

channelsProcedural knowledge of how to access and

use online communications

Remember the available communication

channels. Know the steps used to

send and receive communications

Use a word processor to create simple

assignments that include their name, student

number, course details and assignment

details as part of the document

Factual knowledge of file types, suitable word processors, information

requirements for assignment.

Procedural knowledge of basic word

processing functionsConceptual knowledge

of applying above knowledge into a specific setting

Remember the types of suitable file formats and special information to be

included. Know basic word

processing techniques and principles.

Understand that computer systems vary but basic principles still

apply.

Submit assessment and respond to feedback

using the online system

Factual knowledge of assignment submission

requirementsProcedural knowledge of steps used to upload

assignments, view feedback and grades

Conceptual knowledge of cyclical process of

assessment, feedback and communication

channels

Remember that all assignments have

requirements, some common and some

specificKnow how to access

assignment information and requirementsUnderstand how

assignments test and improve knowledge through feedback


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Be able to use alternate methods to

communicate and submit assignments if

technology fails including using a phone, fax

machine or standard post

Factual knowledge of alternate communication

channelsProcedural knowledge

of how to contact staff or manually submit

assignmentsConceptual knowledge

of alternate systems and methods

Remember what alternate channels are

appropriate. Know basic steps to use

alternate channels


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APPENDIX 2: ASSESSMENT MATRIX

Learning Goals:The student, unaided, will be able to:

AssessmentAS1 – Quiz/Short

AnswerAS2 – Observations

Log on to the online learning system Questions on what details are required to log onto the system.

Demonstrate logon procedure

Navigate through the online learning system

to access courses, study guides, assessment

requirements and resources

Questions on common visual components and their meanings/uses.

Demonstrate use of hyperlinks and

switching between windows

Use the online learning system to

communicate with teachers, administration

staff and other students

Questions on communication

methods available

Observe the student access and use the

communication methods

Use a word processor to create simple

assignments that include their name, student

number, course details and assignment

details as part of the document

Questions on: importance of correct file format, availability

of word processors andwhat is necessary information to be

included in an assignment

Use a word processor to answer assessment

item one

Submit assessment and respond to feedback

using the online system

Questions on why feedback is important and how to resubmit

assignments

Observe the student submit an assignment and review feedback

Be able to use alternate methods to

communicate and submit assignments if

technology fails including using a phone, fax

machine or standard post

Questions on how to contact staff if the

online system is not working

Demonstrate methods of finding information

used to contact staff via alternate methods


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APPENDIX 3: DRAFT DELIVERY PLAN

Session No

Planned Delivery Content Educational Outcomes

1 Introduce course, overall learning outcomes, and lesson objectives

Students to complete start of course survey

Outline details needed for logon procedure (web address, username, password)

Demonstrate logon procedureDiscuss common problems and trouble-shooting

techniques (incorrect address, caps lock, resetting passwords)

Demonstrate common trouble-shooting techniques

Students to logon to online learning systemStudents to identify common problems and trouble-

shooting techniques

Discuss, identify and demonstrate common navigational tools/buttons/links and procedures of the online learning system.

Discuss, identify and demonstrate specific procedures to access course materials, assessment details and communication pages

Students to indentify common components of web pages/learning environment

Students to navigate through learning system to find course materials, assessment details and communication pages.

Discuss and identify other logon procedures, navigation systems and problems that strategies and procedures could be applied to.

Summarise and review procedure, required information and troubleshooting techniques for logging onto the learning system.

Preview next lesson, the focus will be on assessment creation and submission requirements.

Students will be able to logon to the online learning system using their own details without aid.

Students will be able to navigate through an online course unaided, using multiple windows to access course materials, assessment details and communication pages.


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Session No


2 Introduce lesson and highlight importance of understanding and following assessment requirements

Discuss general assignment requirements and where to find specific requirements for a particular course or assignment

Discuss file formats and availability of word processors

Demonstrate differences and limitations of popular word processors (WordPad, Microsoft Office, Open Office)

Demonstrate effective file naming and storing

Students to use word processor to enter basic text, save/open files and modify files.

Students to identify items to be included with assessment (name, student number, course and assessment details, date submitted)

Summarise assessment creation and submission requirements and techniques used to meet these requirements.

Discuss other areas of education or work that same principles can apply

Preview next lesson, submitting assignments

Students will know what information needs to be included with every assessment item.

Students will be able to create, save and modify a simple word processed document


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Session No


3 Introduce lesson and review important aspects of assessment submission requirements from previous lesson.

Discuss and demonstrate procedure used to upload an assignment, using the correct naming convention

Explain assessment procedure including expected time to be marked, feedback, resubmission and close of study dates

Demonstrate procedure used to check for feedback and for resubmitting assignments

Discuss alternate methods, post, fax and how to find that information out

Discuss and demonstrate where to find information on contact details’ study guide, web site, phone directory

Students to practice procedure for electronic assessment submission.

Students to identify methods of checking for feedback.

Students to identify places to find contact detailsStudents to identify alternate methods of

assessment submission

Summarise assessment requirements, procedures and places to find information

Preview next lesson, review and assessment

Students will be able to electronically submit assessment and respond to feedback.

Students will know what alternative methods are available for submitting assessment and communicating with staff if technology fails.

Students will know where to obtain contact details for staff


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Session No


4 Introduce lesson, review learning goals

Review of important information, procedures and techniques

Students called on to identify any information, procedures and techniques that need specific review

Students to complete course quiz, assessment activity and survey

Feedback given to student on result of quiz and assessment, with another review and attempt allowed

Summarise learning objectives met, areas of possible improvement and ways of furthering knowledge through further education and practice

Students will demonstrate all learning outcomes


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LIST OF REFERENCES

Gagné, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles of Instructional Design (3rd ed.).

Sydney: Holt, Rinehart and Winston.

Gronlund, N. E. (2006). Assessment of Student Achievement (8th ed.). Boston: Pearson

Education.

Krause, K.-L., Bochner, S., & Duchesne, S. (2006). Educational Psychology for learning and

teaching. Melbourne: Thomson.

Romiszowski, A. (1981). Chapter 9. Theories of Learning and instruction. In Designing

Instructional Systems: Decision making in course planning and curriculum design (pp.

165-186). New York: Kogan Page.

Rothwell, W. J., & Kazanas, H. (2004). Mastering the Instructional Design Processes (3rd ed.).

Kansas: Pfeiffer.

Shambaugh, N., & Magliaro, S. G. (2006). Instructional Design: A Systematic Approach for

Reflective Practice. Boston: Pearson Education.

Smith, P., & Ragan, T. (1999). Instructional Design (2nd ed.). New York: John Wiley & Sons.

Stevenson, J. (2003). Developing Vocational Expertise: Principles and issues in vocational

education. Crows Nest: Allen & Unwin.


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