Lecture 1

Editor's Notes

• #14: The Hannafin Peck Design Model is a three phase model. One such example of it is located here. The first phase is a needs assessment. This phase consists of determining the program’s objectives (Sortrakul & Denphaisarn, 2009). It also requires one to create reasonable goals (Sortrakul & Denphaisarn, 2009). The second phase is the design phase. On this image it is the blue square. This phase centers on creating a way to achieve those goals (Sortrakul & Denphaisarn, 2009). According to Hannafin and Peck, a “user control of the screen design prevents the instructional process from becoming tedious and monotonous” (“Instructional…,” 2011). The final phase is development and implementation (Sortrakul & Denphaisarn, 2009). This is where the program is put into place and a decision must be made as to continue with it or to revise it (Sortrakul & Denphaisarn, 2009). However, this is not the only time for revision. As one can see on this image, evaluation and revision is a constant phenomenon. This is not the only instructional model though. One difference between this model and many other models, like the Dick and Clark model, is that this one requires an evaluation following each phase (Sortrakul & Denphaisarn, 2009). Furthermore, after phase three, there is another chance to revise (Sortrakul & Denphaisarn, 2009). This makes this model easy to use. Therefore, any designer with some knowledge should be able to use the Hannafin Peck Model. Many of the ideas within this model are in line with those of Robert Gagne (“Instructional…,” 2011). Gagne is famous for his theory of conditions of learning. This theory suggests that learning is not universal (“Conditions of…,” 2013). In this theory, there are five ways of learning; these include “verbal information, intellectual skills, cognitive strategies, motor skills and attitudes” (“Conditions of…,” 2013). (2011). Instructional Design Model: Hannafin & Peck. Retrieved from http://prezi.com/dacjmadypqpi/instructional-design-model-hannafin-peck/(2013). Conditions of Learning (Robert Gagne). Retrieved from http://www.instructionaldesign.org/theories/conditions-learning.htmlSortrakul, T., & Denphaisarn, N. (2009).The evolution of instructional system design model. International Journal of the Computer, the Internet and Management, 17. Retrieved from http://www.elearningap.com/eLAP2009/Proceedings/40_Full_Nida%20Denphaisarn_ The%20Evolution_Online.pdf
• #16: ASSURE ID model A Analyze Learners S State Objectives S Select Methods, Media & Materials U Utilize Media & Materials R Require Learner Participation E Evaluate & Revise Approaches to Instructional Design must be approached from different avenues to cover all aspects of the learning experience. These approaches can be viewed by levels of skills of the educational process where the classroom oriented approach is the low level, the product-oriented approach is the middle level and the system-oriented approach in the high level (Hamdani, Gharbaghi, Sumarni 1991). In this review, I will explain and give an example of each instructional design orientation.The Classroom oriented models are focused on how to improve the learning of one topic or a small chunk of content to be learned. This approached is more commonly used in the classrooms by profession teachers at all levels. Since there is limited time throughout a course, semester, or quarter to teacher certain content; there is even less time for professional development of new instructional resources. Teachers often use an existing resource rather than implementing a new resource into their curriculum. Classroom oriented models have been criticized for being mechanistic and not widely accepted by teachers (Gustafson, Branch 2002). One example of a classroom-oriented instructional design model is Heinrich, Molenda, Russell and Smaldino’s ASSURE model developed in 1999. Assure stands for analyze learners, state objectives, select media and materials, utilize media and materials, require learner participation, and evaluate and revise. This model was developed to assist teachers with using technology and instructional media in their classrooms. The ASSURE model’s first step is to analyze the learner. The audience (or learner) can be analyzed in terms of their general characteristics (grade level, age) and specific competencies (prior knowledge, skills, and attitudes about the topic, and learning styles) (Smaldino, Lowther, Russell, 2012). Understanding the learner must be the first step in introducing new media and technology because you have to be able to relate to the audience, get their attention and use technology that will be transparent and not distracting to the learner. The second step in the ASSURE model is to state objectives. Just like with any well-developed plan, objectives must be defined in order to reach the overall goal. Heinrich and others explain this step as an ABCD process: describe the AUDIENCE, define the student’s BEHAVIOR, explain the CONDITIONS of the learning environment, and define the DEGREE of skills the audience must be able to acquire. The third step in this model is to select the appropriate media and materials. This is the step where a teacher should decide if they are considering developing a new resource or if they are considering modifying an existing resource. Most teachers, due to a lack of time, use existing resources as a starting point. The fourth step in the ASSURE model is utilize media and materials. To complete this step, a teacher needs to be able to set up their classroom so that the media or technology will be viewable by all students. They also need to understand the technological limits of their classrooms and determine if they have the proper equipment to successfully use the media or materials selected. The Fifth step in the ASSURE model is to require learner performance. This step should include an assessment of learner responses and feedback provided to those responses. The last step in the ASSURE model is evaluate and revise. Gustafson and Branch explain how Heinrich and others stated the importance of evaluating the “total picture” to assure both the learner achievement of the objectives and the feasibility of the instructional process itself (2002).References Gustafson, K. L., Branch, R., & ERIC Clearinghouse on Information and Technology, S. Y. (2002). Survey of Instructional Development Models. Fourth Edition. Retrieved from http://files.eric.ed.gov/fulltext/ED477517.pdf.Hamdani, M., Gharbaghi, A., & Sharifuddin, R. T. (2011). Instructional Design Approaches, Types and Trends: a Foundation for Postmodernism Instructional Design. Australian Journal Of Basic & Applied Sciences, 5(8), 1-7. http://proxygsu-arm1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=69700628&site=eds-live&scope=site.Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional Technology and Media for Learning. 10th ed. Upper Saddle River, NJ: Prentice Hall. Retrieved from http://www.utm.edu/staff/grakes/750/750assuremodel.html.
• #18: One example of product-oriented instructional design is Tony Bates ACTIONS model for implementing distance education in higher education. ACTIONS is an acronym for: access, cost, teaching and learning implications, interaction, organizational issues, novelty and speed. His model helps institutions in making a decision as they analyze projects step by step. First they must determine if the product is accessible to the users. Second, they must determine if the product is cost efficient: how much does it costs to purchase, how much does it cost to maintain, how much will it cost students. Third, it must be determined how the content should be taught and if it is appropriate for the technology suggested. Fourth, it must be determined if students and facilitators can interact and it what ways. Fifth, the organizational support of the technology must be determined. If a teacher is using technology but there is support when problems or technical issues arise, then that technology does not meet the needs of the institution, teacher or student. The sixth step in evaluating instructional technology products is determining how new the technology is and whether or not other software or equipment is needed to use the product. The last step in the process is determining the speed of the product: how quickly can it be set up, used and modified. (Johnson, 2009) This process model helps instructional designers evaluate the pros and cons of a product before deciding the implement it in their schools. Bates considers this model a front-end system design with four phases: Course outline development, selection of media, development/production of materials, and course delivery. During each of these stages, the steps of the ACTIONS model should be taken to fully analyze the instructional technology being developed. This podcasts is an interview with Tony Bates and he discusses researching best practices for using distance learnign in higher education: http://youtu.be/5pTHvJmUcKE. ResourcesJohnson, W. (2009). “ACTIONS” Model: Tool for Selecting E-Technology. SlideShare Presentation. Retrieved from http://www.slideshare.net/WendyJj/actions-model-1332301.Gustafson, K. L., Branch, R., & ERIC Clearinghouse on Information and Technology, S. Y. (2002). Survey of Instructional Development Models. Fourth Edition. Retrieved from http://files.eric.ed.gov/fulltext/ED477517.pdf
• #25: Learning is an active process of filtering, selecting, organizing, and integrating information- (SOI model of meaningful learning)
• #27: First Principles of Instruction, created by M. David Merrill,[1] Professor Emeritus at Utah State University, is an instructional theory based on a broad review of many instructional models and theories.[2] First Principles of Instruction are created with the goal of establishing a set of principles upon which all instructional theories and models are in general agreement, and several authors acknowledge the fundamental nature of these principles.[3] These principles can be used to assist teachers, trainers and instructional designers in developing research-based instructional materials in a manner that is likely to produce positive student learning gains. First Principles of Instruction are described as a set of interrelated principles which, when properly applied in an instructional product or setting, will increase student learning. These principles include the following:[4][5] Task/Problem-Centered - Students learn more when the instruction is centered on relevant real-world tasks or problems, including a series of tasks or problems that progress from simple to complex. Activation - Students learn more when they are directed to recall prior knowledge, to recall a structure for organizing that knowledge, or are given a structure for organizing new knowledge. This activation can also include a foundational learning experience upon which new learning can be based. Demonstration - Students learn more when new knowledge is demonstrated to them in the context of real-world tasks or problems. The knowledge that is demonstrated is both informational and skill-based. Demonstration is enhanced when it adheres to research-based principles of e-learning. Application - Students learn more when they perform real-world tasks or solve real-world problems and receive feedback on and appropriate guidance during that application. Integration - Students learn more when they are encouraged to integrate their new knowledge into their life through reflection, discussion, debate, and/or presentation of new knowledge. These principles can be used in a Task or Problem-Centered cycle of instruction beginning with Activation and continuing through Demonstration, Application, and Integration.
• #29: Current hybrid models flipped classrooms: this is the predominant hybrid model to date. This in fact may not mean any reduction in class time, but class time is spent differently, perhaps in discussion with either the instructor or more often with teaching assistants, reviewing content from the video lectures, or even in some cases working on problem based learning. Online activities include watching recorded video lectures (increasingly in smaller chunks than a continuous 50 minute lecture), chat or formal discusion forums, and online assessment or quizzes. This model is not without its problems. Students sometimes don’t do the online work before coming to class so are not properly prepared. There is a danger of overloading students if the online activities are merely added to their regular activities such as attending class, doing the necessary reading, etc.‘intense’ residency: this can come in a number of forms: the Royal Roads University model of one semester being spent on campus (usually in the summer) while the remaining semesters are fully online one week or weekend/evening face-to-face sessions for practical hands-on work, such as using labs, while the majority of the course is studied online in a very few cases – but where the trend is heading – classroom time is reduced from say three ‘credit’ hours a week of lectures to one or two hours thus allowing more time both for the students to study online and perhaps equally importantly, more time for the instructors to devote to the online teaching and support lastly, it is essential to mention the work of the National Center for Academic Transformation, which for nearly 15 years, under the leadership of Carol Twigg, has been working with universities and colleges in the USA to redesign large first and second year classes, to make them more cost-effective. This requires a thorough re-design of the teaching, and has shown encouraging results from the more than 120 redesigns so far undertaken. Much can be learned from this earlier work. - See more at: http://www.tonybates.ca/2013/05/08/discussing-design-models-for-hybridblended-learning-and-the-impact-on-the-campus/#sthash.Q7nHzcrH.dpuf
• #34: The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence. Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).
• #35: flipped classrooms: this is the predominant hybrid model to date. This in fact may not mean any reduction in class time, but class time is spent differently, perhaps in discussion with either the instructor or more often with teaching assistants, reviewing content from the video lectures, or even in some cases working on problem based learning. Online activities include watching recorded video lectures (increasingly in smaller chunks than a continuous 50 minute lecture), chat or formal discusion forums, and online assessment or quizzes. This model is not without its problems. Students sometimes don’t do the online work before coming to class so are not properly prepared. There is a danger of overloading students if the online activities are merely added to their regular activities such as attending class, doing the necessary reading, etc. - See more at: http://www.tonybates.ca/2013/05/08/discussing-design-models-for-hybridblended-learning-and-the-impact-on-the-campus/#sthash.Q7nHzcrH.dpuf