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Josie's IDC1
Instructional Design
| Term | Definition |
|---|---|
| System | A set of Interrelated parts that work together toward a defined goal. |
| ADDIE | Analysis, Design, Develop, Implement, Evaluate |
| Components of the System | Learner, Instructor, Learning Environ, IM |
| Constructivism | Approach to teaching based on research about how ppl learn by constructing knowledge based on experiences. |
| The Analysis Phase | Needs Analysis, Task Analysis, Learner Analysis |
| The Design Phase | Writing Performance Objectives, Assessments, Instructional Strategies |
| Parts of the Performance Objective | Given, Performance and Criterion |
| Instructional Systems Development | Design, Development, Use, Evaluation |
| Why Needs Assessments? | Optimal Performance (what does the exemplary performer knows) Actual Performance Feelings Cause Solutions |
| Conducting a NA | 1. Determine purposes 2. Identify sources 3. Select Tools 4. Conduct NA in stages 5. Use findings for decision making |
| SME approach..... | stresses knowledge |
| ID approach ..... | stresses doing |
| Instructional Analysis | A set of procedures that when applied to an IG identifies the relevant steps for performing a goal and the subordinate skills required to achieve that goal |
| Goal Analysis (2 steps) | Domains of learning and sequencing the major steps |
| Intellectual Skills | Cognitive skills (the meta-processes that one uses to manage our thinking and manage our learning |
| Psychomotor skills | coordination of mental and physical activity |
| Hierarchical Analysis Approach | used to analyze individual steps in the GA that are classified as intellectual or psychomotor skills |
| Task Analysis | Collection of procedures for defining content |
| Procedural Analysis | Used to analyze tasks by identifying the task required to complete them (observable task) |
| ARCS | ATTENTION, RELEVANCE, CONFIDENCE AND SATISFACTION |
| Criterion Referenced Test Items | aka Objective Referenced Test Items eg pretests, posttests |
| Categories of Test Items | Goal centered criteria Learner centered criteria context centered criteria assessment centered criteria |
| Developing the Test Instrument | 1.Identify elements to be evaluated 2. Paraphrase each element 3. Sequence the elements 4. Select type of judgement to be made by evaluator 5. Determine how the instrument will be measured |
| Evaluating the design | 1. Organize/present the material 2. Judge the congruence (info, skills, analysis and materials created) 3. Congruence- (materials and learner characteristics 4.Congruence - performance and learning contexts and materials 5. Judge clarity of materials |
| Directed Instruction Model focus | teaching sequence of skills (lower-higher) Test items match skills Individualized work Traditional teaching and assessment methods |
| Constructivist Model stresses | Learning through posing problems, dev. products and research skills, portfolios etc |
| Behaviourism | theory of learning based upon the idea that all behaviors are acquired through conditioning (observable performance) teacher provides learning materials and students provide responses. |
| GAGNE'S 9 EVENTS | 1. Attention 2. Objectives 3. recall 4. Present new materials 5.Learner guidance 6. Performance 7. feebdack 8. assess 9. rentention/recall |
| Learning Hierarchies | Learning that amounts to a building process |
| PIAGET | Sensorimotor (0-2) Peroperationals (2-7) Concrete Operational (7-11 Formal Operational stage (12-15) |
| VYGOTSKY | Scaffolding |
| BRUNER (STAGES OF DEV) | 1. Enactive (0-3) 2. Iconic (3-8) 3. Symbolic (8-) |
| GARDENER | (Theories of Muliple Intelligence) |
| COGNITIVISM | Emphasis on promoting mental processing |
| BEHAVIOURIST TOOLS (a prescriptive theory) | Notetaking, lectures, rote memorization etc |
| BEHAVIOURISM/COGNITIVISM | Transmission models because learning is transmitted through teacher instruction |
| features of constructivism | a) Teachers seeks students view b) Iincorporates student knowledge c) make curriculum more relevant d) addresses big pic or concept 5) uses ongoing assessments |
| MICROSTRATEGIC | Variety of teaching tools that will be conducted in a lesson |
| MACROSTRATEGIC | Total delivery of the instruction eg (POs, Lessons, tests, content) |
| DICK AND CAREY INSTRUCTIONAL STRATEGY | 1. PRE-INSTRUCTIONAL 2. CONTENT PRESENTATIOM 3. LEARNING PARTICIPATION 4. ASSESSMENT 5. FOLLOW THROUGH |
| ARCS | ATTENTION, RELEVANCE, CONFIDENCE, SATISFACTION |
| BACKWARD DESIGN | Focuses on the desired result of the instruction rather than beginning the planning process with activities |
| GRASPS Model of ID | Goal, Role, Audience, Situation, Product, Standards |
| WHERE MODEL OF ID | WHERE, HOOK, EXPLORE, RETHINK, EVALUATE |
| THE INSTRUCTIONAL PACKAGE | Should have IM. Assessments, Course Management Info |
| IG using FRONT END ANALYSIS (METHODS) | SME, CONTENT OUTLINE APPROACH, ADMINISTRATIVE MANDATE APPROACH AND PERFORMANCE TECHNOLOGY APPROACH |
Created by:
josiemcb
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