Theories & Models
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Transcript of Theories & Models
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Theories & ModelsEDFN201B Instructional Design
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Instructional Design (n):
The process by which
instruction is improved
through the analysis of
learning needs and
systematic development oflearning materials.
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Some more definitions:
Instructional Design simply means using a systematicprocess to understand a human performance problem,figuring out what to do about it and then doingsomething about it (McArdle, 1991).
Instructional Design is the science of creating detailedspecifications for the development, evaluation andmaintenance of situations which facilitate the learning(Richey, 1986).
Instructional Design is the entire process of analysis of
learning needs and goals and the development of adelivery system to meet the needs (Briggs, 1977).
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Module 1 - Theories and
Models Objectives:
Students will be able to
distinguish between a theory and a model
explain the difference between a theory and amodel
correctly classify each of a set of theories andmodels
defend the classification of theories and models develop a simple lesson that demonstrates
understanding of the various instructionaldesign theories 4
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Theories and Models
Theories
What is a theory? A theory
Provides a general explanation for observations made
over time, Explains and predicts behavior,
Can never be established beyond all doubt
May be modified
Seldom has to be thrown out completely if thoroughlytested but sometimes a theory may be widely acceptedfor a long time and later disproved.
(Dorin, Demmin & Gabel, 1990) 5
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"A theory is a set of interrelated principles anddefinitions that present a systematic view ofphenomena by specifying relationships amongvariables with the purpose of explaining natural
phenomena." Kerlinger 1986
"Any set of hypotheses or principles linked bylogical or mathematical arguments which is
advanced to explain an area of empirical reality oftype of phenomenon."
Jary & Jary 1995
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A theory is not a collection of facts;it is a way of thinking aboutorganisational organisations.
Theories in educationalorgnaisations provide a way ofseeing and analysing teaching more
accurately and deeply that oneotherwise could.
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Theory Development
How do theories develop?
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Atomic Theory
Since the beginning of history, people havetheorized about the nature of matter.
ancient Greeks
matter was composed of fire, water, earth andair.
the continuous theory matter could be infinitely subdivided into smaller
and smaller pieces without change. Orbital model and the quantum-mechanical model
matter made up of particles so small thatthey cannot be divided.
(Dorin, Demmin & Gabel, 1990) 9
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Comparing to Learning
Theories
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Learning Theory
The behaviorist learning theory centered
around that which was observable, notconsidering that there was anything occurringinside the mind. Behaviorism can be comparedto Dalton's atom, which was simply a particle.
the cognitive model of learning was born whenthere was realisation that the mind was not ablack box.
Soon, however, theorists realized that the "atom"is not stable, it is not so "cut and dried". Its in flux.
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The constructivist learning theory tells us thateach organism is constantly in flux, and althoughthe old models work to a certain degree, otherfactors most also be considered.
The quantum theory builds upon the previousatomic theories.
Constructivism builds upon behaviorism andcognitivism in the sense that it accepts multiple
perspectives and maintains that learning is apersonal interpretation of the world.
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Cognitive approaches have a place inconstructivism also, since constructivismrecognises the concept of schema andbuilding upon prior knowledge andexperience.
The greatest difference is that of evaluation.In behaviorism and cognitivism, evaluation
is based on meeting specific objectives,whereas in constructivism, evaluation ismuch more subjective.
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Types of theories
Learning Theories
Instructional Theories
Motivational Theories
Communication TheoriesGeneral Systems Theories
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Learning theories:
Learning theory is intended todescribe how learning takes place.There are 2 main schools of thought -
behavioural and cognitive. In general,behavioural learning theories providethe theoretical basis for systematic, ordirected, instructional designs, while
cognitive learning theories provide thebasis for constructivist instructionaldesigns. 15
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Instructional Theories:
Instructional theory is a discipline that focuseson how to structure material for promoting theeducation of human beings, particularly youth.Originating in the United States in the late 1970s,
instructional theoryis typically divided into twocategories: the cognitive and behaviorist schoolsof thought. Instructional theory was spawned offthe 1956 work of Benjamin Bloom, a Universityof Chicago professor, and the results of hisTaxonomy of Education Objectives one of thefirst modern codifications of the learningprocess.
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Motivational Theories:
Motivation theory is concerned withthe processes that describe why andhow human behavior is activated and
directed. It is regarded as one of themost important areas of study in thefield of organizational behavior. Thereare two different categories of
motivation theories - content theories,and process theories.
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Content Theories of Motivation
Also known as Needs Theory,
the content theory of
motivation mainly focuses onthe internal factors that
energize and direct humanbehavior.
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Process Theories of Motivation
Process theories of
motivation provide an
opportunity to understandthought processes that
influence behavior.19
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Communication Theories:
Communication Theory
attempts to document types
of communication, and tooptimize communications for
the benefit of all.20
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General Systems Theories
Systems theory is atransdisciplinary approach thatabstracts and considers a system as
a set of independent andinteracting parts. The main goal isto study general principles of
system functioning to be applied toall types of systems in all fields ofresearch.
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Instructional Design Theory
Learning theoryis the study ofhow people learn.
Instructional Design Theoryis the study ofhow to bestdesign instruction so that learning will take place.Instructional design theory, then, is drawn from learningtheory.
Learning theories have significant bearing oninstructional design, as there is a logical developmentfrom learning to instruction. Instructional designoptimizes learning outcomes while learning theories arethe backbone of any instructional design. Instructionaldesign is the articulation or the manifestation of thelearning theories, and its main aim is to optimize learningby using the known theories of learning.
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What is a model?
A model is a mental picture
that helps us understand
something we cannot see orexperience directly.
(Dorin, Demmin & Gabel,1990) 23
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Models may be very simple or very
complex.
Each model reflects only a limited aspect of
the total
No single model, or combination of models,reveals the truth.
the concept of model is used not so
much for the purpose of obtainingexplanations as for predicting
phenomena 24
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Types of models
Physical models
Analogue models
Conceptual models
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Physical Model
A physical model is a smaller or larger
physical copy of an object. The object
being modelled may be small (for
example, an atom) or large (for example,the Solar System).
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Analogue Model
A model based on similarities between the system under
study and another system or process.
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Conceptual Model
"a set of abstract and general concepts and propositions
that integrate those concepts into a meaningful
configuration (Lipitt, 1973; Nye & Berardo, 1981)" (as cited
in Fawcett, J., 1995, p.2).
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Developing models
Key features in common with the
development of any model are:
simplifying assumptions must be made;
boundary conditions or initial conditions
must be identified;
the range of applicability of the model
should be understood.
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Instructional Design Models
An instructional design model gives
structure and meaning to an I.D.
problem, enabling the would-be
designer to negotiate the design taskwith a semblance of conscious
understanding. Models help us to
visualize the problem, to break it downinto discrete, manageable units.
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ID Models
Dales Cone of Experience
ADDIE
Dick & Carey
Morrison, Ross and Kemp
ASSURE
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Dales Cone of Experience
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ADDIE Model
Analysis
Design
Development
Implementation
Evaluation
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Dick & Carey Model
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Dick & Carey/Systems
Approach Model Identify Instructional Goal(s)
Conduct Instructional Analysis
Analyze Learners and Contexts
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop and Select Instructional Materials
Design and Conduct Formative Evaluation of Instruction
Revise Instruction
Design and Conduct Summative Evaluation
With this model, components are executed iteratively and in
parallel rather than linearly.
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Morrison, Ross & Kemp
Identify instructional problems, and specify goals for designingan instructional program.
Examine learner characteristics that should receive attentionduring planning.
Identify subject content, and analyze task components related to
stated goals and purposes. State instructional objectives for the learner.
Sequence content within each instructional unit for logicallearning.
Design instructional strategies so that each learner can master
the objectives. Plan the instructional message and delivery.
Develop evaluation instruments to assess objectives.
Select resources to support instruction and learning activities. 37
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38The oval shape of this model (see Figure 1) is constructed to convey the idea that
the design and development process is an iterative cycle that needs constant
planning, design, development and assessment to ensure effective instruction.
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ASSURE Model
identifies six major steps in an instructional planning
process.
The Assure Model is:
A procedural guide for planning and delivering instruction that
integrates technology and media into the teaching process. A systematic approach to writing lesson plans.
A plan used to help teachers organize instructional
procedures.
A plan used to help teachers do an authentic assessment of
student learning.
A model that can be used by all presenters.
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ASSURE model
Analyse Learners
State Objectives
Select, modify and design Methods, Media and Materials
Utilise Methods, Media and Materials
Require learner participation
Evaluate and revise
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References
Intelligent Leadership
Studies in Educational Leadership, 2007, Volume 6, 67-98,
DOI: 10.1007/978-1-4020-6022-9_5
Contemporary Learning Theories, Instructional Design and
Leadership
Larry Sackney and Brenda Mergel
lDorin, H., Demmin, P., Gabel, D. (1990). Chemistry: Thestudy of matter. (3rd ed.). Englewood Cliffs, NJ: Prentice
Hall, Inc.41