Instructional Design in a Technological World: Fitting Learning Activities Into the Larger Picture

Performance-based Learning Model

An approach to teaching and learning which requires advance description of knowledge, skills, and attitudes learners must achieve on exit from a course or program
Informed by theory and best practice

1990-1992 development
1992 released In use statewide by Wisconsin and Michigan, USA

Model

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Model
Who are the learners? What do they need to be able to achieve? How will I know when theyve achieved it? How will they get there? WHO WHAT WHEN

HOW

Who
Who are my learners? Why are they here? What experiences do they bring? What learning deficits do they have? What are their expectations?

Model
WHO

What
What knowledge, skills, and attitudes must they achieve? How well must they perform those outcomes?

Model

WHAT

Core Abilities
Competencies Learning Objectives Performance Standards

When
How will my learners know when they have arrived? How will their competence be measured? What strategy will I use for assessment?

Model

WHEN

Performance Assessment Task

 How can I help learners build competence? What activities will I plan? How can I address different learning styles, especially in online courses? How can I use more learnercentered activities? How do I design activities around learning cycle?

How

Model

HOW

Learning Activities

Model
4 Plan strategies for
HOW theyll learn

3 Establish how youll

1 Identify
learners

measure WHEN they have achieved

2 Determine WHAT
they must achieve

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How

When
What

Who Learner

How

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How
Learning Activities: strategies for mastering specific learning outcomes
(often thought of as assignments)

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Methods vs. Media

cause learning deliver instruction

Practice
Simulation

Discussion
Presentation

Demonstration

Methods vs. Media

Methods cause learning, media deliver instruction.

computer case study Internet simulation discussion demonstration teacher

Which cause learning?

text role play video transparencies practice

What are we doing to the learners mind?

Sensing Memory
selector large capacity

short duration

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Working Memory
processor powerful fragile short duration small capacity

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Long-Term Memory
information storage
large capacity requires retrieval

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When designing activities online

insert frequent practice vary the learning format design with a bias for learnercentered methods provide learning plans support all stages of the learning process
Clark, Ruth.
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Fried Brain Syndrome

Too much information Too fast

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Cognitive Overload Cognitive Overload Cognitive Overload

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To avoid cognitive overload:

break learning into manageable chunks clear the working memory with meaningful practice

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Vary the Learning Format

People learn in different ways

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Vary the Learning Format

Method (Discussion? Simulation?) Media (Computer? Paper?) Environment (Outside work group?)

Interpersonal context (F2F? Electronic?)

Feedback (Written? Verbal?)

Givens

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The Learning Cycle

Application Motivation Practice Comprehension

Stage One: Motivation

Learners:

Focus attention Answers: Why do I need or want to learn this material? Example: (Competency = Critique Speeches )
_____1. Describe characteristics that make a speech or presentation effective for you. Post your description to the Discussion for this learning plan. _____2. THINK about the many ways you have been critiqued by teachers, family, and friends. How was their feedback helpful or not helpful? Why was it so? Were strengths and weaknesses both pointed out? Was it better to hear both or just one of them?

Application Motivation Practice Comprehension

Stage Two: Comprehension

Learners:
access information they need to perform target competency process content in working memory minimize use of teacher-centered inform activities such as listen to a lecture or read the text
_____3. POST two examples in the Discussion for Learning Plan 6 of how feedback you received was helpful and not helpful. After reading what others have written, do you see a pattern to what constitutes good feedback? _____4. READ the six criteria to giving effective feedback on pages 6869 in your text. Are any of these already second-nature to you? Are any of these new to you?

Application Motivation Practice Comprehension

Stage Three: Practice

Learners: engage in guided practice have the opportunity to DO what they are learning receive continuing improvement assessment and feedback
_____5. REVIEW the Speech Evaluation Form while you read a speech at the website http//:www.schoolforchampions.com/speeches.htm, www.artofspeaking.com, or another site. If possible, find an online video of the speech.

(Encode to long-term memory)

Application Motivation Practice Comprehension

Stage Four: Application

Learners:
apply what they have learned to real world problems show that they have learned set the stage for next learning task
_____6. ATTEND a community/campus speaker (i.e., sermon, lawyer's arguments, local speaker, etc.). FILL OUT the Speech Evaluation Form. If it is not appropriate to fill it out during the speech, please do so as soon as possible. _____7. WATCH the videotape of your Special Occasion speech. COMPLETE the Speech Evaluation Form while you view yourself.

Support All Stages of the Learning Process

So, whats the teachers role?

Inspire Mentor
Application Motivation

Practice

Comprehension

Coach (guide on the side)

Inform (sage on the stage)

Learner Advantages of PBL Online

What is learned is skill based; not outlines of information Expectations are set in advance; learners plan how to invest time and energy

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Learner Advantages of PBL Online

Grades are based on how well learners perform skill; not on how well others perform Learners are actively involved Learners have documentation showing skill

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Introduction:

Instructional materials contain the actual instructional content. You us them to communicate information to learners. . .

Why?

Learning Plan 12 Instructional Materials

Competency
Develop instructional materials that support specific learning activities

Performance Standards

Learning Objectives:

a. Explain the effect of learning materials on the instructional experience. b. Identify the benefits of instructional materials. . .

What?

Criteria: instructional materials are consistent with the core abilities competencies and learning objectives instructional materials support the learning activities instructional materials are accurate, complete . . .

Learning Activities:

__1. PREVIEW the learning objectives and performance standards. __ 2. BRAINSTORM a list of characteristics that learners do and do not like about instructional materials (use the worksheet). . . __3. VIEW Video Lesson #12 Instructional Materials.. . .

Performance Assessment: __1. SUBMIT the instructional materials you developed in Assignment 12 to your
facilitator for review.

How? When?

Theory/Practice
Learning Taxonomy

Theorists
Benjamin Bloom, D. Krathwohl, B. Masia, Robert Gagne

Cognitive Processing

Ruth Colvin Clark, Renate and Geoffrey Caine, Sue Berryman, Patricia Cross, Robert Sylvester

Multiple Intelligence
Accelerated Learning Performance-Based Learning Dimensions of Learning Learning Styles Learning Cycle

Howard Gardner
Paul Scheele, David Meier Robert Mager, Michael Schmoker, Ruth Colvin Clark, Ralph Tyler Robert Marzano David Kolb, Bernice McCarthy R. Gagne, Bernice McCarthy

Performance Assessment
Component Display Theory (classification of

Grant Wiggins, Robert Mager, Michael, Robert Marzano, Donald Kirkpatrick

David Merrill A. Carnevale, F. Kiewra and G.M. Frank, Robert Mager, Norman Gronlund, Robert Marzano, Robert Gagne Thomas Angelo, Patricia Cross Ruth Colvin Clark, William Rothwell and H.C. Kazanas, Walter Dick and Lou Carey, Curtis Finch and John Crunkilton, Jerrold Kemp, David Pucel Jerald Apps, Alan Knox, Malcolm Knowles, Alan Tough Ruth Colvin Clark

content and knowledge)

Workplace Skills Instructional Materials Performance Expectations Classroom Assessment Instructional/Learning Design Adult Learning Learning Transfer

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