THE PROCESS

DARNA B. BALANG College of Teacher Education Benguet State University

4 PHASES OF EDUCATIONAL TECHNOLOGY

1.) Identification of Objectives 2.) Design of Learning Experiences

4.) Improvement of the learning experiences

3.) Evaluation of the effectiveness of the learning experiences

Four Phases of Educ. Tech.

1. Identification of objectives Logical approach to human activities It can serve as a guide to the type and nature of learning activities Goals are embodied in the Philippine Constitution Differentiate between general and specific objectives Indicate cognitive, affective and motor skills objectives Relevant to the learners needs

2. Design of learning experiences

Sequences and strategies Should I use the discovery or expository approach? Which would be more effective: individualized or group learning? How can time be spent in presenting each learning activity? How can students accomplishments be assessed a the end of the lesson? What teaching style would be best suited for the subject matter and objectives?

 Modes and media Should I use graphics? Written symbols? Recorded sounds? Multimedia? Evaluation of the effectiveness of the learning experiences Observation devices: checklist, rating

scales, anecdotal records and behavioral journal Self-report instruments, inventories, questionnaires and ranking devices Test items: essay and objective types

4. Improvement of the learning experiences so as to better achieve the objective Revision or modification may be done in the media or materials employed Reformulation of the objectives, design of another set of learning experiences and evaluation of students performance

ADDIE MODEL
analysis evaluate design

implement

development

ADDIE MODEL
The Analysis
most important phase in the ADDIE model. identifies areas requiring or needing training taking into account views of subject matter experts, the target audience, and the ultimate objectives and goals of the training.

 Who is the target audience; What is the minimum/maximum current knowledge of the participant audience? What are their characteristics? What are their special needs? What knowledge and skill deficiencies currently exist?
What are the tasks currently performed by the target audience and what new skill level is required following the training. What are the available delivery options and methods for transferring the new skills to the workplace?

 What is the instructional setting; e.g. classroom,

on-the-job, self study, etc? How do these skills connect to the intended audience? What is the timeline for project completion? What are the program constraints? Technological, timing and duration. What is going to cost to provide the training? Create performance measures for the tasks to be trained.

The Design is the systematic process of research, planning, identifying and specifying the complete design of the course objectives, lesson planning ,topic content, training methodology, media, learner exercises, courseware content, and assessment criteria.

 The entry criteria or knowledge level the learner must demonstrate prior to training. Develop learning objectives for each task to be covered. Identify, structure and sequence the learning steps required to perform the task from easiest to most difficult. Based on the time allocated for the training, determine approximately how long it will take to deliver the program

instructor's pace, course format and mode of delivery adjusting content and format accordingly. Develop participant assessments, program evaluation methodology, data collection method, and reporting formats that will be use to determine mastery of the tasks to be delivered If possible, conduct mini knowledge presentations to validate the program will meet the designated learning requirements. Review implementation and evaluation costs, effort required and schedule.

The Development phase is the actual production and assembly of the materials that were developed in the design phase. At this point it is important to include whoever is responsible for which elements, time schedules, and deadlines all audio, video, and courseware materials are collected, prepared, created and ready to be tested.

 List activities that will help the target audience learn the task. Select the delivery method most appropriate to the learning group. Develop and produce program materials, aids and instructional courseware. Combine the courseware into a smoothly transitioning presentation. Validate the material and presentation to ensure it meets all goals and objectives.

 Develop trainer guides, learner guides, job aids and participant resources as necessary. Prepare coaches and mentors who will be assisting with the training. Book venue, accommodations and travel arrangements. Schedule participants.

The Implementation phase is where the developed course is actually put into action, and the final product, developed based on needs and errors discovered while testing with a prototype product, is presented to the target audience.

 Set up and prepare venue.

The learning environment, i.e. room, is set-up and prepared prior to the arrival of the learners. Student registration area set when necessary with registration materials, instruction books, etc. Hands on equipment, computers, tools, software, etc. are in place at each station or seat. Make sure that if using a learning application, an external link, web-site or Internet connection that it is live and functioning. Conduct training session.

the Evaluation phase, in a systemic process, considers feedback from the learners. The feedback gathered during this phase measures reaction, identifies what is working and not working, determines the effectiveness and quality of the delivery, and is designed to fine-tune the program. It validates whether the course satisfied its objectives and the effectiveness of the training materials used. It finds out whether the learning went as planned, and it may also uncover any obstacles that may have emerged, then, by making revisions, adjustments and corrections as needed, insures the success of the next presentation.

 Was the information and/or message presented clear and understandable? Were the examples, illustrations, and demonstrations useful? Was the information presented personally relevant to the learner? Was the instruction interesting and, most importantly, motivating? How did the instruction impact the learner? If so, in what way. If not, why. What should be done differently?

 Of the material presented, what was most important to the learner? What was least important? What would the learner change, modify or adjust?

An honest evaluation of the lesson results at this point will yield a bountiful amount of information that can be used to perfect and insure the success of all future presentations. Use this information positively, and you will be rewarded with a superb result!

ASSURE MODEL
Analyze Learners State Objectives
Select Methods, Media & Materials

Utilize Media & Materials Require Learner Participation Evaluate & Revise

ANALYZE LEARNERS

GENERAL CHARACTERISTICS SPECIFIC ENTRY COMPETENCIES LEARNING SYTLES - how an

individual perceives, interacts with, and responds emotionally to learning environments STUDENT MOTIVATION PHYSIOLOGICAL FACTORS

STATE OBJECTIVES
The Domains of Objectives
COGNITIVE INTERPER SONAL

AFFECTIVE

MOTOR SKILLS

The ABCs of Well-stated Objectives Classification of Objectives Objectives and Individual Differences

The ABCs of Well-Stated Objectives

Audience Focus on what learners are

doing. Learning is most likely to take place when learners are active. Behavior-The heart of the objective is the verb describing what the audience will have after the instruction (Helpful Hundred-next slide). Conditions-How will the performance be observed? Degree-Indicates the standard, or criterion, by which acceptable performance will be judged, i.e. time & accuracy.

Select Methods, Media, & Materials

Choosing a Method-methods should be chosen

based on the needs and learning styles of the students Choosing a Media Format-flip charts, slides, audio, video, computer multimedia. The instruction situation, learner variables, and nature of the objective must be considered. Obtaining Specific Materials

Selecting Available Materials

Modifying Existing Materials-Dont violate copyright

laws!

Involving the Media/Technology Specialist Surveying the Sources Selection Criteria Instructors Personal File

 Designing New Materials-Objectives,

audience, cost, technical expertise, equipment, facilities, and time Comprehensive Guides

A-V Online- a CD-ROM that lists thousands of

educational, informational, and documentary materials with sources.

Selective Guides

Evaluative Guides

Only the Best Computer Programs Best Videos for Children and Young Adults The Elementary School Library Collection Booklist, Choice School Library Journal, Video Rating Guide

Utilization Steps
Provide Experience

Prepare Learners

Prepare Environment

Prepare Materials

Preview Materials

There are several steps to creating good studentcentered instruction.

Preview the material -- Never use anything in class you have not thoroughly checked out. Prepare the material- Make sure you have everything you need and that it all works. Prepare the environment- Set up the classroom so that whatever youre doing will work in the space you have. Prepare the learners- Give the students an overview,

explain how they can take this information and use it and how they will be evaluated up front. Provide the experience- Teaching is simply high theatre. Showmanship is part of the facilitators job. Teaching and learning should be an experience not an ordeal

REQUIRE LEARNER PARTICIPATION

Effective learning demands active participation by the learners Activities to allow learners to practice
knowledge or skills

Feedback should be evaluated before being

learners are formally assessed
self-evaluation

Student self-checks Computer-assisted instruction Internet activities Group games

Provided by teacher, computer, other students, or

EVALUATE AND REVISE

ASSESSMENT OF LEARNER ACHIEVEMENT have the following characteristics: Have more than one correct approach Are thought provoking, not simply requiring recall of memorized facts Require decision making, rather than just rote memorization Develop thinking in a variety of ways Lead to other problems to be solved Raise other questions

Types of authentic assessments include the following:

Student projects such as writing assignments, science projects, and posters; performances such as giving speeches; oral questioning; discussions of controversial topics & current events; portfolios

 EVALUATION OF METHODS & MEDIA

Were your instructional materials effective? Could they be improved? Were they cost effective? Did your presentation take too much time? REVISION Sit back and look at the results of your evaluation data gathering. Where there any discrepancies? Did student achievement fall short on one or more of the objectives? How did students react to your instructional methods and media? Are you satisfied with the value of the materials you selected?

DALES CONE OF EXPERIENCE

What is The Cone of Experience?

First introduced in Dales 1946 book, Audio-Visual Methods in Teaching Designed to show the progression of learning experiences (Dale (1969) p. 108) from the concrete to the abstract

Concrete vs. Abstract Learning

Concrete Learning Abstract Learning

First-hand experiences Learner has some control over the outcome Incorporates the use of all five senses

Difficulty when not enough previous experience or exposure to a concept Every level of the Cone uses abstract thinking in come way

Intentions of the Cone of Experience

Dale (1969) wrote that

May lead to a more useful way of thinking about audio visual materials and their application in the classroom The levels of the Cone are interactive As one moves up the Cone there is not necessarily an increase in difficulty but rather an increase in abstract thought

Mis-Conceptions of the Cone

All teaching/learning must move from the bottom to the top of the Cone. One kind of experience on the Cone is more useful than another More emphasis should be put on the bottom levels of the Cone The upper level of the Cone is for older students while the lower levels are for younger students It overemphasizes the use of instructional media

Influences on the Cone of Experience

Hoban, Hoban & Zismans Visual Media Graph Value of educational technology is based on their degree of realism Jerome Bruners Theory of Instruction Three levels in the learning process Enactive direct experience Iconic representation of experience Symbolic words or visual symbols The process of learning must begin in concrete experiences and move toward the abstract if mastery is to be obtained.

Levels of the cone of experience

Enactive direct experiences
Direct, Purposeful Contrived Dramatized

Iconic pictorial experiences

Demonstrations Study trips Exhibits Educational television Motion pictures Recordings, radio, still pictures

Symbolic highly abstract experiences

Visual symbols Verbal symbols

Direct and Purposeful Experiences

ENACTIVE

Direct, first hand experiences Have direct participation in the outcome Use of all our senses Examples:
Working in a homeless shelter Tutoring younger children

Contrived Experiences
Models and mockups editing of reality Necessary when real experience cannot be used or are too complicated Examples
Use of a pilot simulator Mock up of an auto plant to show the auto making process

Dramatized Experiences
Reconstructed experiences Can be used to simplify an event or idea to its most important parts Divided into two categories
Acting actual participation (more concrete) Observing watching a dramatization take place (more abstract)

Monticello Students engaged in a mock trial

Iconic Experiences on the Cone

Progressively moving toward greater use of imagination Successful use in a classroom depends on how much imaginative involvement the method can illicit from students Involves: Demonstrations Study trips Exhibits Motion pictures Educational television Radio, recordings, and still pictures

Demonstrations
Visualized explanation of an important fact, idea, or process Shows how certain things are done Examples: How to make a peanut butter and jelly sandwich How to play the piano

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Study Trips
Watch people do things in real situations Observe an event that is unavailable in the classroom Examples:
Edsa Revolution Reenactment Class trip to Sagada Cave

Exhibits
Something seen by a spectator Two types Ready made Museum Career fair Home-made Classroom project National History Day competition

Educational Television and Motion Pictures

Television Bring immediate interaction with events from around the world Edit an event to create clearer understanding than if experienced actual event first hand Example:
TV coverage of 9/11

Motion Pictures Can omit unnecessary or unimportant material Used to slow down a fast process Viewing, seeing and hearing experience Can re-create events with simplistic drama that even slower students can grasp

Recordings, Radio, and Still Pictures

Can often be understood by those who cannot read Helpful to students who cannot deal with the motion or pace of a real event or television Examples:
Time Life Magazine Listening to old radio broadcasts Listening to period music

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Symbolic Experiences
Very little immediate physical action Difficult only if one doesnt have enough direct experience to support the symbol Used at all levels of the Cone in varying importance Involves: Visual symbols Verbal symbols

Visual Symbols
No longer involves reproducing real situations Chalkboard and overhead projector the most widely used media Help students see an idea, event, or process Examples:
Chalkboard Flat maps Diagrams charts
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Verbal Symbols
Two types Written words more abstract Spoken words less abstract Examples: Discussion Explanation/ lecture

What does the Cone mean for instruction?

Dale (1938) taught teachers that they should help their students learn how the media effects us, and to critically evaluate it. Teachers must evaluate the benefit of the learning vs. the amount of time required in the lesson How to effectively use instructional media to helping students move from concrete to abstract thought

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Other Instructional Technology Learning Theories

Anchored Instruction Developed by John Bransford at Vanderbilt University Principles: 1. Learning and teaching activities should be anchored around a case-study or problem 2. Curriculum materials should allow students to explore a lesson through instructional media Elaboration Theory Charles Reigeluth (Indiana University) and his colleagues in the late 1970s Elaboration theory is an instructional design theory that emphasizes the creation of a learning sequence from simple to more complex content in order to create deeper understanding.