Instructional Systems Design

All Good instructional design models start with learning, not technology. Page 4Roots in behaviorism and systems thinkingAll sound e-learning environments provide:1. Interactivity and active learning opportunities2. Feedback on progress, ideas, testing theories, etc.3. Optimized environment (uses appropriate media characteristics)4. Flexibility in teaching strategies for a variety of learning styles and needs.5. Appropriate and necessary access to enabling and facilitating technologies.

business

concern

processes

conditions

contexts of learning

Tools

Teachers

strategies and methods

appropriate for learning task

students

internal

motivation to learn

perceived self-efficacy

amount and quality of knowledge

cognitive processes that support learning outcomes

external

predicted success in class

instructional conditiions provided by teacher, materials, or other learners

facilates the internal conditions for learning

Thinking

both teacher &students

cognitive strategies

learner to encode

recall new knowledge

metacognitive skills

conscious awareness of how one thinks and learns

Conditions-based Theory

1. Learning goals can be categorized as to learning outcomes or knowledge type2. Learning outcomes can be represented in a predictable prerequisite relationship.3. Acquisition of different outcome categories requires different internal processes4. Different internal process are supported by identifiabley different instructional processes.

Gagne

1-provide instruction on a set of component tasks that build towards a final task

2-ensuring that each component task is mastered

3-sequencing the component tasks to ensure optimal transfer to the final task.

internal condition

prerequisite knowledge

Dick & Carey Model (1990)

step-wise flow chart

1st element

needs assessment

need for instruction exists?

nature of instruction

2 & 3 element

conducted same time

task analysis

analysis of learners and characteristics

goals of instruction are identified

broken into several large asked

match tasks with learner skills

4-performance objectives

behavior objectives

assessment

5- instructional methods and materials

done simutaneously

based on

goals

tasks

learners

objectives

assessments

6- Formative evaluation

field test materials

revise if necessary

summative evaluation is conducted

determines efficacy of materials

provides a basis for new versions

Stages of Infusing Technology

01-familiarization

very basic exposure to new technology

02-utilization

teachers actually try a new technology in their class

03-integration

2 parts

early stage teachers use the new technology by choice

later stage - how the teacher actually thinks about hi/her classroom

04-reorientation

continues process of rethinking the environment

new emphasis on teaching and learning - not technology

05-Evolution

will try new tech. only if it facilitates learning