EdTech 503

Reading Quiz
Sara Ballantine
Summer, 2012

Table of Contents
3-4 :
History of ID

5-6:
Definition of ID
7-8:
Notion of "systems"
9-10:
of models
11-12:

Use

Addie Model
13-14:
Merrill's First Principles of Learning
15-16:
Gagne's Nine Events of Instruction

17-18:
Bloom's Taxonomy
19-20:
Bates Model
21-22:
Kirkpatrick's Training Evaluation

23-24:
Constructivism

History of Instructional Design (ID)

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 be
continually expanded and improved when the foundation is strong.
http://www.flickr.com/photos/horiavarlan/4268919958/

Instructional Design: Definition

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. organizational
skills, 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/

Systematic
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/

Models
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 Metaphor
A 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/

ADDIE
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 designer
should 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

Merrill's First Principles of Instruction

Merrill's First Principles of Learning

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 Applies the knowledge
4) The learner is able to Integrate the learning into a personal context
Merrill 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

Gagne's Nine Events of Instruction

Gagne's Nine Events of Instruction

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 interest
2) 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 feedback
8) Assess learning
9) Provide opportunity for retention and transfer of learning
http://insdsg619.wikispaces.com/Gagne

Bloom's Taxonomy
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 the
development of instructional objectives.

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

Bates Model

Access: Can the learner group access the technology? Is

it flexible in its use?

Bates Model
The preceding model was
designed by Tony Bates and
intended for distance
learning. The Bates Model
focuses on the use of
technology--In anticipation of
what 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 acronym
ACTIONS, which stands for:
http://insdsg619.wikispaces.com/Bates

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 organizational
requirements 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?

Kirkpatrick's 4 Levels of Training Evaluation

Kirkpatrick's 4 levels of Training Evaluation

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

Constructivism
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 puzzles
together, 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/

Empiricism
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 the
sun dwarfs the building.
http://www.flickr.com/photos/howard_roark/4419154091/sizes/z/in/photostream/

Behaviorism
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/

Information Processing Theory

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, pp2628).

Visual Metaphor
The 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 static
electricity 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/

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 effectively
and efficiently.

http://bit.ly/KEie4I

Works Cited
Gustafson, K., & Branch, R.(2002). Survey of Instructional Development Models [4th ed.].(ERIC Clearinghouse on
Information and Technology), Retrieved from http://edtech.mrooms.org/pluginfile.php/53861/mod_page/content/4/IDMODELS_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.