Designing Learning and Instructional Strategies

MID 7133

Lecturer : Azmawati Binti Mohd Lazim

: azmawati.mohd.lazim@gmail.com : 21A4FE60 : wawacrv

: Azmawati Mohd Lazim : wawacrv

At the end of this lesson, learners should be able to :

Write clearly the instruction and learning objectives State the differences between goal and objective Discuss the measurable objectives for the final project documentation Construct the different set of objectives Identify the Information Design Principle Relate the Gagne Nine Event to the learning and document preparation for the product assignment.

Learning Objectives

Instruction and learning

Effective instruction

Interactivity in instruction

begins with a systematic planning process for instructional events.

refers to active learning

the learner acts on the information given or presented

Learner transform it into new, personal meaning.

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Goal vs Objectives

Measurable Objectives

Type of Objectives

Information Design Principle

Gagne 3 Nine Event

Instructional Strategy
Instructional strategy is a guideline on which instructors base their teaching and learning approach or methodology on. Effective instructional strategies are based on learning theories. E.g : Gagne Nine Event Learning Theories describe the ways that theorists believe people learn new ideas and concepts.

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Type of 3/6/2012 Objectives

Information MID 7133 Design Principle

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The objectives

The steps needed to get there.

The goal

Where we want to be.

Intro

Goal vs Objectives

Information Gagne 5 MID 7133 Type of Design Nine Objectives Principle University, Cyberjaya, Malaysia Event Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia

Measurable Objectives

Developing goals

GOAL
The course Goals can be goals are broad lofty ideas, statements of using words or what the phrases like students will be "appreciates" able to do when or "shows they have leadership completed the ability." course.
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Goal vs Objectives

Example of a broad course goal: Students will gain a greater appreciation for traditional music.

Measurable Objectives

Type of 3/6/2012 Objectives

Information MID 7133 Design Principle

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Writing objectives
How can we measure if the user understand the lesson?
For example : how to measure if they appreciate history?

It would be very difficult. That is why we develop objectives.

OBJECTIVES The objectives must be measurable specific you can determine if the goal was achieved. Also called learning outcomes measurable objectives behavioral objectives because they describe observable behavior rather than knowledge.
Type of Objectives Information Design Principle Gagne 7 Nine Event

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Goal vs Objectives

Measurable Objectives

GOAL Goals are broad. Goals are general intentions; Goals are intangible; Goals are abstract; Goals can't be validated as is;.

OBJECTIVES Objectives are narrow objectives are precise. objectives are tangible. objectives are concrete objectives can be validated

Goals vs Objectives
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Goal vs Objectives

Measurable Objectives

Type of 3/6/2012 Objectives

Information MID 7133 Design Principle

Gagne 8 Nine Event

What is measurable objectives?

Measurable objectives The objectives
Use verbs

the specific measures

use to determine whether or not we are successful in achieving the goal.

instructions about what we want the student to be able to do.

include specific conditions (how well or how many)

describe to what degree the students will be able to demonstrate mastery of the task.

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Goal vs Objectives

Measurable Objectives

Type of 3/6/2012 Objectives

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Objectives MUST BE clearly written and measurable.

They are clear in that the learner knows how they will be measure (condition), what he/she must do (performance) and how well he/she must do it (criterion). The objectives are measurable in that the criterion clearly states the performance level that must be achieved.

Measurable Objectives
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Writing Measurable Objectives

ALLOW DEVELOPERS TO Wrap their minds around the content to understand its scope Use the big-picture view to understand what themes, interactivity and engagement strategies can work

Logically order the content (this can be done in an instructional analysis which many people dont do)

Organize the content into chunks, topics, lessons, units, modules, etc.

Ensure that no content slips through the cracks

Ensure all required content is tested

Communicate the content to clients, subject matter experts and the development team
Information Design Principle Gagne11 Nine Event

Intro

Goal vs Objectives

Measurable Objectives

Type of Objectives

Writing measurable objectives

First, it must be noted that one must consider ones audience.
Second, an objective should include the following:
1. Performance/Action verbs. An objective always states what a learner is expected to be able to do and/or produce to be considered competent.

2. Conditions. An objective describes the important conditions (if any) under which the performance is to occur.
3. Criteria/Standards. An objective describes the criteria of acceptable performance; that is, it says how well someone would have to perform to be considered competent. 4. Audience. End user

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Example

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Information Gagne13 Type of 3/6/2012 MID 7133 Design Nine Objectives Principle University, Cyberjaya, Malaysia Event Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia

Measurable Objectives

knowFORBIDDEN WORDSUnderstand

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Types of Objectives
Cognitive : thought or knowledge: "what the student is able to do" (an observable)

Three domains and ensuing type of objectives include:

Affective : feelings or choices "how the student chooses to act

Psychomotor : physical skills "what the student can perform"

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Cognitive Domain
Use this list to help you express distinct performance expectations you have of your users / students.
In general, cognitive competency in a field begins with knowledge level learning and advances up the taxonomy to comprehension, application, and then the higher order skills involved in analysis, synthesis, and evaluation or problem solving.

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Type of Objectives

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Intro

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Information Gagne17 Type of 3/6/2012 MID 7133 Design Nine Objectives Principle University, Cyberjaya, Malaysia Event Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia

Measurable Objectives

Verbs Words Use in Cognitive

Knowledge arrange define duplicate know label list match memorize Name order quote recognize recall repeat reproduce restate retain Comprehensi on characterize classify complete depict describe discuss establish explain express identify illustrate locate recognize report Relate review sort translate Application administer apply calculate choose compute conduct demonstrate dramatize employ implement interpret operate perform practice prescribe roleplay sketch solve Analysis analyze appraise categorize compare contrast critique diagram differentiate discriminate distinguish examine experiment explore inventory investigate question research test Synthesis combine compose consolidate construct create design formulate hypothesize integrate merge organize plan propose synthesize systematize theorize unite write Evaluation appraise argue assess critique defend envision estimate evaluate examine grade inspect judge justify rank rate review value

Intro

Goal vs Objectives

Information Gagne18 Type of Design Nine Objectives Principle University, Cyberjaya, Malaysia Event Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia

Measurable Objectives

Intro

Goal vs Objectives

Information Gagne19 Type of 3/6/2012 MID 7133 Design Nine Objectives Principle University, Cyberjaya, Malaysia Event Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia

Measurable Objectives

Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

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Type of Objectives

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Gagne Nine Event

Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:

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Type of Objectives

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Gagne Nine Event

Intro

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3/6/2012

MID 7133

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Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia

Information Design Principles

Retrieval

Attention to external stimulus will initially last up to a

Orientation

maximum of 20 minutes. Keep content small and self-contained. Chunking or grouping pieces of data into units is a major technique for getting and keeping information in short-term memory; it is also a type of elaboration that will help get information into long-term memory. Label topics clearly. Use a template for consistency. Disclose information in progressive layers. Each topic has only one learning outcome and have 7 + 3 units of information ( a maximum of 10 screens) organization; there are no covers, chapters, or pages. Provide visual cues through metaphor or color. Provide a site map, easy backtracking and exit, and a default path.

E-learning material has no physical representation of its

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Information Design Principles

Presentation

Consider readability and layout. Reduce clutter; aim for 50% white space. Distinguish important information. Use color and graphics appropriately. Be consistent and

conservative. Use color and graphics for clarification and explanation, not for decoration.

Encoding

When designing the structure, consider the purpose. design sequentially design hierarchically Structure each topic to answer one question/learning outcome

Sequence

Provide several access techniques: menu, index, table of contents, hypertext links, keyword searches. Provide multiple entry points and paths to address a variety of learner needs.

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Gagne Nine Event

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Example:
Instructional Event 1.Gain Attention Lesson Activity
Engaging opening sequence. A space theme is used to play off the new software product's name, STAR. Inspirational music accompanies the opening sequence, which might consist of a shooting star or animated logo. Students are called upon to use their prior knowledge of other software applications to understand the basic functionality of the STAR system. They are asked to think about how they start, close, and print from other programs such as their word processor, and it is explained that the STAR system works similarly. A computer programmer presents students with the following learning outcome immediately after the introduction. Upon completing this lesson you will be able to: list the benefits of the new STAR system.
Type of 3/6/2012 Objectives Information MID 7133 Design Principle Gagne27 Nine Event

2. Recall Information

3. Inform Learner of Objective

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Instructional Event 4. Present Stimulus Material

Lesson Activity
Using screen images captured from the live application software and audio narration, the training program describes the basic features of the STAR system. After the description, a simple demonstration is performed.

5. Provide Learning Guidance

With each STAR feature, students are shown a variety of ways to access it - using short-cut keys on the keyboard, drop-down menus, and button bars. Complex sequences are chunked into short, step-bystep lists for easier storage in long-term memory. After each function is demonstrated, students are asked to practice with realistic, controlled simulations.
Information MID 7133 Design Principle Gagne28 Nine Event

6. Elicit Performance

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Type of 3/6/2012 Objectives

Instructional Event

Lesson Activity
During the simulations, students are given guidance as needed. If they are performing operations correctly, the simulated STAR system behaves just as the live application would. If the student makes a mistake, the tutorial immediately responds with an audible cue, and a pop-up window explains and reinforces the correct operation.
After all lessons are completed, students are required to take a post-test. Mastery is achieved with an 80% or better score. A one-page, laminated quick reference card is distributed for further reinforcement of the learning session. A case study on the application of the software is discussed using the course discussion forum.
Measurable Objectives
Type of 3/6/2012 Objectives Information MID 7133 Design Principle Gagne29 Nine Event

7. Provide Feedback

8. Assess Performance

9. Enhance Retention

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Gagne Conditions for learning

Apply Gagne Nine Events of Instruction for a specific topic in the Design Template given

http://www.knowledgebank.irri.org/rkb/RKB_C ontent/eLearning.htm http://www.geom.uiuc.edu/apps/rainbow/

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Please prepare your 1 Learning goal for your English Course 10 learning objectives for your English Courseware by referring to the Cognitive Domain element & Blooms taxonomy verbs. Update your blogs & present it in class.

Why you have a date with me next week?