basics of e-learning day i

Basics of e-learningIntroduction to Instructional Design

DAY I

Stijn Van Laer

Mariet Vriens

The program of this training

• During these 3 day

training we want to share

our vision on the

analysis of Learning

Situations and the design

of a new Learning

Environment. To do this

we will introduce example

methods and models.

• Important to know: they

are not the only truth!

To be precise (I) !

(Lee & Owens, 2004)

The program of today

• Today we will focus on:– the use of Instructional

Design.

– the differences betweenthe Learning Situation andthe Learning Environment.

– the ADDIE-model as asystematic approach ofInstructional Design.

– the Global scheme used atthe KU Leuven.

– The analysis of theLearning Situations.

• Important to know(again): It is not theonly truth!

To be precise (II) !

(Lee & Owens, 2004)

By the end of this day you are able to:

• … describe the importance of the Instructional Design

approach in Education.

• … describe the difference between a Learning Situation

and a Learning Environment.

• … describe the systematic approach of developing a

Learning Environment using the ADDIE-model.

• … describe the systematic approach of developing a

Learning Environment using the Global Scheme.

• … perform (apply), in group and guided by the

instructor, an analysis of the presented case.

• … describe the steps needed to work out your personal

project proposal.

Practical issues

• We will work with a very specific case.

• Groups for the next 3 days:

– Group 1: Katrina, Melaku, Paola, Innocent

– Group 2: Sheleena, Ahmed, Osmel, Le

– Group 3: Luisa, Kidus, Shabbir, Shallon

• Use all the resources available.

• Consult each other, work together,collaborate, etc.

• We will have 2 times a short break (morningand afternoon), remind me of that (in case Iforget. Cfr. last year).

THE IMPORTANCE OF

INSTRUCTIONAL DESIGN AND

SOME BASIC MODELS

Instructional Design

The process by which instruction is improved through

the analysis of learning needs and a systematic design

and development of learning environments and materials.

(Morrison, Ross, & Kemp, 2004).

Instructional designers often use technology and

multimedia as tools to enhance instruction.

Learning Situations & Learning Environments

• Learning Situation vs Learning Environment

What is at the moment …

What can / must be created …

Instructional Design

Different ID-models

• 4C-ID Model (Jeroen van Merriënboer)

• Algo-Heuristic Theory (Lev Landa)

• ARCS (John Keller)

• ASSURE (Heinich, Molenda, Russel, and Smaldino)

• Backward Design (Wiggins & McTighe)

• Conditions of Learning (Robert Gagne)

• Component Display Theory (David Merrill)

• Criterion Referenced Instruction (Robert Mager)

• Integrative Learning Design Framework for Online Learning(Debbaugh)

• Spiral Model (Boehm)

• Rapid Prototyping (Tripp & Bichelmeyer)

• Kemp Design Model (Morrison, Ross, and Kemp)

• Organizational Elements Model (OEM) (Roger Kaufman)

• Transactional Distance (Michael Moore)

• …

http://www.elearninglearning.com/instructional-design/

http://www.instructionaldesign.org/

ADDIE: a general ID model

Analysis

Development

Implementation

Evaluation

conceptualization

specification

prototyping

Design

TheoryTechnology

Brief description

• The ADDIE model is the generic process traditionally

used by instructional designers and training developers.

• The five phases—Analysis, Design, Development,

Implementation, and Evaluation—represent a dynamic,

flexible guideline for building effective training and

performance support tools.

• Most of the current instructional design models are

spin-offs or variations of the ADDIE model.

Phases in Instructional Design

(Lee & Owens, 2004)

GLOBAL SCHEME

Our example of good education

Exercise

• Sit in groups.

• Describe the critical factors when

designing a learning environment.

(15 minutes)

• Present plenary per group (max. 5

minutes)

Instructional design @ KU LeuvenObjectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

ContextIn

str

uction

ald

esig

n @

KU

Leu

ve

n

student characteristics

What are the

characteristics of

my students?

Objectives


Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Contents

Teaching Methods

Materials

By whom

Context

objectives

Which knowledge

and skills students

have to acquire?

Context

Objectives

Student

Characteristics

Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Contents

Teaching Methods

Materials

By whom

learning activities

Which learning

activities students

have to perform to

reach the

objectives?

Context

Objectives

Student

Characteristics

Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Contents

Teaching Methods

Materials

By whom

context

In which context

does the

educational

practice take

place?

Context

Objectives

Student

Characteristics

Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Contents

Teaching Methods

Materials

By whom

learning environment

a learning

environment

consists of support

and evaluation

Objectives


Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Contents

Teaching Methods

Materials

By whom

Context

student support

WHAT

HOW

WHO

Objectives


Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Contents

Teaching Methods

Materials

By whom

Context

evaluation

How will be

evaluated if

students reached

the objectives?

Objectives


Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Contents

Teaching Methods

Materials

By whom

Context

alignment

Coherence and

consistencyObjectives


Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Contents

Teaching Methods

Materials

By whom

Context

Objectives


Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Teaching Methods

Contents

Materials

By whom

Context

ADDIE & GLOBAL SCHEME

Objectives


Lear

nin

g A

ctiv

itie

s


Evaluation

Support

Teaching Methods

Contents

Materials

By whom

Context

Analysis

Design

THE CASE…

Case Fabrics Inc. (I)

• Fabrics Inc., a state of the art weaving factory, once a smallorganization, recently experienced an incredible growth. Onlytwo years ago, the owner was also the supervisor of 40employees.

• Now it is a firm that employs more than 200. The fast growthproved good for some, with the opportunity for advancement.

• The owner called a consultant to help him with a fewproblems that emerged with the fast growth. "I seem to havetrouble keeping my mold-makers and some other keyemployees," he said. They are in demand, and although I amcompetitive regarding money, I think the new supervisors arenot treating them well. Also, I received some complaintsfrom customers about the way supervisors talk to them.

• The supervisors were all promoted from within, without anyformal training in supervising employees. They know theirstuff regarding the work the employees are doing, sothey are able to help employees who are havingproblems.

CASE: Blanchard, P. N. and J. W. Thacker (2007). Effective Training: Systems, Strategies, and Practices, Pearson Prentice Hall.

Case Fabrics Inc. (II)

• However, they seem to get into arguments easily, and I

hear a lot of yelling going on in the plant.

• When we were smaller, I looked after the supervisory

responsibilities myself and never found a reason to yell at the

employees, so I think the supervisors need some training in

effective ways to deal with employees. I only have nine

supervisors.

Could you give them some sort of training to

be better?

ANALYSIS

The Basics of Instructional Design

Phases in Instructional Design

(Lee & Owens, 2004)

Analysis

(Lee & Owens, 2004)

FRONT-END ANALYSIS (LEE & OWENS, 2004)

The Basics of Instructional Design

Audience (Student Characteristics)

Analysis

Identify the background, learning characteristics, and

prerequisite skills of the audience.

1. Analyze audience demographics and special

requirements.

2. Determine attitudes toward content and education.

3. Analyze the critical skills of the audience (language, IT,

…).

4. Document the results.

Exercise

• Sit in groups.

• Describe your audience (target

group) in detail. (30 minutes) Try to

come up with a possible profile.


minutes)

(Learning) Objective Analysis

What are the objectives for the course?

An objective must be:

1. Specific (This means the goal is clear and

unambiguous; without vagaries and platitudes.)

2. Measurable (Need for concrete criteria for measuring

progress toward the attainment of the goal.)

3. Attainable (The goals are neither out of reach nor below

standard performance.)

4. Relevant (choose goals that matter.)

5. Timely (A commitment to a deadline helps focus

their efforts on completion of the goal.)

Document the results!

Verbs according to Domain

Examples of Learning Objectives

Task Analysis

Describe the job-related tasks performed as a result of

the training or performance support.

1. Define the position title.

2. Identify all job-related duties.

3. Identify all tasks.

4. Order the tasks.


Example of a Task Analysis

Exercise

• Sit in groups.

• Describe the learning objectives in

detail. (30 minutes) Try to come up

with 5 possible learning objectives.


minutes)

CONTEXT - Technology Analysis

Identify existing technology capabilities.

1. Analyze available communication technology.

2. Analyze the technology available for reference or

performance support.

3. Analyze the technology available for testing and

assessment.

4. Analyze the technology for distribution.

5. Analyze the technology for delivery.

6. Analyze the expertise.


CONTEXT - Situational Analysis

Identify environmental or organizational constraints that

may have an impact on goals and multimedia design.

1. Analyze the learning environment.

2. Analyze delivery environment.


CONTEXT - Pedagogical Analysis

1. Analyze the methodology.

2. Analyze the degree of autonomy versus control (role of

the coach) Individual / collaborative.

3. Analyze the teaching and learning method, tasks and

assignments include: structuring and phases.

4. Analyze the evaluation forms.


CONTEXT - Extant-data Analysis

Identify existing training materials, manuals, references,

and syllabi.

1. Identify likely sources of information.

2. Collect information and existing course materials.


Exercise

• Sit in groups.

• Describe the context in detail. (30

minutes) Try to come up with a

possible description of the context.


minutes)

Analysis Design

• Extant - Data Analysis CONTEXT

• Pedagogical Analysis CONTEXT

• Situational Analysis - CONTEXT

• Technological Analysis CONTEXT

• Task Analysis OBJECTIVES

• Learning Objective Analysis OBJECTIVES

• Audience Analysis STUDENT CHARACTERISTICS

Makes a long list of REQUIREMENTS

DESIGN-TIME!!