TKMJ Consolidated Instructional Model

University of the West Indies, Open Campus

EDID: 6503 Instructional Theories, Models and Strategies Final Project Group Assignment

Group 3 Kanika Cooper Meredith Hodge Terry Hall Junia Marin

Course Coordinator: Dr Camille Dickson-Deane Course Facilitator: Dr LeRoy Hill Post Graduate Diploma in Instructional Design University of the West Indies, Open Campus

April 26, 2014

TKMJ Consolidated Instructional Model CONTENTS

Abstract3 Introduction..4 Combined Learning Environment5 Similarities and Differences in Work Environments6 Instructional Strategies in Work Environments................................8 Justification for New Model Design.9 Description of New Model.13 Instructional Strategies in New Model...18 Discrepancy Analysis.20 Conclusion..22 References..23 Appendices.25

TKMJ Consolidated Instructional Model

Abstract The purpose of this paper is to introduce the TKMJ Consolidated Instructional Model which was created to offer the best approach to meeting training needs of diverse learners in different educational contexts. It is a 5 phase model and each phase can be reengineered to become more efficient, effective and responsive to client needs as the learning environment changes. This model was established on the philosophy of functional contextualism which emphasizes two elements: - (1) that its function will depend on its intended audience and (2) the instruction will be based the needs of learners in relation to their experience and their work/instructional context. Technological, emotional and motivational factors were major considerations in its formation as these affect interest, learner enjoyment and satisfaction which impact learning outcomes.

TKMJ Consolidated Instructional Model Introduction A private study was conducted by four associates which revealed that high rates of learners in the public and private sectors were responding poorly to instruction. Further studies revealed that some major issues originated from the design and delivery of instruction. Instruction was generally based on a rigid curriculum which offered limited flexibility and did not appeal to the needs of all learners. Realizing the effects of this and after careful consideration and planning the four associates decided to combine forces to establish a consultancy firm called TKMJ EdDesigners Ltd. To meet the growing demand for quality education they decided to create an instructional model that would be flexible and universally applicable across a diverse range of environments. The model encompasses the guiding theories that inspired Kellers ARCS model and Astleitners list of Principles of Effective Instruction General Standards for Teachers and Instructional Designers, and FEASP Model. TKMJ Ed-Designers Ltd.s role as consultants is to identify clients instructional problems; define their needs, determine goals and objectives, develop quality training material and determine the most appropriate strategies to implement the training; implement the strategies; assess learning outcomes; and evaluate whether the goals and objectives have been met. The new model integrates the aforementioned areas within its five phases which are: Plan, Development, Implementation, Evaluation and Feedback. This model will guide the selection and structure of teaching strategies, methods and activities that will emphasize the desired instructional outcomes.

TKMJ Consolidated Instructional Model TKMJ Ed-Designers acknowledge the differences among learners and the relative importance of technology in achieving instructional goals, and providing meaningful, engaging learning experiences. According to the Information Resources Management Association (2011), technology also provides students with the opportunity to build their skills and conduct self-

evaluation(p.105). The new model seeks to incorporate instructional methods that develop the skills and knowledge the students need to learn effectively and live productively in this technological age. A functional contextualism philosophy was adopted because it embraces the best suited instructional methods and technique to enhance student learning and performance. Emotional and motivational considerations also played a major role in the design of the model. These features increase the amount of effort and energy that learners expend in activities to accomplish their learning goals.

Combined Learning Environment TKMJ Ed-Designers Ltd. (TKMJ) is a consultancy firm in the field of education whose primary focus is the provision of services in the design and implementation of instruction. The firms services extend to both the public and the private sector and include: the co-ordination and supervision of instruction, the design and implementation of instruction, the provision of remedial solutions for existing breakdowns in instructional design structures, training and implementation of computerised accounting software, and The provision of tutorial services.

TKMJ Consolidated Instructional Model

Additionally the firm has established a mutually beneficial relationship with a merchandising company to provide supervisory management internship training for tertiary school leavers. Presently, the client base consists of the four partners previous work environments. This can attest the expertise available to the firms potential customers. The client base is represented as follows: Environment A a public secondary school (public sector) Environment B an accounting and consultancy firm (private sector) Environment C - a governments internal audit department (public sector) Environment D a retail merchandising operation (private sector)

Assumptions applicable to the current work environment. The consulting period for clients requires staff to be assigned for at least six (6) months to one (1) year. With each new client a new work environment is introduced. Resources are available and accessible to both clients and consultants.

Similarities and Differences in Work Environments Table 1 below shows the differences and similarities of the individual instructional/work environments of the partners before they combined forces to form TKMJ Ed-Designers Ltd. The individual work environments display similar characteristics and are learner-centred, caters to the same learner demographics (11 years in to adulthood); inculcates the use of technology, maintains high levels of interactivity and flexibility, and use feedback as a form of assessment.

TKMJ Consolidated Instructional Model Table 1. Similarities and Differences between the Individual Models BASIS of COMPARISON SIMILARITIES & DIFFERENCES ASTIAR Model Environment A L-Central Instructional Model Environment B
Learners Guiding Principles Theories 11 -17 year olds Merrills & Principles Instruction, Gagnes Events Instruction 17 and older Adults Adults First Merrills of Principles Instruction Nine Empiricism of

IAUDs Model Environment C

Empiricist Approach Environment D

First Merrills of Principles Instruction, Nine Gagnes of Events Instruction

First Merrills of Principles Instruction, Gagnes Nine

First of and

of Events Instruction,

Constructivists, Cognitivist and Behavioral Instructional Models Direct Instructional Model Approach Learner Centered LearnerCentered LearnerCentered Learner-Centered Gerlach Ely Model and ADDIE, Models ARCS ADDIE, and Dick & Carey Models

Use Technology

of

High

High

High

Low

TKMJ Consolidated Instructional Model

BASIS of COMPARISON SIMILARITIES & DIFFERENCES

ASTIAR Model Environment A

L-Central Instructional Model Environment B

IAUDs Model Environment C

Empiricist Approach Environment D

Instructional Delivery

Classroom Delivery

Classroom and Classroom on-the-job delivery depending the clientele on setting

On the job

Curriculum Flexibility

Flexible Learners instructed

- Flexible Instruction

Simi-flexible is Learners instructed

- Flexible Learners are are based on experience skill instructed on

is predetermined can

based on their but ability. Classroom delivery Instructional method can

be based

altered to suit required client needs sets

however,

(customizable)

maintenance of professional standards emphasized is

accommodate multiple instruction strategies which can personalized be

TKMJ Consolidated Instructional Model

Interactivity High level of High level of High interactivity between instructor, level of High level

9
of

interactivity between instructor, student,

interactivity between instructor, peers

interactivity between facilitator, student and peers

peers student , and student technology is Selfby assessment and and

and technology Performance Assessment Feedback provided instructor peers

and technology Feedback provided is Feedback is given by by consumer and facilitator

Instructor instructor, peers, Management

feedback provided

Instructional Strategies in Work Environments The Table 2 below shows a comparison of the instructional strategies used in the original work environments of the partners of TKMJ Ed-Designers Ltd.

TKMJ Consolidated Instructional Model Table 2. Comparison of Instructional Strategies from the Original Environments

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INSTRUCTIONAL STRATEGIES

ASTIAR Model Environment A

L-Central Model

Instructional

IAUDS Model Environment C

Empiricist Approach Environment D

Environment B Direct instruction Case-based learning Discovery based learning Hands-on-learning Authentic learning environment Learner-centred instruction Individualized instruction Personalization Independent practice Role play Problem based learning Drill and practice Assessment Reflection Review Components Feedback Collaborative work Guided practice Peer tutoring Demonstration

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Justification for New Model Design

The overall aim of TKMJ Ed-Designers is to provide high quality instruction for its varied clientele. To guide the provision of this service, The TKMJ Consolidated Instructional Model adopts a systematic approach in phases for planning, development, implementation, evaluation and feedback while emphasising the following features: Allowances for flexibility in its application in accordance with the varied work environments; Consideration of motivational and emotional aspects as they impact instruction; and Inclusion of information technology into instruction.

Flexibility An eclectic approach to instruction design supports the diversity of work environments present in the organisation. This approach allows the instructional designer to take advantage of the multiple perspectives available on instructional design and learning theories, when designing instruction. This functionalist and contextual view to design theory, provides for the use of theories and strategies that are best suited for the situation and recognises that the best will vary as situations change. Having access to a database of multiple theoretical perspectives results in a better equipped instructional designer with the ability to efficiently create and modify instruction for any given instructional situation (Reigeluth, 2009). This universal model provides a framework within which the consultants will work: to create and modify instruction for potential clients and by extension, the new work environments to be encountered.

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Motivation and emotion Good instruction not only supports learners in thinking and learning, but also motivates them and offers an emotionally sound context (Astleitner, 2005). To meet this requirement, the TKMJ Consolidated Instructional Model was guided by Astleitners list of Principles of Effective Instruction General Standards for Teachers and Instructional Designers. The list prepared from the review of educational and psychological research on effective instructional methods (Astleitner, 2005), contains thirteen (13) principles. Astleitner emphasises that these principles are guidelines only, and that the lack of application of all the principles to instruction design, does not equate to instruction that is in any way less effective. Astleitner encourages instructional designers however to be mindful of the principles as general instructional standards when planning and evaluating instructional activities (Astleitner, 2005). The principles singled out for emphasis in the TKMJ Consolidated Instructional Model are those pertaining to the relevance of the motivational and emotional aspects of instructional design: principle 2, principle 10 and principle 11 and are highlighted below. The thirteen principles are: 1. Instructing based on a design for reflexive learning 2. Multiple supporting of cognitive, motivational, and emotional characteristics 3. Considering the strengths of students 4. Knowledge acquiring and applying in varying contexts 5. Supporting and evaluating basic knowledge but also higher-order skills 6. Simulating argumentation skills 7. Realizing and guiding self-regulated learning

TKMJ Consolidated Instructional Model 8. Increasing the efficiency of learning 9. Arousing and sustaining interest 10. Increasing positive feelings 11. Decreasing negative feelings 12. Establishing respect and responsibility 13. Using self-instructional learning materials

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Astleitner aligns principle 2 with Kellers ARCS model that provides four (4) factors influencing motivation: Attention, Relevance, Confidence and Satisfaction (Keller, 1984). So for instruction, learners are motivated if the content being learned has their interest, relevance of the content is highlighted, self-confidence is heightened and overall satisfaction displayed on the achievement of learning outcomes. Once the motivational objectives are defined, Kellers systematic motivational and design process requires the design, integration and implementation of the strategy into instruction. This requirement is incorporated within the TKMJ Consolidated Instructional Model. Emotion is ever present in the learning experience and is necessary to make sense of and to propel the process of learning (Kort, 2005). Instruction should seek to increase feelings that are positive and reduce negative feelings. Being afraid, angry and envious are negative feelings which appear more during instruction than feelings of pleasure and sympathy. Instructional strategies aimed at addressing this issue form the basis of emotionally sound instruction. The FEASP model (an acronym for fear, envy, anger, sympathy and pleasure) in the design of positive feeling instruction, provides a learning environment that allows learners to experience a mix of feelings where it is safe and controlled (Taylor etal, 1994 cited in Astleitner, 2000).

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Figure1. The FEASP approach for designing positive feeling instruction

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Information technology There is greater need for methods of instruction that allow for much greater customization of the learning experience and much greater utilization of information technology, fellow learners, and other resources for learning (Reigeluth, 1999). It is the responsibility of the consultants of TKMJ Ed-Designers to be aware of the tools of instructional technology available globally to improve learning and instruction. The shift from the industrial age to the information age is transforming education and hence instruction design.

Description of New Model The joint and strategic decision made by the partners of TKMJ Ed-Designers Ltd to merge efforts and pool resources to facilitate an offering of a higher quality of instruction, is indicative of a consolidated effort and hence the inclusion of the word consolidated in the naming of the new model. The letters T, K, M, and J represent the initials of each partners first name. The new model is called the TKMJ Consolidated Instructional Model. The TKMJ Consolidated Instructional Model is comprised of five distinct phases: plan, development, implementation, evaluation and feedback. Each phase is dependent upon the previous phase and guides the trainer through a well-designed and efficient process. An important component of the TKMJ Consolidated Instructional Model is the feedback phase that allows for modifications and adjustments to be made to earlier phases. This provision ensures that the effectiveness of the model is sustained within the diverse learning environments to maintain its reliability in achieving the learning objectives.

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TKMJ Consolidated Instructional Model Phase 1. - Plan. The initial phase of the TKMJ Consolidated Instructional Model allows for the

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comprehensive analysis of key elements of the design process and facilitates the setting of goals and objectives. These are as follows: Analysis of learners the individual learning styles, attitudes, general abilities, and required skills. Analysis of content to ascertain content specifications, available and required resources, rules, regulations, generally accepted standards, and curriculum guides. Goal Determination and Setting of Objectives During this phase the affective, cognitive and psychomotor domains of instruction and learning will be taken into consideration when establishing the objectives for the instruction, performance, motivation and emotion. Methods of Assessment - The assessment methods associated with the measurement of the desired learning outcomes will be established.

Phase 2. - Development. An eclectic approach will be taken in the development phase with regard to the selection of strategies that would facilitate the realization of objectives. This phase is characterized by: The selection of techniques and technological resources that can be successfully integrated with the selected strategies.

TKMJ Consolidated Instructional Model Determination of the when and how much content that is to be presented at a

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particular juncture. The time allocation for the completion of identified objectives determined. Detailing of the tasks required for the learners to perform as well as the assessment measures to be applied. Determine strategies that will enhance motivation and provide support for an emotionally sound instruction.

Phase 3. Implementation. At this phase the learners come face to face with the instruction, and are exposed to the strategies, resources and technology designed in the development stage. The implementation stage facilitates the following activities: Preparation of the learners to receive the new content; Instructors tweaking strategies as necessary to enhance teaching and learning. Sequential introduction of content; Learner interaction with the technology and resource materials with the guidance of the instructor where applicable; and Observation and assessment of the learners by the instructors.

TKMJ Consolidated Instructional Model Phase 4. Evaluation

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The evaluation phase would essentially determine the effectiveness of the entire implementation of the model. Activities are measured against defined objectives and allows the designer and instructor to perform summative and formative evaluations in order to determine if: Instructional and performance objectives were met;

Strategies, methods, techniques, and resources applied were appropriate, effective and relevant; The desired outcomes were achieved; Instruction was emotionally sound; Learners/instructors were motivated; Technology was adequately and properly infused; and The overall delivery of instruction effective and efficient. Unforeseen events arising will be taken into consideration and further investigated to assess and determine its cause and subsequent effect on the design and delivery of instruction. Phase 5. Feedback. Feedback will inform adjustments or modifications to the plan, development and implementation stages. Feedback will take the form of: Reports, recommendations, reviews, self-assessment /reflections, reward, discussions and shared experiences.

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Instructional Strategies of TKMJ Consolidated Instructional Model Instructional strategies are the various methods that are employed by instructors to implement and achieve their teaching objectives. According to Gropper (1974), Instructional strategies formulation by instructors "is the selection of an appropriate type of practice to meet the distinctive requirement of each different type of objective." (p.5).The strategies used by TKMJ Ed-Designers Ltd will depend on the nature of the instructional engagement, the learner needs and the instructional objectives. The following Instructional Strategies afforded by the Instructional:Instructional Strategies Direct Instruction: This strategy allows for the delivery of large amounts of information in a timely manner and for teaching lessons and skills that lead to cognitive development. Direct instruction involves constructing a presentation that ideally works across an enormous range of individual student variation." (Englemann, 1980, p.4). Expository Teaching is complementary to the direct instructional approach. Expository instruction is used when the objective is to acquire knowledge within the cognitive domain. This approach works well when the lesson involves information best learned in terms of a specific organizational structure. Hands-on Learning: This constructivist approach to instruction was chosen to assist learners to grasp new concepts through active participate in learning environment. Cognitive apprenticeship: Cognitive apprenticeship is an instructional process aimed at achieving mastery of skills.

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Authentic Learning Environment: Students are allowed to learn concepts and skills in a meaningful manner, as they are exposed to them in an environment where they can be applied. These concrete examples would be beneficial to the students rather than being exposed to concepts in abstract forms. Confidence in self and motivation are two important benefits derived from exposing learners to Authentic Learning Environments. Anchored Instruction: This cognitive instructional strategy, provides learners with a form of situational learning, where instruction is developed around an activity that serves as the teaching anchor. Learners are provided with opportunities to solve problems in contexts that are familiar to them, through the anchor activity. Case Based Learning: The learners are provided with real examples, or cases that require them to arrive at a solution to the problem. This strategy actively encourages the development of critical thinking skills. Inquiry Based Learning is quite similar to case based learning, however students are encouraged to ask questions and learning is centered upon answering those questions which provide a deeper understanding of concepts. An example of inquiry based learning is Discovery based learning. The new model will also use this approach to guide and motivate learners to explore information and concepts and embrace new knowledge. Problem based Learning: Learners will use their knowledge to solve problems that have been posed to them. Unlike inquiry based learning, the problems are open ended and allows learners to use their knowledge to solve real world problems. One recognized advantage of this strategy is the role it plays in increasing the motivational levels of learners.

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Drill and Practice: This approach is one that facilitates learning of concepts, as learners are provided with opportunities to continuously practice new skills. The repetitive nature of this strategy encourages quick retention of knowledge and application of skills that allows for mastery in a shorter period of time. Instructional Game: This strategy incorporates the use of technology and specially designed software with game situations. Learners use their knowledge and skills to solve problems and perform simulations in the virtual environments. The constant application of learners' skills results in the acquisition of a firm understanding of the concepts which will also promote motivation. Role Play: Here learners are encouraged to adopt the character and actions of others. It is quite effective in teaching about difficult emotional and affective situations as it allows the learners to develop clear understanding of the different perspectives of others. It also provides an avenue for them to learn about situations that would not have been a part of their personal experience.

Discrepancy Analysis This analysis of the model seeks to provide discrepancies between the TKMJ Consolidated Instructional Model and the other four models that informed its systematic design. The graphic representation of the four models can be viewed in Appendices I to IV.

TKMJ Consolidated Instructional Model Table 3. Comparison of the New Model with the Other Instructional Models

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TKMJ Consolidated Instructional Model

Flexible and Adaptable: It can be applied to different environments.

Other Instructional Models

Not Flexible: These were designed for specific learning environments.

Emotional consideration: Emotional and motivational

Cognitive Dominance: consideration The major consideration of all four was the of attainment the and

included in designing of model with outcomes models

in the Affective, Psychomotor and Cognitive realization domains. Customization : Objectives.

Cognitive

Limited Customization:

Allows for reengineering of the major phases Feedback does not affect and change to ensure success with its implementation. Technology: multiple phases in all models Technology:

Active systematic consideration given to the This resource not a central component infusion of technology as a resource in this of all the models reviewed. model

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Conclusion Four independent designers collaborated to produce the TKMJ Consolidated Instructional Model. The new model is learner-centred and has been developed to be used in various environments. It assumes as systematic process of design in the five phases - Plan, Development, Implementation, Evaluation and Feedback. The new model incorporates an eclectic approach to the selection of strategies, and supports the use of technology, motivation and emotionally sound instruction. Adjustments and modifications to the plan, development and implementation phases are made possible by the information provided by the feedback phase. The integration of all of these will promote the achievement established objectives.

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References

Astleitner, H. (2000). Designing emotionally sound instruction: The FEASP Approach. Instructional Science 28: 169-198, 2000. Netherlands: Kluwer Academic Publishers. Astleitner, H. (2005). Principles of Effective Instruction--General Standards for Teachers and Instructional Designers. Journal Of Instructional Psychology, 32(1). Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon. Englemann, S. (1980). Direct Instruction. Englewoods Cliffs N.J. : Educational Technology Publications.

Fleming, M. & Levie, W.H. (Eds.) (1993). Instructional Message Design : Principles from the Behavioral and Cognitive Sciences. Englewood Cliffs, N.J. : Educational Technology Publications.

Information Resources Management Association (Eds.).(2011). Instructional design : Concepts, Methodologies, Tools and Applications. Hershey, PA. : Information Science Reference. Instructional Strategies Online. Retrievedon April 23, 2014, from. http://olc.spsd.sk.ca/De/PD/instr/categ.html

Keller, J.M. (1984). Use of the ARCS Model of Motivation in Teacher Training. In K.E. Shaw (Ed.), Aspects of Educational Technology XVII. Staff Development and Career Updating. New York. Nichols.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

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Kort B. (2005) cited in Instructional Design: Concepts, Methodologies, Tools and Applications, Volume 1. Information Resources Management Association. IGI Global, 2011. Reigeluth, C. M. (1999). Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II). Mahwah: Lawrence Erlbaum Associates, Publishers Reigeluth, C.M & Carr-Chellman, A.A. (Eds.) (2009). Instructional-Design Theories and Models: Building a Common Knowledge Base, Vol. III. New York and London: Routledge.

Appendix I

The L-Central Instructional Model

TKMJ Consolidated Instructional Model Designer: Terry Hall. Work Environment: Accounting and Consulting Firm.

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Appendix II

The IAUDs Model

TKMJ Consolidated Instructional Model Designer: Meredith Hodge Work Environment: Public Sector Internal Audit Department

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TEST PLAN EVALUATE MONITOR ASSESS ANALYZE REPORT PREPARATION DISSEMINATE REVIEW

FAMILIARIZE

Appendix III The Empiricist Approach Designer: Kanika Cooper

TKMJ Consolidated Instructional Model Work Environment: Retail Merchandising Outlet.

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Observe

Participate

Analyze

Appendix IV

The ASTIAR Model

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Designer: Junia Marin Work Environment: Government Secondary School.