Instructional Design Presentation

Instructional Design & Course Review

by Christine Leake

Christine Leake, M.S., M.B.A.

Born/raised in NY Married/Parent Traveled the U.S. Adult LearnerExperience Business Instructor Instructional Designer Certified Business Teacher Administrator Education M.S., Instructional Design M.B.A., Human Resource Management B.A., Psychology

BIO

“The cultivation of the intellect is man's highest good and purest happiness” ― Aristotle

Today’s Objectives

O1. Discuss Instructional Design (ID) Terms and Concepts

O2. Examine how ID concepts can be used to enhance courses:

Economics of Business Decisions

Finance

O3. Review/Q & A Session

Instructional Design

O.1

Instructional Design is where learning theory and the learning environment meet. Courses are designed with the students’ needs at the center of the instruction.

Student

Learning Theory/Principles

Instruction

Instructional Design & Technology

Concepts

What is instructional design?

Instructional Design “refers to the systematic and reflective process of translating

principles of learning and instruction into plans for instructional materials, activities,

information resources, and evaluation” with the end user in mind (Smith & Ragen, 2005 p. 4).

O.1

Adult Learning Principles (Knowles, Holton, and Swanson, 2005)

1. Adults are motivated to learn as they experience needs and interests that learning

will satisfy (immediate and relevant).

2. Adults’ orientation to learning is life-centered.

3. Experience is the richest source for adult learning.

4. Adult’s have a deep need to be self-directing.

5. Individual differences among people increase with age.

Analysis Design Develop Implement Evaluate

Needs Analysis-What is the need? Can instruction fulfill it?

Learner Analysis-What prerequisite skills are required?

Consider learning preferences.

Measurable Learning Objectives & Coordinating Assessment Tools (Rubric)

Classify Learning: Bloom’s Domains

Learning strategies & activities

Materials-Adult Learning Theory/Principles

Facilitation (Delivery: Gagne’s Events)

Incorporate technology

Assess student success

Manage

ModifyUpdate/ReviseRe evaluate

Instructional Systems Design

Sample Course Design

Facilitating Student-Centered Instruction

Gagne’s Events of Instruction (Smith & Ragan, 2005)

1. Gain Attention

2. Introduce Objectives

3. Activate prior learning

4. Present new material

5. Guide practice

6. Elicit performance

7. Provide feedback

8. Assess performance

9. Enhance retention and transfer

The facilitator sets the “climate” for learning; “the facilitator regards himself or herself as a flexible resource…” and responds with “empathic understanding” (Knowles, 2005 pp. 85-86).

O.1 Sample Lesson Design

Consistent Form Why is it important to be consistent in the e learning environment? Answer: Keller’s ARCS Model of Motivation- Attention, Relevance, Confidence, Satisfaction

When all faculty members use the same model of design, students come to

anticipate familiar structure thus able to navigate hybrid and online courses

independently, confidently, and experience satisfaction. (Adult Learning Principle).

Example Form: READ, WATCH, DO

O. 2Sample CMS Module Design

Fin Course Review

O. 2

Observation 1. : Course Objectives

Student – Centered Facilitation: Should the objectives be numbered and then linked from the syllabus to the Learning Modules? How will the “Goals” be assessed?

Examples

How will we know if the goal is met?

Observation 2. Organization

Strengths – icons, headings, learning

styles

Weaknesses - Distractions-flow/sequence

Suggested Revisions:

Actual

O. 2

• Module Checklist

• Welcome Video

• Motivational tools on “Home” page

• Activate prior learning with questions

• Label LO to activities and assessments

• Use “Action” icons

Fin Course Review

ECO Course Review

O. 2

Strengths-Course facilitation/Delivery: Form “Read, Watch, Do”

Weakness: Coordinating Icons; too much text

Suggested Revisions:

Checklist-Order Events of Instruction

Reorganize according to model- Graphic Organizer

Label assignments/assessments with LO

Access: Link lectures and activities right into the Modules (1 click)

Embed videos (ensure links work) into Modules

Create a checklist

Actual

Observation 1. Overwhelming Data

Learning Objectives- LO

LO 1. Define terms LO 2. Discuss concepts

LO 3. Demonstrate understanding through application

Module 1- Supply & Demand

1. Chapter 1-

Textbook

2. Chapter 1 PPT-

Notes

3. Chapter 1 Video 4. Discuss Ques.

5. Review Class

Examples/Old

Problems

6. EOC Solutions

7. Study Group

8. Quiz

Sample Checklist

Let’s Review

Student – Centered Learning Environments are designed with a systems’

design, guided with Adult Learning Principles, and are facilitated using

strategies to engage and encourage the construction of new knowledge.

O. 3

Q & A

O. 3

References

Knowles, M.S. Holton, E. F. and Swanson, R. A. (2005). The adult learner: The definitive classic in

adult education and human resource development (6th ed.). Burlington, MA: Elsevier Inc.

Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons