sara ballantine, edtech 503, reading quiz

8/10/2019 Sara Ballantine, EdTech 503, Reading Quiz

1/33

EdTech 503

Reading QuizSara Ballantine

Summer, 2012


2/33

3-4 :History of ID

5-6:

Definition of ID

7-8:

Notion of "systems"

9-10: Useof models

11-12:

Addie Model

13-14:

Merrill's First Principles of Learning

15-16:

Gagne's Nine Events of Instruction17-18:

Bloom's Taxonomy

19-20:

Bates Model

21-22:

Kirkpatrick's Training Evaluation

23-24:

Constructivism

Table of Contents


3/33


4/33

The need for training materials during World War II served as the

inception of the instructional design field. The development of instructional

design shares many threads with instructional media and growth in one often

influences development in the other. Since its inception, today's instructional

designers have continued to build upon the work and research of those who

have preceded them.

Visual Metaphor

The rings in the trunk of a tree indicate its age. While imperfections

exist, the growth is systematic-each new ring expands beyond the scope of the

one prior. It is through this process of growth that the base of the tree becomes

strong enough to develop branches. Similarly, instructional design can becontinually expanded and improved when the foundation is strong.

http://www.flickr.com/photos/horiavarlan/4268919958/

History of Instructional Design (ID)
http://www.flickr.com/photos/horiavarlan/4268919958/http://www.flickr.com/photos/horiavarlan/4268919958/http://www.flickr.com/photos/horiavarlan/4268919958/


5/33


6/33

Instructional design is a systematic process that requires clearly defined

outcomes to ensure that learning is efficient and effective.

Visual Metaphor

An essential component of the instructional process is assessment, which

requires reflection by the instructor, the designer and the student. If the

desired results are not achieved, the design improves and evolves

because the stakeholders involved ask themselves "What could I have

done differently?" For example, I tend to use an 85/15 rule in my

classroom. If 15% of my students did not meet the targeted objective, I

consider what is needed for those students to improve (e.g. organizationalskills, additional time, etc.). If more than 15% of students failed to meet the

objective, I consider what I need to do differently (e.g. more scaffolding,

revise the objective, alternative assessments, etc.). Regardless, design

incites reflection.

http://www.flickr.com/photos/pagedooley/2577006675/

Instructional Design: Definition
http://www.flickr.com/photos/pagedooley/2577006675/http://www.flickr.com/photos/pagedooley/2577006675/http://www.flickr.com/photos/pagedooley/2577006675/


7/33


8/33

Systematic means to organize something carefully and according to a

designated process. ID implements a systematic approach because learning

involves several variables and is too important to be haphazard.

Visual Metaphor

Filing cabinets are systematic and allow people to locate information quickly.The "Commodore" company evolved to manufacture computers, which is an

improvement upon the "old" filing system. When things are systematic it is

easier to identify strengths and weaknesses and improve the system.

http://www.flickr.com/photos/36186995@N06/3340116839/

Systematic
http://www.flickr.com/photos/36186995@N06/3340116839/http://www.flickr.com/photos/36186995@N06/3340116839/http://www.flickr.com/photos/36186995@N06/3340116839/


9/33


10/33

Instructional designers use models because it easier to enhance sound design

versus reinventing it. Additionally, models allow us to critique the work of others

and put our own "spin" on it; thus creating more models from which future

designers can derive ideas.

Visual MetaphorA commonly used adage is "why reinvent the wheel?" The wheel is not only a

model, but also symbolic of efficiency and has been innumerably modified and

adapted. Instructional designers also modify and adapt models to meet

instructional needs.

http://www.flickr.com/photos/elsie/1501194762/sizes/o/in/photostream/

Models
http://www.flickr.com/photos/elsie/1501194762/sizes/o/in/photostream/http://www.flickr.com/photos/elsie/1501194762/sizes/o/in/photostream/http://www.flickr.com/photos/elsie/1501194762/sizes/o/in/photostream/


11/33


12/33

ADDIE is an acronym that stands for the steps in the design process: Analysis,

Design, Development, Implementation, and Evaluation. The ADDIE process is

not attributed to any one designer, however, its origins are linked to a design

project for the U.S. Army conducted at Florida State University (Molenda,

2003). The process is generic, and therefore flexible. It is meant to serve as a

guideline for developing instruction by representing the process the designershould follow (Ryder, 1994). While the design is flexible, each step is meant to

inform the next, so design should be fluid.

http://ngolearning.org/courses/availablecourses/online/Document%20Library/Forms/AllItems.aspx

ADDIE
http://ngolearning.org/courses/availablecourses/online/Document%20Library/Forms/AllItems.aspxhttp://ngolearning.org/courses/availablecourses/online/Document%20Library/Forms/AllItems.aspxhttp://ngolearning.org/courses/availablecourses/online/Document%20Library/Forms/AllItems.aspx


13/33

Merrill's First Principles of Instruction


14/33

Merrill's First Principles of Instruction are based on the hypothesis that learning

occurs when it is based on "real world" problems and occurs in four phases:

1) Activation of prior knowledge

2) New knowledge is Demonstrated for the learner

3) The learner then Appliesthe knowledge

4) The learner is able to Integrate the learning into a personal contextMerrill contends that the demonstration phase in instruction is often too heavily

emphasized and that the learner must move through the four phases in order

for learning to be effective.

http://id2.usu.edu/Papers/5FirstPrinciples.PDF

Merrill's First Principles of Learning
http://id2.usu.edu/Papers/5FirstPrinciples.PDFhttp://id2.usu.edu/Papers/5FirstPrinciples.PDFhttp://id2.usu.edu/Papers/5FirstPrinciples.PDF


15/33

Gagne's Nine Events of Instruction


16/33

Robert Gagne is considered a pioneer of systematic instructional design.

Gagne's philosophy as a behaviorist is evidenced in the second step of his

instructional model, "inform learners of objectives." Gagne emphasized

knowledge, guidance and feedback as tenets of the conditions of learning and

delineated instruction into nine steps:

1) Get the learner's attention and interest2) Communicate learning objectives

3) Stimulate recall of prior learning

4) Present new learning

5) Provide guidance

6) Have the learner apply new knowledge/skill

7) Provide feedback8) Assess learning

9) Provide opportunity for retention and transfer of learninghttp://insdsg619.wikispaces.com/Gagne

Gagne's Nine Events of Instruction
http://insdsg619.wikispaces.com/Gagnehttp://insdsg619.wikispaces.com/Gagnehttp://insdsg619.wikispaces.com/Gagne


17/33


18/33

Benjamin Bloom's Taxonomy is perhaps one of the most widely recognized and

referenced in the field of education. In his taxonomy, Bloom breaks cognition

into six levels. The taxonomy was derived from research in which Bloom found

that only 5% of test questions required to students to do more than recall

information(Ryder, 1994). Some of the most salient features of the taxonomy

are the verbs associated which each level, which help to facilitate thedevelopment of instructional objectives.

http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/

Bloom's Taxonomy
http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/http://reflectionedu.wordpress.com/2012/05/24/questioning-techniques-purpose-and-blooms-taxonomy/


19/33

Bates Model


20/33

The preceding model was

designed by Tony Bates and

intended for distance

learning. The Bates Model

focuses on the use of

technology--In anticipation ofwhat was an up and coming

trend in education, Bates

created what he refers to as

a "front-end system design."

A key feature of the Bates

model is the acronymACTIONS, which stands for:

http://insdsg619.wikispaces.com/Bates

Bates Model

Access:Can the learner group access the technology? Is

it flexible in its use?

Costs: What does the technology cost? How much per

student?

Teaching and learning: What are the needs of the

learners? What technologies support the needs of the

learners and instruction?

Interactivity and user-friendliness:How can the

learners interact with this technology? Is it user friendly?

Organizational issues: What are the organizationalrequirements of using this technology? What changes, if

any, need to be made?

Novelty: How new is the technology?

Speed: How quickly can courses be designed and

changed using this technology?
http://insdsg619.wikispaces.com/Bateshttp://insdsg619.wikispaces.com/Bateshttp://insdsg619.wikispaces.com/Bates


21/33

Kirkpatrick's 4 Levels of Training Evaluation


22/33

Kirkpatrick's evaluation of training programs dates back to 1959, but has had

the staying power to remain relevant today. It is considered an "industry

standard"(Ryder, 1994) and incites key reflection points for the designer:

1)Reactions-How did participants respond to the training? What were their

thoughts? Experiences?

2)Learning-What learning occurred? How was it measured?

3) Transfer-Did participants change their behavior as a result of the training?

4) Results-How did the training and behavioral changes (or lack thereof)impact the organization?

http://aboutlearningcurve.blogspot.com/2009/05/donald-kirkpatrick-model.html

Kirkpatrick's 4 levels of Training Evaluation
http://aboutlearningcurve.blogspot.com/2009/05/donald-kirkpatrick-model.htmlhttp://aboutlearningcurve.blogspot.com/2009/05/donald-kirkpatrick-model.htmlhttp://aboutlearningcurve.blogspot.com/2009/05/donald-kirkpatrick-model.htmlhttp://aboutlearningcurve.blogspot.com/2009/05/donald-kirkpatrick-model.htmlhttp://aboutlearningcurve.blogspot.com/2009/05/donald-kirkpatrick-model.htmlhttp://aboutlearningcurve.blogspot.com/2009/05/donald-kirkpatrick-model.htmlhttp://aboutlearningcurve.blogspot.com/2009/05/donald-kirkpatrick-model.html


23/33


24/33

Constructivism is the philosophy that learning is derived through personal

meaning gained from experience versus being discovered arbitrarily.

Visual Metaphor

Information often comes to us in pieces and we are tasked with "constructing"

those pieces into a cohesive whole. Notably, when most people put puzzlestogether, they benefit from seeing the "big picture" (or end result) to help guide

them through the process, thus denoting the importance of a clearly defined

objective.

http://www.flickr.com/photos/calliope/4252602574/sizes/z/in/photostream/

Constructivism
http://www.flickr.com/photos/calliope/4252602574/sizes/z/in/photostream/http://www.flickr.com/photos/calliope/4252602574/sizes/z/in/photostream/http://www.flickr.com/photos/calliope/4252602574/sizes/z/in/photostream/


25/33


26/33

Empiricism is the philosophy in which beliefs are based upon practical

experience that is (typically) supported by data. Empiricists take an objective

approach to knowledge and believe that our sensory experiences help to

determine what we know rather than basing our knowledge on how the mind

reinterprets experiences.

Visual Metaphor

Regardless of data and evidence, our experiences are based upon perception.

Although data can be invaluable for several reasons, our sensory experiences

do not always align with data. The sun, for example, appears to be smaller than

the building, however, if put into perspective based upon data, the size of thesun dwarfs the building.

http://www.flickr.com/photos/howard_roark/4419154091/sizes/z/in/photostream/

Empiricism
http://www.flickr.com/photos/howard_roark/4419154091/sizes/z/in/photostream/http://www.flickr.com/photos/howard_roark/4419154091/sizes/z/in/photostream/http://www.flickr.com/photos/howard_roark/4419154091/sizes/z/in/photostream/


27/33


28/33

Behaviorists believe that learning is evidenced by the observation of a desired

response to a selected input . While behaviorism has not had significant

implications for today's instructional designer, it has been credited with the

practice of designing instruction around learning objectives (Smith & Ragan,

2005, pgs. 25-26).

Visual Metaphor

Plate size has increased over the past several decades which has influenced

the amount of food people eat. The food industry has functioned with the

objective of increased consumption, and the results are evidenced by our

waistlines, obesity-related diseases, etc. Conversely, a "behavioral"

recommendation for decreasing consumption is to use a smaller plate.

http://www.flickr.com/photos/calliope/4252602574/sizes/z/in/photostream/

Behaviorism
http://www.flickr.com/photos/calliope/4252602574/sizes/z/in/photostream/http://www.flickr.com/photos/calliope/4252602574/sizes/z/in/photostream/http://www.flickr.com/photos/calliope/4252602574/sizes/z/in/photostream/


29/33


30/33

Information processing theory addresses the ways in which the human brain transforms information

within the brain. Essentially, the information or input we receive through our sensory experiences are

converted to electrochemical messages within our brain, which leads to perception and subsequently,

the storing of messages into memory. Schema theory asserts that we make these connections based

on what we already know (e.g. relating new material to prior knowledge), which is one reason

metaphors are such powerful tools. Schemata helps us to form connections that are theorized to be

represented as " mental models" that, in turn, induce further learning. (Smith and Ragan, 2005, pp26-

28).

Visual MetaphorThe brain is a hotbed of electricity with neurons firing to make connections. Similarly, static electricity

results from connections within our environment. Scientifically, static electricity can be a complex topic

that involves many processes. In its most basic form, and what most of us experience as children,

static electricity occurs when a balloon is rubbed on hair causing it to stand up, or a slight shock is

received after shuffling feet across carpet. The information that we process with regard to staticelectricity is highly dependent upon our prior knowledge and experience--we will not attribute the

phenomenon to atoms and electrons if we can only associate it with balloons and hair. However, the

association and experience of balloons and hair make the notion of electrons and atoms more

concrete and the concept more comprehensible.

http://www.flickr.com/photos/jontintinjordan/5557578900/sizes/z/in/photostream/

Information Processing Theory
http://www.flickr.com/photos/jontintinjordan/5557578900/sizes/z/in/photostream/http://www.flickr.com/photos/jontintinjordan/5557578900/sizes/z/in/photostream/http://www.flickr.com/photos/jontintinjordan/5557578900/sizes/z/in/photostream/


31/33


32/33

ID & Educational Technology

Educational technology is a tool in the instructional designers "toolbox." The

tenets of instructional design provide the foundation for analyzing the

instructional context, while technology endows the designers with the tools.

Technology encompasses everything from pencils to computers to the "cloud,"

and, a pencil or tool guided in the "right" direction is more powerful than a tool

in and of itself. ID helps to focus tools and ensure that they are used effectivelyand efficiently.

http://bit.ly/KEie4I
http://bit.ly/KEie4Ihttp://bit.ly/KEie4Ihttp://bit.ly/KEie4I


33/33

Gustafson, K., & Branch, R.(2002). Survey of Instructional Development Models [4th ed.].(ERIC Clearinghouse onInformation and Technology), Retrieved fromhttp://edtech.mrooms.org/pluginfile.php/53861/mod_page/content/4/ID-

MODELS_Gustafson-and-Branch.pdf

Merrill, M. (2001).First principles of instruction. Unpublished manuscript, Educational Technology Research and Development,

Utah State University, Logan, Utah. , Available from www.id2.usu.edu. Retrieved from

http://id2.usu.edu/Papers/5FirstPrinciples.PDF

Molenda, M. (2003). The addie model. Retrieved from http://www.indiana.edu/~molpage/The ADDIE Model_Encyclo.pdf

Nine events of instruction. (2007, April 10). Retrieved from http://edutechwiki.unige.ch/en/Nine_events_of_instruction

Ryder, M. (1994, 05 23).Instructional design models & theories. Retrieved from

http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

Smith, P. L., & Ragan, T. J. (2005).Instructional design. (third ed.). John Wiley and sons, Inc.

Works Cited

sara ballantine, edtech 503, reading quiz

Documents