Getting Started with Instructional Design a Hands-on Approach

Day 1 - March 15, 2011College of the North Atlantic

Facilitators:

Jeanette McDonald, Wilfrid Laurier UniversityDenise Stockley, Queen’s University

PROGRAM OVERVIEW

Day by Day• Day 1: Adult Learning and Instructional Design• Day 2: Concept Mapping and Learning

Outcomes• Day 3: Assessment and Instructional

Strategies• Day 4: Consolidate, Extend, Connect

Format:• Hands-on; experiential; applied• Modeling good practice• Binder and Wiki

Learning OutcomeAssessment

StrategyContext

Content

TLS, McGill University

PROGRAM OBJECTIVES

• apply a set of instructional design principles to a specific project (e.g., course/workshop)

• develop a common language to discuss teaching, learning, and instructional design

• promote a learning-focused approach to instructional design and teaching

• provide a forum to network and share ideas, challenges, strategies, and questions about teaching, learning and instructional design

• engage in scholarly and reflective teaching/learning practice

DAY 1

• Welcome, Objectives, and Format• Ice Breaker• Teaching Perspectives • Learner Perspectives• Instructional Design Models• Learning Environments• Next Steps

ICEBREAKER

ICE BREAKERS

• Icebreakers help establish a positive environment

• Provide an opportunity for your participants and yourself, to get to know one another

• Helps to introduce content • Non-threatening, non-

personal • Provides a transition from

one setting to another• Help towards building a

learning community

TEACHING AND LEARNING INVENTORIES

EXAMPLES OF TEACHING AND LEARNING INVENTORIES

Index of Learning Style Questionnairehttp://www.engr.ncsu.edu/learningstyles/ilsweb.html

Teaching Perspective Inventoryhttp://teachingperspectives.com/html/tpi_frames.htm

Sensory Learning Styles – VARKhttp://www.vark-learn.com/english/index.asp

Kingdomalityhttp://www.cmi-lmi.com/kingdom.html

UNDERSTANDING YOURSELF AS AN EDUCATOR

Teaching Perspectives Inventory (Pratt & Collins, 2001)

• Transmission: educator requires a substantial commitment to the content or subject matter

• Apprenticeship: educator creates environment to socialize learners into new behavioural norms/ways of working

• Developmental: educator plans and conducts their session from the learners point of view

• Nurturing: educator assumes long-term hard, persistent effort to achieve comes from the heart, not the head

• Social Reform: educator believes that teaching seeks to change society in substantive ways

What experiences have influenced your ideas about learning and teaching?

Early experiences

Ideas can be shaped by . . .

A student experience

A mentor

Student feedback

Work experience

LEARNING IS…

a process that results in some modification, relatively permanent, of the way of thinking, feeling or doing of the learner.

TEACHING IS

helping someone learn.

If the learner hasn’t learned, has the teacher taught?

Dominic Ursino, Brock University

Learning is both an emotional and an intellectual process.

CONCEPTIONS OF TEACHING

Imparting Information

Imparting Information

Transmitting Structured Knowledge

Transmitting Structured Knowledge

Student Teacher Interaction

Student Teacher Interaction

Facilitating Understanding

Facilitating Understanding

Changing Concepts

Changing Concepts

Passing information

Arranging information

Getting students to think

Learning with unpredictable outcomes

Getting students to shift their view of the world

Kember, 1997

LEARNING THEORIES

BEHAVIOURISM

• learning: defined by outward expression of

new behaviours

• focuses solely on observable behaviours

• a biological basis for learning

• learning is context-independent

• classical & operant conditioning• Reflexes (Pavlov’s Dogs)• Feedback/Reinforcement (Skinner’s Box)

BEHAVIOURAL LEARNING

Action

Consequences

COGNITIVISM

• Attempts to explain human behaviou by understanding thought processes

• Includes the concepts of information processing, motivation, critical thinking, memory, metacognition, transfer, learning strategies, learning styles

Tenets Include• Assimilation: The incorporation of new experiences

into existing structures.• Accommodation: The changing of an old structures so

that new experiences can be processed.• Cognitive Dissonance: When two ideas are competing

and cause discomfort• See Brunner, Bandura

COGNITIVISM

Environment

CONSTRUCTIVISM

• Learning is an active process of construction

• Learning happens via assimilation and

accommodation.

• Assimilation is a passive incorporation of experience

into a representation the learner already has.

• Accommodation: the reorganization of learner’s

cognitive structures (schema) to accommodate

inconsistency b/w new learning and schema

• Create an environment which encourages individuals

to construct their own knowledge

• See: Piaget, Vygotsky

CONSTRUCTIVIST LEARNING

SITUATED LEARNING

• Cognitive Apprenticeship• Communities of Practice/Stories

• Legitimate Peripheral Participation • Authentic Practice

• tools and artifacts• Reflection• Multiple Practice• Authentic Tasks• See: Lave, Wenger

SITUATED LEARNING

Instruction embedded in an authentic situation

results inmeaningfullearning

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NEW AND OLD WAYS OF THINKING

OLD

We know all there is about learning

Intelligence is a unitary concept

Intelligence is fixed at birth

Intelligence is individual

Learning takes place in schools and classrooms

Learning is logical and sequential

NEW

We still have much to learn about learning

Intelligence takes multiple forms

Intelligence is created and recreated throughout life

Intelligence resides both within and between people

Little of what we learn takes place in school

Learning is episodic

MacBeath, 2009

ADULT LEARNERS

Adult Learners

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Adult Learners Young Learners

Problem-centered; seek educational solutions to where they are compared to where they want to be in life

Subject-oriented; seek to successfully complete each course, regardless of how course relates to their own goals

Results-oriented; have specific results in mind for education - will drop out if education does not lead to those results because their participation is usually voluntary

Future-oriented; youth education is often a mandatory or an expected activity in a youth's life and designed for the youth's future

Self-directed; typically not dependent on others for direction

Often depend on adults for direction

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Adult Learners Cont. Young Learners Cont.

Often skeptical about new information; prefer to try it out before accepting it

Likely to accept new information without trying it out or seriously questioning it

Seek education that relates or applies directly to their perceived needs, that is timely and appropriate for their current lives

Seek education that prepares them for an often unclear future; accept postponed application of what is being learned

Accept responsibility for their own learning if learning is perceived as timely and appropriate

Depend on others to design their learning; reluctant to accept responsibility for their own learning

HOW LEARNING WORKS

1. Students’ prior knowledge can help or hinder learning.

2. How students organize knowledge influences how they learn and apply what they know.

3. Students’ motivation determines, directs, and sustains what they do to learn.

4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.

HOW LEARNING WORKS CONT.

5. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning.

6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.

7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning.Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010

INSTRUCTIONAL DESIGN

The systematic process of translating

principles of learning and instruction into the

specification of instructional materials.

Source: Dee Fink, 2003, p. 2

ADDIE INSTRUCTIONAL DESIGN MODEL

Learning Outcomes & Experience

Environment

Content

Teacher Resources

AssessmentStrategies

Course / ProgramStudent

Instructional Strategies

Sequencing & Pacing

McDonald, 2010

Learning OutcomeAssessment

StrategyContext

Content

TLS, McGill University

Learning Theories

Goals and Objectives

Instructional Design

Models & Strategies

NEXT STEPS

• Learning Log• Feedback Sheets• Homework:

• Review wiki resources• Browse learning and instructional design

materials• Read:

• The Theory Underlying Concept Maps…..(Novak)• Designing Learning as Well as Teaching (McAlpine,

2004)

• Day 2: Concept Mapping and Learning Objectives

REFERENCES

• Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., Normal, M., & Mayer, R. (2010). How learning works: Seven research based principles for smart teaching. San Francisco, CA: Jossey Bass.

• Fink, D. (2003). A self-directed guide to designing courses for significant learning. Retrieved from http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf [2011, March 15].

• Pratt, D. & Collins, M. (2001). Teaching Perspectives Inventory. Retrieved from http://teachingperspectives.com [2011, March 15].

• Kember. D. (1997) A reconceptualization of the research into university academics’ conceptions of teaching. Learning and Instruction, 7, 255-275

• MacBeath, J. (2009). What do we know about learning? In. J. MacBeath & N. Dempster, Connecting leadership and learning: Principles for practice (pp. 4-19). NY: Routledge.

• McDonald, J. (2010). Instructional design for virtual and classroom courses @ WLU. Waterloo, Ontario, Educational Development, Office of Teaching Support Services, Wilfrid Laurier University.

• Teaching and Learning Services, McGill University.