Documente Academic
Documente Profesional
Documente Cultură
Lydia Georgieva
Table of Contents
Slide 1 Slide 2 Slides 3,4 Slides 5,6 Slides 7,8 Slides 9,10 Slides 11,12 Slides 13,14 Slides 15,16 Slides 17,18 Slides 19,20 Vries Model Slides 21,22 Slides 23,24 Slides 25,26 Slides 27,28 Title Table of Contents History of ID Definition of ID Systematic Use of ID models The Gerlach and Ely Model The ASSURE Model The Morrison, Ross and Kemp Model The Bergman and Moore Model The de Hoog, de Jong and de The Nieveen Model Constructivism Empiricism Behaviorism
Slides 29,30
Slides 31,32 Slide 33
The approach is systematic as in order for the instructional design to achieve the goals , the designer should arrange the various activities into sequential or concurrrent activities. These goals can be related to problem-solving or decision-making when applying learned skills to real-world situations. Systematic: presented or formulated as a coherent body of ideas or principles (Mirriam-Webster dictionary) My choice of image is the concept of a city which is planned in a systematic way with its houses, network of roads, streets and facilities in order to not only give shelter to inhabitants but also to facilitate their everyday activities such as work and life. In the same way instructional design requires a systematic approach to build the learning blocks (goals), guided by the desired learning outcomes and the way to achieve these goals, by providing the means to achieve the goals and ways to measure the extent to which goals have been achieved.
Guiding models
Models recreate a certain reality, the links between the elements of this reality so that it creates a harmonious entity, the context, the relationships of the elements present.
A classroom-oriented model A mix of linear and concurrent development activities Several steps are seen as simultaneous Recognizes that many teachers think about content first
Four steps:
Step 1: Learning objectives are classified making decision about design Step 2: Assessment of the entry behaviour of learners Step 3: Five activities are performed simultaneously any decision in one area influences the decisions available in the others:
Determining strategy Organizing of the groups Allocation of time Allocation of space Selection of resources
The title of the model is an acronym that stands for: Analyze, State, Select, Utilize, Require, Evaluate
Analyze learners involves processes to determine entry characteristics of the learners. The authors stress that only general characteristics and selected specific components should be analyzed as learning styles pose problems of how to measure them. State Objectives means that the outcomes of instruction need to be stated in specific and measurable terms. Select media and materials: the main process involves modification of existing materials with possible original development Utilize media and materials: This principle describes how teachers need to plan for utilizing selected materials and media in the classroom Require learner participation: The authors stress that keeping learners actively involved in the instruction is of primary importance. Evaluate and revise: It is important to evaluate the learner achievement of objectives and the feasibility of the instructional process revision is based on discrepancies between intended and actual outcomes and deficiencies of the materials and media.
Identification of instructional problems and specifying of goals for designing the ID program Examination of learner characteristics that will influence instructional decisions. Identification of subject content and analysis of task components in relation to goals and purposes. Determining the instructional objectives. Sequencing content within each instructional unit for logical learning. Designing instructional strategies so that each learner can master the objectives.
The authors believe that ID is a continuous cycle with revision as an on-going activity. The strength of the model is the concept of starting where you are, the emphasis on subject content, goals and purposes and selection of resources. The model also puts emphasis on both formative and summative evaluation and places all activities within the context of goals, priorities and constraints
Image source: http://alturl.com/ov6ab
The first development cycle includes creating and formatively evaluating design specifications The second development cycle global materials are created, with evaluation being done by expert analysis The third cycle partially designed materials are prepared and both expert appraisal and smallscale tryout are employed The fourth cycle complete materials are developed and subjected to expert appraisal, small group testing and large group tryout Summative evaluation follows after the materials have been released for general use in a variety of settings.
Constructivism
Constructivism
"Knowledge is not transmitted, it is constructed Jean Piaget Basic tenets of constructivism are that it puts emphasis on learning from experience, learning as an active process in which meaning is developed; recognizes the tentative nature of knowledge and that the nature of truth varies by topic and subject matter; social contrsutivist add that learning is collaborative with meaning from multiple perspective recognition of the tentative nature of knowledge, understanding the importance of considering multiple perspectives on issues, and the rules within a subject matter for determining what represents a viable interpretation in a field and what does not. I chose the image of the Water Cube in Beijing under construction as it represents: relation to water as the water sports of the Beijing Olympics were held there; it really looks very different during the day than the night when there are lights in play, it looks different when one is close to it and from a distance, and it is very realistic.
Empiricism
Empiricism
A second philosophical tradition is empiricism, sometimes termed objectivism, and it postulates that knowledge is acquired through experience. Most empiricists would propose that this experience allows an individual to come to know a reality that is objective and singular. That is, most experience is defined as sensory experience, as opposed to any experience that one might obtain through a mental life of reconceptualization and interpretation John Locke is often considered as a major empiricist philosopher. He believed that little, if any, knowledge or ability comes wired in an individual, that our brain is tabula rasaa blank paper, when we are born and our knowledge comes with experience. I chose the image of food- roasted scorpions and roasted pigs skin as something that I myself have tried. And the knowledge I obtained from that experience is that I would not like to try roasted scorpions again. Trying new things, embracing new experiences and realities comes with experience. But empiricism fails to explain abstract knowledge, the way in which we connect physical and sensory experiences and transfer this knowledge to learning of abstract concepts and interpreting reality.
Image source: Own photo, Copyright@ AntonHazewinkel
Behaviorism
Behaviorism
Behavioral theory emphasizes the influence of the environment on learning. According to behaviorism, learning has occurred when learners evidence the appropriate response to a particular stimulus. How this connection or association between stimulus and response is developed is the major explanation that characterizes behavioral theory. Later behavioral theories, particularly that of Skinners operant conditioning, explained the development of this association as the result of learners receiving the appropriate reinforcement when the appropriate response is given to a particular stimulus. I chose the image of winter as seasonal changes determine what we choose to wear, whether we need heating in our house or not, what transport we use to go to work. Our knowledge of hot or cold weather which we learned through sensory perception (empiricism), and which has been reinforced throughout our lives makes us take the winter clothes out of the wardrobe when the temperature starts decreasing. Thus we associate winter with snow and warm clothes.
SLIDE 29 (P/G): A visual metaphor for the notion of information processing theory
Technology in a broad sense refers to material objects of use to humanity, such as machines, hardware, software, systems, methods of organization and techniques. When applied to education it includes the use of hardware and software chosen to facilitate learning and improve performance. The ID relates closely to educational technology nowadays as suitable technology should be chosen to achieve the instructional goals and objectives by all learners. Educational technology, integrated in a proper instructional design tends to extend the possibility and capability of learners in many ways: by providing a tool for search of necessary resources and databases quickly, by providing opportunities for practice, by increasing learners motivation and keeping the learner actively involved in the instructional process. It also allows a great degree of collaboration between learners, especially with the advancement of Internet. It allows simulation of real-world conditions to enhance the learning and achievement of instructional goals. It also allows fast and efficient evaluation and measurement of the effectiveness of the instruction. In summary, educational technology comes very handy for instructional designers in creating highly effective courses and learning resources.
Image source: http://alturl.com/2y4at
Bibliography
Instructional Design Central. Retrieved from: http://www.instructionaldesigncentral.com/htm/IDC_instructionaltechnologytimeline.htm Smith, Patricia L. (2012-10-10). Instructional Design, 3rd Edition (Wiley/Jossey-Bass Education) (Page 22). Wiley. Kindle Edition.
Reiser, R.A. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. Educational Technology Research and Development , 49 (2), 57-67