EDTECH 503-4172 Reading Quiz

Ron Gardiner

Order of Postcards
3-4 5-6 7-8 History of ID Definition of ID Notion of "systems"

9-10

Use of models

11-12 Constructivism 13-14 Empiricism 15-16 Behaviorism

17-18 Info. Proc. Theory

19-20 Relate ID and EdTech 21 APA references

Word Cloud http://worditout.com/word-cloud/15874

History of ID
Born out of a need to provide servicemen effective and consistent training World War II, Instructional Design had humble beginnings. After the war, the continued work to improve instruction produced a framework for planning instruction that included analysis, design, and evaluation. Programmed instruction, wrapped around the idea that learners would do well if training was presented in small segments with frequent questions and immediate feedback grew out of these earlier works and is considered to be a predecessor to the systems approach to teaching and learning. This systems approach was the first to use data to validate the effectiveness of training/instruction. Later, when a need was seen objectives to be included in classroom instruction this too was incorporated into Instructional Design. In another iteration, the shift from norm to criterion-referenced testing became evident. From these ideas numerous systematic design processes/models emerged. When personal computers became available designers began looking at technology as a way to deliver instruction. Technology continues to play a large role not only in the delivery of instruction, but the management as well. The image on the previous page is entitled "Grand Design" spiral Galaxy M81. I selected this image because the spiraling arms come from a common center just as the many facets of Instructional Design developed from a common idea.

http://www.flickr.com/photos/toptechwriter/522395769/

ID Definition
Instructional Design is a process by which designers produce detailed and explicit plans of instruction using sound educational theories and practices. This flexible process contains several key elements: Analysis, strategy, and evaluation. In some instances Instructional design can be seen in a linear fashion, in others a more fluid process takes precedence in which designers can move easily between stages in the process as necessity dictates. The Celtic knot with its interwoven strands depicts the many roads designers may take to produce an instructional plan.

http://www.flickr.com/photos/bobleckridge/1036936682/in/photostream/lightbox/

Notion of systematic
The term systematic implies that a sound logical process or well-thought-out series of steps is used to achieve a goal or solve a problem. Instructional designers use a systematic process to ensure all critical components of the design process are addresses. Regardless if one is using the Analysis, Strategy, and Evaluation process or A.D.D.I.E. (analysis, design, develop, implement, and evaluate) to create a instructional program, critical thinking and logical processes help to ensure success, and provide a template for repeated success. I chose the bee dance to symbolize the systematic process. To an untrained eye, the bees appears to be an unorganized cluster of insects with no goal in sight. Yet, the bees are transmitting information so that behaviors can be replicated for the benefit of the hive. While to an untrained eye, instructional design processes may also look like organized chaos, it too,has a systematic framework that allows for communication so that the goal can be achieved.

http://farm4.staticflickr.com/3411/3504185568_411bb67a97_o.jpg

Use of models
Instructional design models provide the generic framework around which instructional products are built, put into practice, and evaluated. Instead of femurs, tibias, and vertebrae, the bones of a design model include data analysis, learning strategies, product development, implementation, and assessment. Just as all humans possess the same type and number of bones, but every person is a unique individual, so too designers can use the model to design and create many different and effective products.

http://farm4.staticflickr.com/3053/3140104720_f4c17595ac_b.jpg

ADDIE
ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. It is a generalized term for an instructional design process which developed over time having no definite author. (Molenda, 2004, p. 1). Its design processes are nonlinear and iterative, so designers can jump between phases as necessary until the instructional design project meets satisfactory results (Gustafson & Branch, 2002).

http://upload.wikimedia.org/wikipedia/commons/d/d3/ADDIE_Model_of_Design.jpg

Dick and Carey

A systems based approach to instructional design, this model was authored by Walter Dick and Lou Carey in 1978. The ten steps break instruction down into small manageable segments that a focus on teaching skills and knowledge in an environment in which the learner has the best chance of acquiring the targeted skills ("Chapter 3: Instructional," 2004). The graphic on the previous page depicts the iterative flow of the Dick and Carey model. Only identifying instructional goals, analyzing learners and contexts, and evaluation do not have a direct link to revision. This model can be used in a wide range of student-centered instructional applications (Qureshi, 2004).

Kemp
Jerrold Kemp's design model contains nine design steps wrapped in layers of planning, revision, formative and summative evaluation, and support services. Called a "holistic approach to instructional design, the model takes into consideration nearly all factors in the learning environment (Qureshi, 2004).

http://edutechwiki.unige.ch/mediawiki/images/a/a1/Kemp.jpg

ASSURE
Developed by Heinich, Molenda, Russell, and Smaldino, the six step ASSURE model is actually an acronym for:

Analyze learners
State objectives Select media and materials Utilize media and materials Require learner participation Evaluate and revise

Media and materials takes two of the six steps, and one can see that there is an expectation of use of technology to support this type of instruction. Teachers can easily relate to this model because it is similar to teaching planning processes. (Gustafson & Branch, 2002).

Graphic created by Ron Gardiner using PowerPoint 2010

PIE
Newby, Stepich, Lehman, and Russell described their PIE ( Plan, Implement, and Evaluate) as being analogous to a cook using a recipe (Choi, 2007). Gustafson and Branch (2002) state that instructional plans created using the PIE method are suited for classrooms in which one person or a small group create and delivers the instruction. PIE relies heavily upon media and technology. (Gustafson & Branch, 2002). In the planning phase, information about learners, content, and setting is acquired. The implementation phase is when media, and methods are analyzed to determine how computer technology can be incorporated. The evaluation phase examines both learner performance and system data to in a continuous improvement process.

Gerlach and Ely

Classroom teachers with little instructional design experience will find Gerlach and Ely's model something they can identify with because of the similarity to how teachers create lesson plans (Qureshi, 4004). Gustafson and Branch (2002) explain that one begins with two the synchronous events, identifying content and objectives. Assessing learning behavior follows. An integrated set of activities (determining strategies , organizing groups, allocating time and space, and selecting resources) are dependent on each, and a change in one area has a ripple effect on other areas The evaluation phase measure both student performance and their feelings about the materials uses and instructional methods. Lastly, learner feedback about the effectiveness of the lesson, particularly objectives and teaching strategies, is analyzed in order to improve teh instruction for future use (Gustafson & Branch, 2004).

Constructivism
Constructivism stems from the rationalist philosophy that everyone makes, or constructs, his/her own version of reality. The reputed father of constructivism, Jean Piaget is quoted as saying," Knowledge is not transmitted: it is constructed," (Smith & Ragan, 2005). Smith & Ragan (2005) interpreted the assumptions of constructivism:

Knowledge is constructed from experience Learning results from personal interpretation of knowledge Learning is an active process in which meaning is developed on the basis of experience. (p. 19).

The image of the young child playing with the blocks represents the constructivist belief. that learning comes through experience, interpretation, and activity.

http://www.flickr.com/photos/mikecogh/5441826136/sizes/o/in/photostream/

Empiricism
According to Smith and Ragan (2005) knowledge is the result of sensory experiences as opposed to mental experiences. While John Locke is often regarded as the primary empiricist philosopher, not all subscribe to the tabula rasa (blank slate) theory (p. 22). The Five Senses collage represents the belief that learn comes from sensory experiences.

http://www.flickr.com/photos/thenickster/3667839998/

Behaviorism
Ivan Pavlov's classical conditioning experiments are the basis for the behaviorist movement. B.F. Skinner's work on operant conditioning furthered the ideas that learning is the result of a stimulusresponse scenario. The writing of precise objectives can be traced to behaviorism. (Smith & Ragan 2005) The image of the cat on the dog's back shows what can be accomplished through training and conditioning.

http://www.flickr.com/photos/abennett96/502205017/

Info. Proc. Theory

Information processing theorists recognize cognitive growth, development, and learning as changes to the way the brain processes information (Smith & Ragan 2005).

Supporters of Piaget's stage theory of development use the term, "mental space, a concept similar to working memory, which increased as children grew and developed (Smith & Ragan 2005)
An opposing viewpoint theorized that instead of the memory increasing, it becomes more efficient, this able to do more work with the same memory size (Smith & Ragan 2005). The graphic illustrates a human brain one hemisphere being cybernetic and the other biological. This represents the opposing viewpoints about the information processing theory.

Photo by nerdabout http://www.flickr.com/photos/nerdabout/4174483544/

Relate ID & EdTech

Instructional design is the systematic and reflective process of developing a plan by which knowledge is transmitted and learning takes place. While many instructional design models prefer the use of technology, it is not a required tenant of all ID models. Educational Technology should be integrated into the ID process. EdTech looks for the best technology tools, strategies, and resources to make teaching and learning interesting, relevant, and effective. Like a coin with two faces, instructional design and educational technology rely upon each other to produce the educational currency that provides the best environment and vehicle in which to fulfil the ultimate goal of providing quality and meaningful learning experiences.

http://www.flickr.com/photos/krystalt/5243952050/sizes/l/in/photostream/

APA references
Choi, A. (2007, May 3). Instructional development model critique. Welcome to Ahram's Wonderland. Retrieved February 9, 2013, from http://ahram.myweb.uga.edu/IDmodelcrit.pdf Arcs Motivation Model. (2002, November 11). Please note the change of address!. Retrieved February 9, 2013, from http://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdf Brake, K. (2008, July 16). Systematic process to industrial design part 1 of 3 [Video file]. Retrieved from http://www.youtube.com/watch?v=jjqcJXuaG4U&feature=youtu.be Chapter 3: Instructional design models. (n.d.). Department of Computer Science. Retrieved February 9, 2013, from http://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/IDmodels.pdf Dick, W., & Carey, L. (2003, December 3). The systematic design of instruction. Fischler School. Retrieved February 9, 2012, from http://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdf Gustafson, K., & Branch, R. (2002). Survey of instructional development models. (4th ed.). Syracuse: ERIC Clearinghouse on Information and Technology. Retrieved from https://docs.google.com/a/u.boisestate.edu/file/d/0B9Vt447I3fc6aGpheTE4VFR1WXc/edit Jclarkgardner (2011, September 25) The ADDIE analysis phase [Video file]. Retrieved from http://www.youtube.com/watch?v=JZdv5lrJs4U&feature=youtu.be Molenda, M. (2003). The addie model. Retrieved from http://www.indiana.edu/~molpage/The ADDIE Model_Encyclo.pdf Qureshi, E. (2004). Instructional design models. Retrieved from http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm Ryder, M. (n.d.). Instructional design models. Retrieved February 9, 2013, from http://carbon.ucdenver.edu/~mryder/itc/idmodels.html

Smith, P. L., & Ragan, T. J. (2005). Instructional design. (third ed.). John Wiley and sons, Inc.
Tan, C. (2006, August 8). Analysis of three instructional design models. Distance Education: Research on Current Issues & Trends. Retrieved February 9, 2013, from http://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdf

Tsapatsoulis, N. (2005, April 11). Analysis and design of distance learning systems: Instructional Desigh models. Department of Computer Science. Retrieved February 10, 2003, from http://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdf