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Ch 1 and 2 mercer and conrad (1)

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Moss Point School District
Moss Point School District

The document outlines the three phases of an instructional design model: planning, presentation, and practice. The planning phase involves analyzing needs, identifying tasks, creating objectives, classifying objectives, and creating test items. The presentation phase is the medium used to transmit instruction. The practice phase engages learners to determine skills or knowledge gained. Evaluation should occur throughout the process.

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Ch 1 and 2 mercer and conrad (1)
DESIGN MODEL- THREE PHASES The instructional design model provides a system that (when followed correctly) leads to positive results. Human Memory Structure Sensory Memory Working Memory Long-Term Memory The Requirements of Quality Instruction
PLANNING Planning-the process of systematizing the design activities so that each instructional decision is informed by previous decisions. Identify instructional needs Articulate learning objectives Engage audience and facilitate instruction Test
PRESENTATION Presentation- medium through which instruction is transmitted from the giver of knowledge to the learner. Definitions Examples Graphics
PRACTICE Practice- engaging the learner in the learning process in an effort to determine skill set or knowledge gained. Presentation and practice sequence both emerge from the planning process.
SENSORY MEMORY Sensory Memory-describes ones ability to make contact with the environment through the senses. Presentation-Attention management Practice-Fading attention support
WORKING MEMORY Working Memory- the area in which ones conscience thinking occurs. Presentation-Cognitive load management (small in capacity) Practice-Fading cognitive load support. Cognitive load management- refers to working memories capabilities.
LONG-TERM MEMORY Long-Term Memory- appears to have unlimited capacity. The challenge with long term memory is integrating new knowledge with the learners neuron structure. Presentation-Structural management Practice- Fading structural support
QUALITY INSTRUCTION A system of events Identifying needs Developing goals Designing strategies Create materials Revise and editing *Evaluation should take place concurrently throughout the process
PHASES REVISITED P Analyzing needs L Identifying tasks A Create objectives N Classify objectives Create test items P Creating Supports For R Evaluate Attention management and E Cognitive management Revise S Structural management P Removing Supports For R A Attention management C Cognitive management Structural management
PHASES OF PLANNING Analyze, identify, creating objectives, classify objectives and create test items. Develop presentation Develop practice Develop evaluation *Ensure that all phases are congruent (each phase agrees with and supports the others)
PLANNING PHASE INCLUDES Determining problems to address Determine tasks to involve Learner consideration Classify and describe goals Consider learning domains
CHAPTER 2 - PLANNING Analyzing Needs Is this an instructional problem or something resulting from another factor? Two main sources to examine for needs (Van Merrienboer, 1999) 1. World of Work usually occupational, new tools, new employee, performance issues, prioritized by Picture - http://sprouseart.blogspot.com/ danger/economics 2. World of Knowledge fields of study, content areas, what an individual knows or doesnt know
CHAPTER 2 - PLANNING Identifying Tasks how do you meet the discovered needs? World of Work World of Knowledge Procedural analysis Usually content examination to reveal updates/clarifications needed Produce comprehensive Changes can result from list of knowledge and skills studies performance to achieve desired analysis on World of performance Work Be mindful of sub-skills Leads towards creation of learning objectives Picture www.brighthubeducation.com
CHAPTER 2 - PLANNING What do you want the learner to be able to do at the end of instruction? Three components of good objective 1. Behavior WHAT the learner will be able to do 2. Condition WHERE and HOW (accommodations, environment) 3. Standard TO WHAT DEGREE Picture socialwants.com some measure/level of mastery
CHAPTER 2 - PLANNING Components of a Learning Objective Given a pair of binoculars, on night Conditions with sky visibility at ninety percent, within thirty minutes the astronomy student will be able to identify and list the Behavior relative coordinates of the planets Mars, Venus, and Jupiter on at least two out of three Standards separate viewing nights. Taken from Designing Online Learning with Flash by David Richard Moore, pg. 19
CHAPTER 2 - PLANNING Classifying Objectives Gathering together objectives that are alike in order to help choose appropriate instructional strategies (known to be successful for that type of objective) http://tarateach.blogspot.com/ Taken from http://tarateach.blogspot.com/
CHAPTER 2 - PLANNING Create Test Items Important to have a clear connection between objectives and test items to produce valid and credible instructional design (assessments) Taken from http://infertility.about.com/od/infertilitytreatments/ss/ivf_treat ment_10.htm

More Related Content

Ch 1 and 2 mercer and conrad (1)

  • 2. DESIGN MODEL- THREE PHASES The instructional design model provides a system that (when followed correctly) leads to positive results. Human Memory Structure Sensory Memory Working Memory Long-Term Memory The Requirements of Quality Instruction
  • 3. PLANNING Planning-the process of systematizing the design activities so that each instructional decision is informed by previous decisions. Identify instructional needs Articulate learning objectives Engage audience and facilitate instruction Test
  • 4. PRESENTATION Presentation- medium through which instruction is transmitted from the giver of knowledge to the learner. Definitions Examples Graphics
  • 5. PRACTICE Practice- engaging the learner in the learning process in an effort to determine skill set or knowledge gained. Presentation and practice sequence both emerge from the planning process.
  • 6. SENSORY MEMORY Sensory Memory-describes ones ability to make contact with the environment through the senses. Presentation-Attention management Practice-Fading attention support
  • 7. WORKING MEMORY Working Memory- the area in which ones conscience thinking occurs. Presentation-Cognitive load management (small in capacity) Practice-Fading cognitive load support. Cognitive load management- refers to working memories capabilities.
  • 8. LONG-TERM MEMORY Long-Term Memory- appears to have unlimited capacity. The challenge with long term memory is integrating new knowledge with the learners neuron structure. Presentation-Structural management Practice- Fading structural support
  • 9. QUALITY INSTRUCTION A system of events Identifying needs Developing goals Designing strategies Create materials Revise and editing *Evaluation should take place concurrently throughout the process
  • 10. PHASES REVISITED P Analyzing needs L Identifying tasks A Create objectives N Classify objectives Create test items P Creating Supports For R Evaluate Attention management and E Cognitive management Revise S Structural management P Removing Supports For R A Attention management C Cognitive management Structural management
  • 11. PHASES OF PLANNING Analyze, identify, creating objectives, classify objectives and create test items. Develop presentation Develop practice Develop evaluation *Ensure that all phases are congruent (each phase agrees with and supports the others)
  • 12. PLANNING PHASE INCLUDES Determining problems to address Determine tasks to involve Learner consideration Classify and describe goals Consider learning domains
  • 13. CHAPTER 2 - PLANNING Analyzing Needs Is this an instructional problem or something resulting from another factor? Two main sources to examine for needs (Van Merrienboer, 1999) 1. World of Work usually occupational, new tools, new employee, performance issues, prioritized by Picture - http://sprouseart.blogspot.com/ danger/economics 2. World of Knowledge fields of study, content areas, what an individual knows or doesnt know
  • 14. CHAPTER 2 - PLANNING Identifying Tasks how do you meet the discovered needs? World of Work World of Knowledge Procedural analysis Usually content examination to reveal updates/clarifications needed Produce comprehensive Changes can result from list of knowledge and skills studies performance to achieve desired analysis on World of performance Work Be mindful of sub-skills Leads towards creation of learning objectives Picture www.brighthubeducation.com
  • 15. CHAPTER 2 - PLANNING What do you want the learner to be able to do at the end of instruction? Three components of good objective 1. Behavior WHAT the learner will be able to do 2. Condition WHERE and HOW (accommodations, environment) 3. Standard TO WHAT DEGREE Picture socialwants.com some measure/level of mastery
  • 16. CHAPTER 2 - PLANNING Components of a Learning Objective Given a pair of binoculars, on night Conditions with sky visibility at ninety percent, within thirty minutes the astronomy student will be able to identify and list the Behavior relative coordinates of the planets Mars, Venus, and Jupiter on at least two out of three Standards separate viewing nights. Taken from Designing Online Learning with Flash by David Richard Moore, pg. 19
  • 17. CHAPTER 2 - PLANNING Classifying Objectives Gathering together objectives that are alike in order to help choose appropriate instructional strategies (known to be successful for that type of objective) http://tarateach.blogspot.com/ Taken from http://tarateach.blogspot.com/
  • 18. CHAPTER 2 - PLANNING Create Test Items Important to have a clear connection between objectives and test items to produce valid and credible instructional design (assessments) Taken from http://infertility.about.com/od/infertilitytreatments/ss/ivf_treat ment_10.htm

Editor's Notes

  1. Designing Online Learning with Flash by Mr. Moore utilizes an instructional design model that focuses on three phases. Those phases include planning, presentation and practice. It bases the phases on the concept of human memory structure creating a process that best meets the need of the intended learner.
  2. Planning is considered to be the most important part of the process. During this phase the expectation is that either you have already assessed the learner or that it will be one of the earlier components of the process so that planning can also include how the material will be presented and assessed.It is during this phase that goals will be identified, outlined, and devloped.
  3. Presentation includes deciding which medium or how many mediums need to be utilized to engage the learner in an effort to effectively instruct the learner. Considering that this is an online learning environment the great advantage is that multiple mediums can be utilized simultaneously to engage the learner and effectively transmit the desired information in a manner that is meaningful and relevant.
  4. Practice is the point in the learning process where the trainer/educator can do multiple things. Through observation the educator can determine student comprehension as well as further reinforce learning.Practice is the opportunity for the instructor to truly create a learning process in which the learner actively is involved and hopefully engaged.
  5. Sensory memory relates to physically interacting with the environment and gaining knowledge through the senses. This is strongly supported by constructivist, constructionist, and situated learning theories that all advocate actively involving the learner in the process.In the presentation mode sensory memory relates to actively maintaining the learners attention where as in the practice mode the instructional supports are removed and the learner is expected to produce material that will enable the educator/trainer to best determine the level of comprehension .Sensory memory once again supports allowing the learner to actively engage in learning and produce material based on learning received and the level of comprehension on the part of the learner.
  6. Working memory is where the learner digests the information received. What the instructor/designer must consider here is the cognitive load (the mind can only take in what the seat can endure).think of it in terms of RAM.The practice component of the working memory is when the instructor allows the learner to utilize the material learned and produce a result.
  7. The end goal for every instructor is to create instruction in a manner that leads to residence of that instruction the long term memory of the learner in a manner that even when the structural support s are removed.
  8. Any designer must consider the stakeholders involved in the process of instruction or the development thereof. Quality instruction should be the end goal from the very beginning.
  9. World of Work do or dont know the HOW TOWorld of Knowledge do or dont know content within a field of study
  10. Jonassen, 1999 Document the terminal performance of the taskIdentify an expert to model the performanceObserve and interview the expertDocument the performance in a tableReview the table with the expert