1/17/06
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Module 2 |
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Readings:Dick and Carey, Chapter 1
Web sites listed belowIntroduction
Assignment
Module 2: Posting Data
ISD Links
References
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Module Purpose:
In this module you will be invited to continue your exploration of the instructional design process. As discussed in the assignment section below, you will be responsible for posting to a team page (using the writing tool) a discussion of a particular design model. You will be provided with links to various sites that point you in the direction of various approaches to instructional design. Some of the models will be referenced by its author (Kemp, Gagne-Briggs, Dick and Carey), the others will be identified by their function (direct instruction, computer delivered instruction, problem solving). This module will begin to build the foundation for your understanding of the instructional system design process.
Introduction:
To introduce you to the Instructional Design Model (understood to be a system) I have quoted Dr. Sharon Smaldino (1999) (Professor Smaldino's essays is centered on distance education, but it serves our needs well.)The instructional design process considers all aspects of the learning environment, following a well organized procedure that provides guidance to even the novice distance instructor Viewing the instructional environment as a system fosters a relationship among and between all the components of that system - the instructor, the learners, the materials, and the technology. When this procedure is followed, attention is drawn to considering the components of the system. . . . The interaction of of the components - learner, content, method/material, and environment - provides results in creating the type of learning experience necessary for student learning. These components must interact both efficiently and effectively to safeguard quality learning experiences. There should be a balance among the components; none can take on a higher precedence over the others. This equal interaction of the system's components safeguards that the instruction will reach the goal of student learning. (p. 9)Jerold Kemp (1977) describes instructional design in this manner:
In the past, plans for instruction and teaching have been made largely by intuition, and have often been based on ambiguous purposes and casual subjective judgments. The main concern has been with methods of teaching, rather than with learning - with the means rather than the outcomes of education.It has become evident that the instructional design process is complex -- even more so than was formerly realized. It is composed of many interrelated parts and functions that must operate in a coherent manner in order to achieve success. By manipulating or controlling one or only a few of those parts or functions, we will not achieve the hoped-for success in improving the key outcome of education -- learning by students. No matter how noble the intent or how well financed an instructional plan may be, a plan cannot bring effective change if it attempts to impose new methods or new materials on the traditional school structure, the same routine, and the same personnel capabilities and attitudes.
As you may have noticed, instructional design emerges out of system theory. The main purpose of instructional design is to construct effective delivery of learning experience. As Kemp suggest above, instructional designers, and teachers, are concerned about learning over teaching. The purpose of an instructional design system is to the "means" for achieving the outcomes called for in the curriculum.Instructional system design is concerned with a system, the organization of many complex parts or elements, for the purpose of meeting learning outcomes.
A system designed to meet identified outcomes (goals and objectives) includes the following (but not limited to):
Notice that the above is not directed at the actual production of media materials or the actual delivery (teaching) of the curriculum. The instructional design process is concerned with the analysis, planning, and evaluation of what needs to learned, who will learn it, under what conditions or environment, and how will learning be determined (meeting performance objectives).
As a "system" of interrelated elements, the system or its elements can be modified or changed if the desired outcomes are not met. It is the system (and those who design and control it) which determine the environment where learning will take place.
Once the system is in place, materials for delivery may be created, and the curriculum, through the materials created (software, videos, handouts, objects, scripts, games, etc.) may be delivered to the learner. Humans (teachers) will play various roles in the delivery and evaluation of the delivered curriculum. They are part of the system and not outside it.
Assignment:
Read Chapter 1 in Dick and CareyIn this module you and your team will be asked to consider a number of instructional design models (one per team member), provide a short description of each, and create a graphic representation of that model. The results of this collaborative effort will be visible in a read-only report by your team.
You team will report on the following models:
Note: Every model is based on a theory and a philosophical position
Dick and Carey
Jerold Kemp
Gagne and Briggs
plus others of your choice (this may include design theories related to direct instruction, computer based instruction, cooperative education, constructivist models and theories, and distance learning/education.
I have provided below a number of links to resources on various models and discussions on instructional design or instructional system design. You are also invited to search the Internet for other sources of information concerning instructional design models. (Remember sites go up and down over time)
To complete this assignment you will be required to FTP your graphic file (jpeg or gif only) to a class ftp site. You will then enter the URL for this graphic into the report form (the "tool). In the summary form, both your text data and your graphics will appear.
Please check the class timeline for due dates.
FTP information:
server address and login information will be sent to you over the class listserve. When you receive this information I suggest that you write it down. From the class navigation page there are links to downloading sites for FTP software (Mac and windows). There are also tutorials available (linked).Constructing your report area:
The team leader will be responsible for creating a report area. They will select a password for the team to use. **Individual team members are NOT to create their own report area. Everything is posted to the team area.
Graphic Information:
In the pre-class activities you were asked to have access to a graphics program that will allow you to save your graphic as either a jpeg or gif file. You were also asked to have a FTP program available for transferring your graphic file. Your graphics for this class, for the most part, will be in the form of flow charts.Please note:
Your graphic file can not be more than:4 inches or 480 pixels in height
6 inches or 680 pixels wide.
Links to Instruction Design
information:
(please do not limit yourself to these choices, there are
others)
(when checked the following links were active)
Instructional Models and resources pages:
http://carbon.cudenver.edu/~mryder/itc_data/reflect/idmodels.html
http://education.indiana.edu/~p540/webcourse/gagne.html
http://www.byu.edu/ipt/vlibrary/developer/theories.html
http://lts.ncsu.edu/guides/instructional_design/selecting_models2.htm
References:
Smaldino, S. (1999) Instructional Design for distance learning. Tech Trends, 43(5) 9-13.Kemp, J. (1977) Instructional Design: A plan for unit and course development. Belmont: Fearon-Pitman Pub.
Gagne, R., Briggs, L. (1979) Principles of instructional design. New York: Holt, Rinehart, and Winston.