getting started with instructional design a hands-on approach
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Getting Started with Instructional Design a Hands-on Approach. Day 1 - March 15, 2011 College of the North Atlantic Facilitators: Jeanette McDonald, Wilfrid Laurier University Denise Stockley , Queen’s University. Program Overview. Day by Day - PowerPoint PPT PresentationTRANSCRIPT
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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
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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
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Learning OutcomeAssessment
StrategyContext
Content
TLS, McGill University
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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
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DAY 1
• Welcome, Objectives, and Format• Ice Breaker• Teaching Perspectives • Learner Perspectives• Instructional Design Models• Learning Environments• Next Steps
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ICEBREAKER
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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
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TEACHING AND LEARNING INVENTORIES
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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
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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
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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
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LEARNING IS…
a process that results in some modification, relatively permanent, of the way of thinking, feeling or doing of the learner.
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TEACHING IS
helping someone learn.
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If the learner hasn’t learned, has the teacher taught?
Dominic Ursino, Brock University
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Learning is both an emotional and an intellectual process.
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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
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LEARNING THEORIES
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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)
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BEHAVIOURAL LEARNING
Action
Consequences
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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
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COGNITIVISM
Environment
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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
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CONSTRUCTIVIST LEARNING
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SITUATED LEARNING
• Cognitive Apprenticeship• Communities of Practice/Stories
• Legitimate Peripheral Participation • Authentic Practice
• tools and artifacts• Reflection• Multiple Practice• Authentic Tasks• See: Lave, Wenger
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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
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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
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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.
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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
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INSTRUCTIONAL DESIGN
The systematic process of translating
principles of learning and instruction into the
specification of instructional materials.
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Source: Dee Fink, 2003, p. 2
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ADDIE INSTRUCTIONAL DESIGN MODEL
Learning Outcomes & Experience
Environment
Content
Teacher Resources
AssessmentStrategies
Course / ProgramStudent
Instructional Strategies
Sequencing & Pacing
McDonald, 2010
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Learning OutcomeAssessment
StrategyContext
Content
TLS, McGill University
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Learning Theories
Goals and Objectives
Instructional Design
Models & Strategies
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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
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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.