I want to highlight once more some of the main things that stuck out to me as we went through the instructional design process this first time:
*Revise, revise, revise!
*Keep breaking things down.
*Trying things out is vital! How else are you going to catch all the revisions that need to be made.
*Different perspectives on your team is great!
*Outside eyes are good!
*Talk to several SMEs (Subject Matter Experts)
*You need to make sure that your instruction is complete. You can't just rely on an experienced instructor to fill in your gaps in instructional design.
*It's easy to make things difficult. The trick is to make things simple.
*It can be difficult when dealing with technology instruction to know where to cut off the entry behaviors (prerequisites) for the course.
*Once you've broken things down to the point of silliness, how do you stop? How do you know how down to basics to go - how much do you break it down? How much is too much?
*The analysis phase really helps to bring your whole design project into focus. It helps you make sure there are not important steps you are overlooking or needs of the learners you have missed.
Main focus of the semester:
Where do you want to go?
How are you going to get there?
How do you know when you're there?
Wednesday, December 12, 2007
Instructional Materials
November 14, 2007
Instructional Materials
Fonts
serif vs. sans serif
serif font creates a horizontal line - helps people read a lot of
information without skipping lines
sans serif - used more in projected text because there shouldn’t be
a lot of text to read anyway - the point is to get through it
correctly
Ledding - space your letters enough, but not too much
Caps Lock - don’t use all caps - it interrupts the flow of the eye accross the lines you are reading
Fancy Fonts - don’t always work on every machine
Consider colors and contrast - make it easy to read
Implementation of Materials
Four Main Elements:
1) Innovation - what is the nature of what you are trying to accomplish?
a) Relative Advantage - “What is in it for me?”
benefits vs. costs
incremental vs. preventive
incentives
mandates
status
b) Compatibility - “How does it fit?”
values and beliefs
c) Complexity
d)Trialability - “So can I test drive the jaguar?”
e) Observability - “How do other see me?”
2) Communications Channels - Peer to peer is effective
3) Time
4) *****Social System*****
Instructional Materials
Fonts
serif vs. sans serif
serif font creates a horizontal line - helps people read a lot of
information without skipping lines
sans serif - used more in projected text because there shouldn’t be
a lot of text to read anyway - the point is to get through it
correctly
Ledding - space your letters enough, but not too much
Caps Lock - don’t use all caps - it interrupts the flow of the eye accross the lines you are reading
Fancy Fonts - don’t always work on every machine
Consider colors and contrast - make it easy to read
Implementation of Materials
Four Main Elements:
1) Innovation - what is the nature of what you are trying to accomplish?
a) Relative Advantage - “What is in it for me?”
benefits vs. costs
incremental vs. preventive
incentives
mandates
status
b) Compatibility - “How does it fit?”
values and beliefs
c) Complexity
d)Trialability - “So can I test drive the jaguar?”
e) Observability - “How do other see me?”
2) Communications Channels - Peer to peer is effective
3) Time
4) *****Social System*****
Why Study Learning Theory?
November 7, 2007
Why study learning theory?
Learning theory is descriptive - philosophy about how learners learn
Going from learning theory to practice is difficult because practice is prescriptive, not descriptive
Learning learning theory can help an instructional designer choose (“cherry pick”) from the different theories as they design.
An eclectic pragmatist.
We are the arrows connecting the two!
Why study learning theory?
Learning theory is descriptive - philosophy about how learners learn
Going from learning theory to practice is difficult because practice is prescriptive, not descriptive
Learning learning theory can help an instructional designer choose (“cherry pick”) from the different theories as they design.
An eclectic pragmatist.
We are the arrows connecting the two!
Visuals
October 31, 2007
Happy Halloween!
Visuals
Using projection visuals:
Darken room near front
use variety
rehearse
avoid irrelevant visulas
Non-Projectied visuals: posters, trifolds, bullitin boards, etc.
portable
inexpensive
readily available
electricity not required
no equipment necessary
Creating Visuals:
Symmetry
formal, static, boring?
(see handout)
Illusion of Space
Focal Point
Color http://en.wikipedia.org/wiki/Color#Relation_to_spectral_colors
http://en.wikipedia.org/wiki/Color_theory#Complementary_colors
Monochorms (consisting of or displaying images in black and white or in varying
tones of only one color.)
Compliments (opposite on wheel)
Split Complimentary (two colors on either side of the complimentary color)
Triadic Colors (3 colors equidistance on wheel)
Analogous (next to each other on wheel)
Warm/Cool Color
Color Emotions
Dark/Light
Saturated/Unsaturated
Layout
Z Reading Pattern
Proportion
Golden Mean:
http://en.wikipedia.org/wiki/Golden_ratio
two quantities are in the golden ratio if the ratio between the sum of those quantities and the larger one is the same as the ratio between the larger one and the smaller. The golden ratio is approximately 1.6180339887.
Rule of thirds:
http://en.wikipedia.org/wiki/Rule_of_thirds
The rule of thirds is a compositional rule of thumb in photography and other visual arts such as painting. The rule states that an image can be divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines. The four points formed by the intersections of these lines can be used to align features in the photograph. Proponents of this technique claim that aligning a photograph with these points creates more tension, energy and interest in the photo than simply centering the feature would.
Can I just say how much I loved this presentation?! It was great. Roger has a wonderful talent for presenting information. I think it's that it is clear he is so interested in what he is talking about. I also loved the content of the presentation. It is great for teachers and instructional designers in thinking about the materials they might prepare, but it also happens to be beneficial to me as a 6th grade science teacher who is about to teach a unit on light and color. I am definitely using Roger's power point with my class!
Happy Halloween!
Visuals
Using projection visuals:
Darken room near front
use variety
rehearse
avoid irrelevant visulas
Non-Projectied visuals: posters, trifolds, bullitin boards, etc.
portable
inexpensive
readily available
electricity not required
no equipment necessary
Creating Visuals:
Symmetry
formal, static, boring?
(see handout)
Illusion of Space
Focal Point
Color http://en.wikipedia.org/wiki/Color#Relation_to_spectral_colors
http://en.wikipedia.org/wiki/Color_theory#Complementary_colors
Monochorms (consisting of or displaying images in black and white or in varying
tones of only one color.)
Compliments (opposite on wheel)
Split Complimentary (two colors on either side of the complimentary color)
Triadic Colors (3 colors equidistance on wheel)
Analogous (next to each other on wheel)
Warm/Cool Color
Color Emotions
Dark/Light
Saturated/Unsaturated
Layout
Z Reading Pattern
Proportion
Golden Mean:
http://en.wikipedia.org/wiki/Golden_ratio
two quantities are in the golden ratio if the ratio between the sum of those quantities and the larger one is the same as the ratio between the larger one and the smaller. The golden ratio is approximately 1.6180339887.
Rule of thirds:
http://en.wikipedia.org/wiki/Rule_of_thirds
The rule of thirds is a compositional rule of thumb in photography and other visual arts such as painting. The rule states that an image can be divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines. The four points formed by the intersections of these lines can be used to align features in the photograph. Proponents of this technique claim that aligning a photograph with these points creates more tension, energy and interest in the photo than simply centering the feature would.
Can I just say how much I loved this presentation?! It was great. Roger has a wonderful talent for presenting information. I think it's that it is clear he is so interested in what he is talking about. I also loved the content of the presentation. It is great for teachers and instructional designers in thinking about the materials they might prepare, but it also happens to be beneficial to me as a 6th grade science teacher who is about to teach a unit on light and color. I am definitely using Roger's power point with my class!
Assessment
October 17, 2007
Assessment
Alternative assessments:
preconceptions / misconceptions
pro / con list
what is the muddiest point?
one sentence summary
5 minute timed wirting
what is the principle?
concept map
directed paraphrasing
inventive dialog
student genreated test questions
classroom opion poll
chain notes
RSQC2 (recall, summarize, question, comment, connect)
what do you think would be the most common mistake students make
portfolios
Tools:
UEN rubric tool
zoho website to create surveys
monsonja skype account
Assessment
Alternative assessments:
preconceptions / misconceptions
pro / con list
what is the muddiest point?
one sentence summary
5 minute timed wirting
what is the principle?
concept map
directed paraphrasing
inventive dialog
student genreated test questions
classroom opion poll
chain notes
RSQC2 (recall, summarize, question, comment, connect)
what do you think would be the most common mistake students make
portfolios
Tools:
UEN rubric tool
zoho website to create surveys
monsonja skype account
Computers and Multimedia
October 17, 2007
Computers & Multimedia
Advantages in Classroom
Individualization, special needs, monitoring, information managements,
multisensory experience, learner participation
Limitations in Classroom
copyright, high expectations, complex, lack of structure
Websites
Starfall
BBC Schools
Superkids
PBS Kids
Jigzone
Kodak Education
ASSURE Model for using multimedia in the classroom:
Analyze learners
State standards and objectives
Select strategies, technology, and materials
Utilize technology
Require learner participation
Evaluate and revise
When to use computers:
Practice, independent learning, building a capacity to learn, learning for gifted
students, collaborative learning, students who have difficulty learning
Mediums that help facilitate learning for adult students:
websites, CDs, DVDs, MP3, iPods, movies
Tutorial Websites:
www.tutorialized.com
wikipedia tutorials - how to add pages to wikipedia
References:
“webster” www.m-w.com
acronymfinder.com
“tech terms” www.foldoc.org
“research it” www.itools.com
Computers & Multimedia
Advantages in Classroom
Individualization, special needs, monitoring, information managements,
multisensory experience, learner participation
Limitations in Classroom
copyright, high expectations, complex, lack of structure
Websites
Starfall
BBC Schools
Superkids
PBS Kids
Jigzone
Kodak Education
ASSURE Model for using multimedia in the classroom:
Analyze learners
State standards and objectives
Select strategies, technology, and materials
Utilize technology
Require learner participation
Evaluate and revise
When to use computers:
Practice, independent learning, building a capacity to learn, learning for gifted
students, collaborative learning, students who have difficulty learning
Mediums that help facilitate learning for adult students:
websites, CDs, DVDs, MP3, iPods, movies
Tutorial Websites:
www.tutorialized.com
wikipedia tutorials - how to add pages to wikipedia
References:
“webster” www.m-w.com
acronymfinder.com
“tech terms” www.foldoc.org
“research it” www.itools.com
Instructional Objectives
October 3, 2007
Instructional Objectives
The bread and butter of instructional design
-goals vs. objectives
Goals - One main statement that is the overall goal - fuzzy - broad
the learners will be able to...
Objectives - describe in more detail than the goal - is based on the goal
1) the skill to be learned
2) the conditions
3) the criteria used to evaluate
-mastery
use the objectives to master the skills behind it
“mastery” depends upon the context - what the learner is required to do / the level
that is acceptable is up to the content, situation, instructional designer
mastery level is set in the objectives when you decide how to evaluate and what will
be learned
-observable or ???????
the easiest objectives to write are the ones that are easiest to observe
the hard ones are the subjective, less observable ones
we have to make inferences based on what we can observe
we have to decide if there is something we can observe that could allow us to infer
that learning took place
performance assessments may be more telling than paper/pencil
Learning Goal
Terminal Objective
Enabling Objective
Writing Good Learning Objectives:
ABCD
Audience
Behavior
Conditions - add enough description to make it clear what is expected
Degree - ex. speed, accuracy, quality
can use words, pictures, diagrams to help others know what you intend for learners
intended outcomes, NOT the process
specific & measurable
use concrete verbs
doing words vs. being words
when the performance stated in a n objective is covert, add an indicator
Instructional Objectives
The bread and butter of instructional design
-goals vs. objectives
Goals - One main statement that is the overall goal - fuzzy - broad
the learners will be able to...
Objectives - describe in more detail than the goal - is based on the goal
1) the skill to be learned
2) the conditions
3) the criteria used to evaluate
-mastery
use the objectives to master the skills behind it
“mastery” depends upon the context - what the learner is required to do / the level
that is acceptable is up to the content, situation, instructional designer
mastery level is set in the objectives when you decide how to evaluate and what will
be learned
-observable or ???????
the easiest objectives to write are the ones that are easiest to observe
the hard ones are the subjective, less observable ones
we have to make inferences based on what we can observe
we have to decide if there is something we can observe that could allow us to infer
that learning took place
performance assessments may be more telling than paper/pencil
Learning Goal
Terminal Objective
Enabling Objective
Writing Good Learning Objectives:
ABCD
Audience
Behavior
Conditions - add enough description to make it clear what is expected
Degree - ex. speed, accuracy, quality
can use words, pictures, diagrams to help others know what you intend for learners
intended outcomes, NOT the process
specific & measurable
use concrete verbs
doing words vs. being words
when the performance stated in a n objective is covert, add an indicator
Online Learning
October 3, 2007
Online Learning
Using electronic media to assist learners with specific outcomes
Monitoring and reporting learner progress electronically
E-Learning (E-Learning - two way communication vs. Distance Learning)
Advantages
variety of media
up-to-date
navigation
idea exchange
convenient communication
low cost
Limitations
inappropriate materials
plagerism
finding infomation
support
access
access speed
lack of quality control
Examples
WebQuests
Yearly Progress Pro
Collaboration with students in other locations
ex. www.epals.com
Collaboration with experts
www.askanexpert.com
online mentoring
virtual schools
www.yahooligans.yahoo.com
www.school.discovery.com/schrockguide/index.html
www.learningpt.org
www.globalschoolnet.org
www.mathforum.org/dr.math/grades
1-800-GOOG-411 Google Phone Directory
Online Learning
Using electronic media to assist learners with specific outcomes
Monitoring and reporting learner progress electronically
E-Learning (E-Learning - two way communication vs. Distance Learning)
Advantages
variety of media
up-to-date
navigation
idea exchange
convenient communication
low cost
Limitations
inappropriate materials
plagerism
finding infomation
support
access
access speed
lack of quality control
Examples
WebQuests
Yearly Progress Pro
Collaboration with students in other locations
ex. www.epals.com
Collaboration with experts
www.askanexpert.com
online mentoring
virtual schools
www.yahooligans.yahoo.com
www.school.discovery.com/schrockguide/index.html
www.learningpt.org
www.globalschoolnet.org
www.mathforum.org/dr.math/grades
1-800-GOOG-411 Google Phone Directory
Task/Learner Analysis
September 19, 2007
Task Analysis
Look at the ordinary and usual in an unusual way
You need to know every step and substep in analysis, but you may not need to actually teach each substep b/c your learners may already know those skills.
Entry Behavior - Look for these in your instruction - if those entry behaviors are not there, your instruction could be non-successful
General Characteristics - If you teach only to the general characteristics of your learners, you are going to leave out some of your learners, discriminate against others, and even learners with those general characteristics don’t necessarily learn the same way.
*These characteristics are superfluous - don’t pay attention to them
Big Project:
Find a real-world need that can be solved by instruction - Writing a good speech
Walk through the chain on p.17 to decide
Task Analysis
Entry Behaviors
1)Define your goal - once well-crafted sentence
2) Goal Analysis - high level, basic path to achieve goal
3) Subskill Analysis - Break it down into smaller steps & pieces
4) Analyze Learners & Context -
September 26, 2007
Task Analysis
If we could redo the ADDIE change a tire project, what would we change?
chunking steps - subordinate tasks - add more detailed steps, but chunk them
Attention to detail
Coach John Wooden, UCLA basketball
Context Analysis
Train to performance context, not practice context
ex. football team practices with loud speakers blasting to simulate game day
Learner Analysis
You want to know as much about the learner in the context of the learning that should
take place - does it matter that the class is 52% female or not?
You want to know your learners & narrow them down
but if you narrow it down too much, it’s no longer transferable to other groups
Task Analysis
Look at the ordinary and usual in an unusual way
You need to know every step and substep in analysis, but you may not need to actually teach each substep b/c your learners may already know those skills.
Entry Behavior - Look for these in your instruction - if those entry behaviors are not there, your instruction could be non-successful
General Characteristics - If you teach only to the general characteristics of your learners, you are going to leave out some of your learners, discriminate against others, and even learners with those general characteristics don’t necessarily learn the same way.
*These characteristics are superfluous - don’t pay attention to them
Big Project:
Find a real-world need that can be solved by instruction - Writing a good speech
Walk through the chain on p.17 to decide
Task Analysis
Entry Behaviors
1)Define your goal - once well-crafted sentence
2) Goal Analysis - high level, basic path to achieve goal
3) Subskill Analysis - Break it down into smaller steps & pieces
4) Analyze Learners & Context -
September 26, 2007
Task Analysis
If we could redo the ADDIE change a tire project, what would we change?
chunking steps - subordinate tasks - add more detailed steps, but chunk them
Attention to detail
Coach John Wooden, UCLA basketball
Context Analysis
Train to performance context, not practice context
ex. football team practices with loud speakers blasting to simulate game day
Learner Analysis
You want to know as much about the learner in the context of the learning that should
take place - does it matter that the class is 52% female or not?
You want to know your learners & narrow them down
but if you narrow it down too much, it’s no longer transferable to other groups
Video
September 19, 2007
Video as an Instructional Media
•Analog Video Cassette
•Digital Video
DVD
Computer-Based
Internet - Live & Recoreded
YouTube / TeacherTube
Yahoo Video
Google Video
NetFlix - documentaries
•Copyright
You may use recorded items in class for 45 days only - Not HBO/Cable programs
•Benefits: captions, motion, process, observations risk-free, can capture attention
•Limitations: fixed pace, talking head, misinterpretation, not good at non-visual/abstaract,
attention deficit / boring videos
•When to use:
learning a process or task
dramatization of an event (in history, current events, etc.)
Observing an event risk-free (ie. nature, volcano, flying a jet)
•Tips:
Market the video / prep the audience - give teasers so they’re excited for the video
know your audience
appropriate length
sights & lights - make sure everyone can see
get involved, follow up discussion, questions ahead of time to help them focus
Video as an Instructional Media
•Analog Video Cassette
•Digital Video
DVD
Computer-Based
Internet - Live & Recoreded
YouTube / TeacherTube
Yahoo Video
Google Video
NetFlix - documentaries
•Copyright
You may use recorded items in class for 45 days only - Not HBO/Cable programs
•Benefits: captions, motion, process, observations risk-free, can capture attention
•Limitations: fixed pace, talking head, misinterpretation, not good at non-visual/abstaract,
attention deficit / boring videos
•When to use:
learning a process or task
dramatization of an event (in history, current events, etc.)
Observing an event risk-free (ie. nature, volcano, flying a jet)
•Tips:
Market the video / prep the audience - give teasers so they’re excited for the video
know your audience
appropriate length
sights & lights - make sure everyone can see
get involved, follow up discussion, questions ahead of time to help them focus
Memory/Types of Learning
September 12, 2007
Working Memory
When creating chains of information to train learners:
Remember - the working memory can remember 7 (+ or - 2) items at a time
The working memory can remember 5 to 9 items
If you chunk the items, you can remember 5 to 9 things within each chunk
Types of Learning
Declarative Knowledge - Verbal Information
Procedural Knowledge - Intellectual Skills
Discrimination
Real learning occurs at the discrimination level, not the association level
What is the difference between things? What is valuable and what is not?
Concrete Concepts
Principles
Procedures
Problem Solving
Cognitive Strategies
Attitudes
Psychomotor Skills
There has been some debate over how large a role learning types and learning preferences should play in designing instruction. I think it plays an important part in instructional design, but I do worry when people say things like, "I am a kinesthetic learner. I can only learn things if I'm moving, acting them out, and experiencing them."
There are two things I don't like about that: One, I don't like the label. People learn in a variety of ways. I fear that a label can limit people to that one category when they are really capable of much more. Two, I don't like the finality of the statement. People are capable of learning in many ways. The more ways in which someone learns a concept, the more that concept will stick with them. The world does not always offer information in the way you prefer. You must exercise your ability to learn in a variety of ways in order to be able to adjust to what is presented to you and still have successful learning experiences no matter how information is presented. One way may still be your preference, but you need to be flexible as a learner.
Working Memory
When creating chains of information to train learners:
Remember - the working memory can remember 7 (+ or - 2) items at a time
The working memory can remember 5 to 9 items
If you chunk the items, you can remember 5 to 9 things within each chunk
Types of Learning
Declarative Knowledge - Verbal Information
Procedural Knowledge - Intellectual Skills
Discrimination
Real learning occurs at the discrimination level, not the association level
What is the difference between things? What is valuable and what is not?
Concrete Concepts
Principles
Procedures
Problem Solving
Cognitive Strategies
Attitudes
Psychomotor Skills
There has been some debate over how large a role learning types and learning preferences should play in designing instruction. I think it plays an important part in instructional design, but I do worry when people say things like, "I am a kinesthetic learner. I can only learn things if I'm moving, acting them out, and experiencing them."
There are two things I don't like about that: One, I don't like the label. People learn in a variety of ways. I fear that a label can limit people to that one category when they are really capable of much more. Two, I don't like the finality of the statement. People are capable of learning in many ways. The more ways in which someone learns a concept, the more that concept will stick with them. The world does not always offer information in the way you prefer. You must exercise your ability to learn in a variety of ways in order to be able to adjust to what is presented to you and still have successful learning experiences no matter how information is presented. One way may still be your preference, but you need to be flexible as a learner.
Types of Needs
September 5, 2007
Types of Needs
Normative Need - compared to a national standard
Comparative Need - compared to another group
ex. You have to do better than the average on the ACTs
Felt Needs - expressed desire to improve performance
ex. New Year’s resolutions
Expressed Needs - action to improve performance
Anticipated/Future Needs - Identified future changes
Critical Incident Needs - rare but significant incidents that may occur
Instruction isn’t necessarily the answer - guard against your biases
We don’t need MORE information, we need the RIGHT information
How do we best meet different needs?
What needs can be met by instruction?
The Subject Matter Expert - tends to want to just dump your knowledge on your students
Administrative Mandates - top-down solutions, no local control or individual consideration
Clarify Instructional Goals
What is the outcome we’re looking for?
Where are people at?
Where do we want them to be?
How do we get them there?
•Means vs. Ends - we are often too focused on the means rather than the end - the means really has no place on a goal statement - you need to focus on what the learner will be able to do by the end of the instruction - Use VERBS when writing goals - ask questions to clarify goal statements!!!!!!!! - need to be measurable & specific
•Problem with the word “understand” - how do you measure understand? How do they know if they really understand? Will they tell you if they don’t understand? - stay away from the word “understand”
•Other trouble phrases: “will learn to use”
•We want to see outcomes, results, demonstration
•Focus on what the learner will be able to do, not what the teacher would do or present
•Focus on observable outcomes that can be measured
•Ask questions until you are certain you can identify the behavior
•Statements of the purpose or intention, what learners should be able to do at the conclusion of the instruction - student centered
•The more focused the goal the easier the design development and assessment will be
Types of Needs
Normative Need - compared to a national standard
Comparative Need - compared to another group
ex. You have to do better than the average on the ACTs
Felt Needs - expressed desire to improve performance
ex. New Year’s resolutions
Expressed Needs - action to improve performance
Anticipated/Future Needs - Identified future changes
Critical Incident Needs - rare but significant incidents that may occur
Instruction isn’t necessarily the answer - guard against your biases
We don’t need MORE information, we need the RIGHT information
How do we best meet different needs?
What needs can be met by instruction?
The Subject Matter Expert - tends to want to just dump your knowledge on your students
Administrative Mandates - top-down solutions, no local control or individual consideration
Clarify Instructional Goals
What is the outcome we’re looking for?
Where are people at?
Where do we want them to be?
How do we get them there?
•Means vs. Ends - we are often too focused on the means rather than the end - the means really has no place on a goal statement - you need to focus on what the learner will be able to do by the end of the instruction - Use VERBS when writing goals - ask questions to clarify goal statements!!!!!!!! - need to be measurable & specific
•Problem with the word “understand” - how do you measure understand? How do they know if they really understand? Will they tell you if they don’t understand? - stay away from the word “understand”
•Other trouble phrases: “will learn to use”
•We want to see outcomes, results, demonstration
•Focus on what the learner will be able to do, not what the teacher would do or present
•Focus on observable outcomes that can be measured
•Ask questions until you are certain you can identify the behavior
•Statements of the purpose or intention, what learners should be able to do at the conclusion of the instruction - student centered
•The more focused the goal the easier the design development and assessment will be
Audio Notes
September 5, 2007
I already posted some of the highlights from the Audio presentation (see September 19 post), but here are the rest of my notes:
Audio as an Instructional Media
Elementary
•Cassette Tapes - self & teacher assessment
•Microphone - on computers and digital recorders - presentation, comprehension
•Whisper Phones - self assessment
•Telephone - phone interviews with experts, conference calls
•Audio Enhancement - microphones & speakers - enhance teacher & student voices
•Firevox - plu-in from Firefox - reads texts to students from internet sites
•iTunes - download & upload music & podcasts
•GarageBand
•Audacity - audio editing - free dowload
Secondary
•Streaming audio & video files - comprehension, historical context
•Music - cultural & historical understanding
•Podcasts - Story Telling, tone, expression, focus on content, “window” to the school for parents and community
•Downloading Digital Audio - reliable, affordable, convenient
•Text-to-speech Programs: KidPix, Hyperstudio, Storybook Weaver, KidWorkds
•Web Links:
Justice Talking
National Public Radio
Voice of America Broadcasts - different languages and english learning links
Teaching American History Lectures
Library of Congress
This Day in History
American Life Histories
Radio Diaries
This American Life
Youth Speaks
Youth Radio
Room 208 (now 209) Podcasts
Mayberryonline.org Podcasts
shiporsheep.com - ELLs
Randall’s Cyber Listening Lab
Advantages
•Listening occurs all day
•Readily Available
•Inexpensive
•Reproducible
•Adds verbal to text aiding learning
•Provides Current Information
•Free Access to Archived audio files
•Good for Foreign Language & ELLs
•Stimulating
•Repeatable
•Portable
•Facilitates Lesson Preparation
•Selections are easy to locate
•Resistant to damage
Limitations
•Copyright Concerns
•Doesn’t Monitor Attention - hearing vs. listening
•Difficulty in pacing - not easily adjusted for different learners
•Need for digital software and equipment
•Fixed Sequence - esp. w/ audio cassettes
•Difficulty in locating segment - esp. w/ audio cassettes
•Potential for accidental erasure or deletion
“The Long Tale” - look online for it - written about how digital music available on iTunes has allowed for the audio files to stay around forever because you don’t need to have shelf space - same with NetFlix, online books, etc.
I already posted some of the highlights from the Audio presentation (see September 19 post), but here are the rest of my notes:
Audio as an Instructional Media
Elementary
•Cassette Tapes - self & teacher assessment
•Microphone - on computers and digital recorders - presentation, comprehension
•Whisper Phones - self assessment
•Telephone - phone interviews with experts, conference calls
•Audio Enhancement - microphones & speakers - enhance teacher & student voices
•Firevox - plu-in from Firefox - reads texts to students from internet sites
•iTunes - download & upload music & podcasts
•GarageBand
•Audacity - audio editing - free dowload
Secondary
•Streaming audio & video files - comprehension, historical context
•Music - cultural & historical understanding
•Podcasts - Story Telling, tone, expression, focus on content, “window” to the school for parents and community
•Downloading Digital Audio - reliable, affordable, convenient
•Text-to-speech Programs: KidPix, Hyperstudio, Storybook Weaver, KidWorkds
•Web Links:
Justice Talking
National Public Radio
Voice of America Broadcasts - different languages and english learning links
Teaching American History Lectures
Library of Congress
This Day in History
American Life Histories
Radio Diaries
This American Life
Youth Speaks
Youth Radio
Room 208 (now 209) Podcasts
Mayberryonline.org Podcasts
shiporsheep.com - ELLs
Randall’s Cyber Listening Lab
Advantages
•Listening occurs all day
•Readily Available
•Inexpensive
•Reproducible
•Adds verbal to text aiding learning
•Provides Current Information
•Free Access to Archived audio files
•Good for Foreign Language & ELLs
•Stimulating
•Repeatable
•Portable
•Facilitates Lesson Preparation
•Selections are easy to locate
•Resistant to damage
Limitations
•Copyright Concerns
•Doesn’t Monitor Attention - hearing vs. listening
•Difficulty in pacing - not easily adjusted for different learners
•Need for digital software and equipment
•Fixed Sequence - esp. w/ audio cassettes
•Difficulty in locating segment - esp. w/ audio cassettes
•Potential for accidental erasure or deletion
“The Long Tale” - look online for it - written about how digital music available on iTunes has allowed for the audio files to stay around forever because you don’t need to have shelf space - same with NetFlix, online books, etc.
What Comes to Your Mind?
August 22, 2007
What comes to your mind?
Education: teacher, learning, student, school, life,
Instruction: design, teacher, planning, interaction,
Technology: computer, multi-media, internet,
Design: planning, preparing, psychology, reaching the learner,
How do you define these terms?
Education: system/process of teaching and learning
Instruction: how a concept is presented
Technology: “knowledge applied in a systematic way”
Design: “instructional architecture”
Combine those words?
Educational technology: using multi-media to aide in achieving educational goals
Instructional technology: from the teacher’s point of view, techniques to help the teacher present information
Instructional Design: planning how best to teach concepts - effectiveness & efficiency
what is the need for the instruction? who are the learners?
What comes to your mind?
Education: teacher, learning, student, school, life,
Instruction: design, teacher, planning, interaction,
Technology: computer, multi-media, internet,
Design: planning, preparing, psychology, reaching the learner,
How do you define these terms?
Education: system/process of teaching and learning
Instruction: how a concept is presented
Technology: “knowledge applied in a systematic way”
Design: “instructional architecture”
Combine those words?
Educational technology: using multi-media to aide in achieving educational goals
Instructional technology: from the teacher’s point of view, techniques to help the teacher present information
Instructional Design: planning how best to teach concepts - effectiveness & efficiency
what is the need for the instruction? who are the learners?
Playing Catch-Up
Over the course of the semester I took notes during class. I realized later that I should have just been taking those notes on my blog! So, now that my blog is due, today I will be playing catch-up just a little to get those notes and my thoughts about them posted. This will result in posts not being in complete chronological order, but everything will be alright. I will at least post the dates of when those notes were taken so all of you who are enjoying my commentary will have a reference point and know that I really did work on this all throughout the semester, I just didn't post consistently. Here we go!
Wednesday, December 5, 2007
Project Presentations
Teri, Pete, Roger, Rick - How to Create an Online Course
I like the use of clickers to help with the critical aspect of monitoring learning throughout this workshop. Not only does it help you evaluate, it also can be a motivator for the kids to participate.
Ross, Katie, Alison - Impromptu Speech Workshop
Things we learned:
*We would change the language to all be in the first person, rather than changing voice. This was perhaps a result of our collaboration, as three people contributed to the writing of the objectives. We needed to be more thorough in our editing.
*Revise, revise, revise!
*Keep breaking things down.
*Trying things out is vital! How else are you going to catch all the revisions that need to be made.
*Our three different perspectives helped - Alison was the insider, Ross has resources and creativity, Katie has skills and pulls it all together.
*Outside eyes are good! Ross and Katie aren't used to speech lingo, so we were able to ask clarifying questions Alison hadn't thought of. Asking a professional (the speech/debate teacher or a judge) is invaluable.
Team 5 - How to Paint a House
*You need to make sure that your instruction is complete. You can't just rely on an experienced instructor to fill in your gaps in instructional design.
*It's easy to make things difficult. The trick is to make things simple.
*Lots of pictures - not as much text was helpful in appealing to the intended learners for this project. People don't like to read a lot when they're ready to go on their painting project.
*Think of logistics. - Will someone painting want to go to the DVD when they're in the middle of their project, covered in paint? No. So, quick-reference laminated cards and an even more simplified job aid were made.
*Creating a script before filming made the production of the movie a lot more time efficient.
Camille, Shannon, Lorraine - How to Create a PodCast
*I like the idea of a Back to School Night podcast for parents who could not be there. Wouldn't it be nice to have a way for a lot more parents to get the introductory information.
*It can be difficult when dealing with technology instruction to know where to cut off the entry behaviors (prerequisites) for the course.
*Pod Bean - free website for publishing podcasts
Gibb, Rossi, Funaki - How to Tile a Bathroom
*Once you've broken things down to the point of silliness, how do you stop? How do you know how down to basics to go - how much do you break it down? How much is too much?
Lisa, Randy, Scott - How to Make Focaccia Bread
*I like that they had a very specific situation to create their instruction for - a very specific group of learners - a specific problem to solve. I think that helps with the development of the instruction.
*The analysis phase really helps to bring your whole design project into focus. It helps you make sure there are not important steps you are overlooking or needs of the learners you have missed.
Jill/Richard - How to Prep a River Rafting Group
*Again, the project was well focused. Very specific goals and target audience.
*Fun participation!
Main focus of the semester:
Where do you want to go?
How are you going to get there?
How do you know when you're there?
I like the use of clickers to help with the critical aspect of monitoring learning throughout this workshop. Not only does it help you evaluate, it also can be a motivator for the kids to participate.
Ross, Katie, Alison - Impromptu Speech Workshop
Things we learned:
*We would change the language to all be in the first person, rather than changing voice. This was perhaps a result of our collaboration, as three people contributed to the writing of the objectives. We needed to be more thorough in our editing.
*Revise, revise, revise!
*Keep breaking things down.
*Trying things out is vital! How else are you going to catch all the revisions that need to be made.
*Our three different perspectives helped - Alison was the insider, Ross has resources and creativity, Katie has skills and pulls it all together.
*Outside eyes are good! Ross and Katie aren't used to speech lingo, so we were able to ask clarifying questions Alison hadn't thought of. Asking a professional (the speech/debate teacher or a judge) is invaluable.
Team 5 - How to Paint a House
*You need to make sure that your instruction is complete. You can't just rely on an experienced instructor to fill in your gaps in instructional design.
*It's easy to make things difficult. The trick is to make things simple.
*Lots of pictures - not as much text was helpful in appealing to the intended learners for this project. People don't like to read a lot when they're ready to go on their painting project.
*Think of logistics. - Will someone painting want to go to the DVD when they're in the middle of their project, covered in paint? No. So, quick-reference laminated cards and an even more simplified job aid were made.
*Creating a script before filming made the production of the movie a lot more time efficient.
Camille, Shannon, Lorraine - How to Create a PodCast
*I like the idea of a Back to School Night podcast for parents who could not be there. Wouldn't it be nice to have a way for a lot more parents to get the introductory information.
*It can be difficult when dealing with technology instruction to know where to cut off the entry behaviors (prerequisites) for the course.
*Pod Bean - free website for publishing podcasts
Gibb, Rossi, Funaki - How to Tile a Bathroom
*Once you've broken things down to the point of silliness, how do you stop? How do you know how down to basics to go - how much do you break it down? How much is too much?
Lisa, Randy, Scott - How to Make Focaccia Bread
*I like that they had a very specific situation to create their instruction for - a very specific group of learners - a specific problem to solve. I think that helps with the development of the instruction.
*The analysis phase really helps to bring your whole design project into focus. It helps you make sure there are not important steps you are overlooking or needs of the learners you have missed.
Jill/Richard - How to Prep a River Rafting Group
*Again, the project was well focused. Very specific goals and target audience.
*Fun participation!
Main focus of the semester:
Where do you want to go?
How are you going to get there?
How do you know when you're there?
Wednesday, November 21, 2007
Prototyping
Choosing a Delivery System:
Why do you choose a specific delivery system?
It's available?
Or is it effective?
As a teacher, do I always have time to choose the delivery system that would be most effective? I admit that sometimes I choose the most readily available, whether it is most effective or not. Although, I know I would not use a totally ineffective delivery mode no matter how available it was. Perhaps that is the benefit of being an instructional designer - you are specifically hired to take the time to find the best delivery system. But, time constraints would still exist.
On the other hand, sometimes teachers spend a whole lot of time on a delivery system that is "high tech" when really there is a much more simple way to present that would not waste their time.
Consider:
instructional setting
media characteristics
instructional material
time
instructors
Delivery System Examples:
video, web-based, small group, large group, case study, simulation, cooperative learning, games, panel discussion, audiotape, job performance aid, technical manual, decals, etc.
It has been said that teaching others and learning in a real-life situation are more effective in retaining information/skills learned. There is actually no research to prove this. It sounds good, and these may well be good option, but it's not proven to be the one and only best way.
Why do we not always use these forms of delivery? Because there are different learners. There are time and location constraints. Ultimately, it is up to the designer to decide based on the 3 main aspects of good instructional design.
3 Main Aspects of Good Instructional Design:
effectiveness
efficiency
appeal
Why do you choose a specific delivery system?
It's available?
Or is it effective?
As a teacher, do I always have time to choose the delivery system that would be most effective? I admit that sometimes I choose the most readily available, whether it is most effective or not. Although, I know I would not use a totally ineffective delivery mode no matter how available it was. Perhaps that is the benefit of being an instructional designer - you are specifically hired to take the time to find the best delivery system. But, time constraints would still exist.
On the other hand, sometimes teachers spend a whole lot of time on a delivery system that is "high tech" when really there is a much more simple way to present that would not waste their time.
Consider:
instructional setting
media characteristics
instructional material
time
instructors
Delivery System Examples:
video, web-based, small group, large group, case study, simulation, cooperative learning, games, panel discussion, audiotape, job performance aid, technical manual, decals, etc.
It has been said that teaching others and learning in a real-life situation are more effective in retaining information/skills learned. There is actually no research to prove this. It sounds good, and these may well be good option, but it's not proven to be the one and only best way.
Why do we not always use these forms of delivery? Because there are different learners. There are time and location constraints. Ultimately, it is up to the designer to decide based on the 3 main aspects of good instructional design.
3 Main Aspects of Good Instructional Design:
effectiveness
efficiency
appeal
Clarifying Thoughts
5 Star Instructional Design:
Jeopardy Game
Restructuring Education through Technology:
Main Points to Take Away Tonight:
Information is not instruction.
Technology is not machines.
Next Week:
Decide which side you're on: Clark or Kozma?
Read 2 of the 3 articles so you can defend your side.
Final Exam:
Come to class ready to present on your project.
About 15 minutes per group.
What was your project? What did you learn along the way?
What is your instructional problem? How did you solve the problem? What did you learn along the way? Show and tell.
Bring/Turn In:
All the things you have already done (documents 1 and 2)
Formative Evaluation Report
Copy of your instructional materials
Get feedback, test what you have so far so that you can make some refinements
Shouldn't be full scale formative evaluation, just try a scaled down version
Instructor and Student Materials
Jeopardy Game
Restructuring Education through Technology:
Main Points to Take Away Tonight:
Information is not instruction.
Technology is not machines.
Next Week:
Decide which side you're on: Clark or Kozma?
Read 2 of the 3 articles so you can defend your side.
Final Exam:
Come to class ready to present on your project.
About 15 minutes per group.
What was your project? What did you learn along the way?
What is your instructional problem? How did you solve the problem? What did you learn along the way? Show and tell.
Bring/Turn In:
All the things you have already done (documents 1 and 2)
Formative Evaluation Report
Copy of your instructional materials
Get feedback, test what you have so far so that you can make some refinements
Shouldn't be full scale formative evaluation, just try a scaled down version
Instructor and Student Materials
Thursday, November 8, 2007
Zone of Proximal Development - Collaboration
Collaboration with a more capable peer does not guarantee that the joint meaning will be at a higher level, and the higher level peer could actually regress.
Misinformation from a peer can be disorienting.
Simply pairing students with more capable peers is not enough to ensure that increased learning is ocurring
Regression can be a moment of reorganization of thoughts a moment just before a revolutionary point of understanding.
Teachers can provide sufficient feed back to avoid more than temporary regression and aide understanding.
Misinformation from a peer can be disorienting.
Simply pairing students with more capable peers is not enough to ensure that increased learning is ocurring
Regression can be a moment of reorganization of thoughts a moment just before a revolutionary point of understanding.
Teachers can provide sufficient feed back to avoid more than temporary regression and aide understanding.
Saturday, October 20, 2007
Web 2.0 Project
This morning I worked on a project for school about Web 2.0 and all the applications, websites, and networks (like blogger.com!) that are included under the Web 2.0 umbrella. I actually had a great time working on the project. The number of social networks, the advancement of technology, and the resources and possibilities out there are unbelievable! It makes me want to explore so much more than I have.
There are two things that make me hesitant or concerned with diving into Web 2.0 even more . They are:
1) Time.
How do people have enough time to blog constantly, submit videos on YouTube, create and listen to podcasts, and live in virtual worlds without stopping their real lives? Maybe they're able to because they're not school teachers and grad students. :)
2) Security.
I do worry about identity theft, etc. I think I worry because know I don't completely realize all the scary things lurking out there on the internet. It really is a tool of such great power for good and bad.
I read an article that Ross printed out targeted at librarians and how they can utilize Web 2.0 technology. I thought it was interesting that the author of the article felt that not only are Web 2.0 tools great assets for librarians, but that the librarians actually have a responsibility to participate in the Web 2.0 world to provide a source of guidance and quality control for the information that is out there. It is an interesting concept. If we are not involved in this world of computer networks, we cannot complain about the content out there. Do we have a responsibility to post our opinions, to post accurate information, to post morally sound web content? In any case, I am enthralled by the availability of information and access to people, places, and ideas that is Web 2.0.
There are two things that make me hesitant or concerned with diving into Web 2.0 even more . They are:
1) Time.
How do people have enough time to blog constantly, submit videos on YouTube, create and listen to podcasts, and live in virtual worlds without stopping their real lives? Maybe they're able to because they're not school teachers and grad students. :)
2) Security.
I do worry about identity theft, etc. I think I worry because know I don't completely realize all the scary things lurking out there on the internet. It really is a tool of such great power for good and bad.
I read an article that Ross printed out targeted at librarians and how they can utilize Web 2.0 technology. I thought it was interesting that the author of the article felt that not only are Web 2.0 tools great assets for librarians, but that the librarians actually have a responsibility to participate in the Web 2.0 world to provide a source of guidance and quality control for the information that is out there. It is an interesting concept. If we are not involved in this world of computer networks, we cannot complain about the content out there. Do we have a responsibility to post our opinions, to post accurate information, to post morally sound web content? In any case, I am enthralled by the availability of information and access to people, places, and ideas that is Web 2.0.
Wednesday, September 26, 2007
Analyzing Learners and Contexts
I understand the great importance of analyzing learners and contexts before attempting to design instruction. I have taught spur-of-the-moment lessons that have not gone as well as they could have, and have realized how helpful it would have been to think through "the characteristics of the learners, the contexts in which the instruction will be delivered, and the contexts in which the skills will eventually be used." (Dick and Carry, p.99)
I like how systematic the lists and sample tables provided by Dick and Carry allow designers to be. They guide me to focus on what is going to be most helpful in this type of analysis.
Learner Analysis:
Entry Behaviors
Prior Knowledge of Topic Area
Attitudes toward Content and Potential Delivery System
Academic Motivation - ARCS (Attention, Relevance, Confidence, Satisfaction)
Educational and Ability Levels
General Learning Preferences
Attitudes toward Training Organization
Group Characteristics
Performance Context Analysis:
Managerial or Supervisor Support
Physical Aspects of the Site
Social Aspects of the Site
Relevance of Skills to Workplace
Learning Context Analysis:
Compatibility of Site with Instructional Requirements
Adaptability of Site to Simulate Workplace
Adaptability for Delivery Approaches
Learning-Site Constraints Affecting Design and Delivery
The goal of analyzing these aspects of the target population and the performance and learning contexts is to make the instruction as effective and efficient as possible for the greatest number of learners in your target population. I wonder, after all this effort, how effective an instructional designer should expect his/her instruction to be. Dick and Carry state on page 100 that our goal is "to know which variables significantly affect the achievement of the group of learners we will instruct, since designers create instruction for groups of learners who have common characteristics." No matter what, no matter who is in that group of learners and how many common characteristics they have, not everyone is going to fit the mold we are designing. Does that mean instructional designers just plan on some of their targeted learners doing better than others with their design? Do designers just accept that fact and let it be? Can an instructional designer individualize instruction? Should they try?
I like how systematic the lists and sample tables provided by Dick and Carry allow designers to be. They guide me to focus on what is going to be most helpful in this type of analysis.
Learner Analysis:
Entry Behaviors
Prior Knowledge of Topic Area
Attitudes toward Content and Potential Delivery System
Academic Motivation - ARCS (Attention, Relevance, Confidence, Satisfaction)
Educational and Ability Levels
General Learning Preferences
Attitudes toward Training Organization
Group Characteristics
Performance Context Analysis:
Managerial or Supervisor Support
Physical Aspects of the Site
Social Aspects of the Site
Relevance of Skills to Workplace
Learning Context Analysis:
Compatibility of Site with Instructional Requirements
Adaptability of Site to Simulate Workplace
Adaptability for Delivery Approaches
Learning-Site Constraints Affecting Design and Delivery
The goal of analyzing these aspects of the target population and the performance and learning contexts is to make the instruction as effective and efficient as possible for the greatest number of learners in your target population. I wonder, after all this effort, how effective an instructional designer should expect his/her instruction to be. Dick and Carry state on page 100 that our goal is "to know which variables significantly affect the achievement of the group of learners we will instruct, since designers create instruction for groups of learners who have common characteristics." No matter what, no matter who is in that group of learners and how many common characteristics they have, not everyone is going to fit the mold we are designing. Does that mean instructional designers just plan on some of their targeted learners doing better than others with their design? Do designers just accept that fact and let it be? Can an instructional designer individualize instruction? Should they try?
Wednesday, September 19, 2007
Audio
How do teachers/instructors have time to explore all the audio tools available? How do they have time to investigate which tools are effective and which are not? I appreciated the list of ideas and suggestions given in the audio presentation. It helps to communicate with others who have explored and tried out tools to help you narrow down the field. Here are some of my favorite new audio sites/tools learned about in class:
•Firevox - plug-in from Firefox - reads texts to students from internet sites
•Audacity - audio editing - free dowload
•Podcasts - Story Telling, tone, expression, focus on content, “window” to the school for parents and community
•Web Links:
Radio Diaries
Room 208 (now 209) Podcasts
•Firevox - plug-in from Firefox - reads texts to students from internet sites
•Audacity - audio editing - free dowload
•Podcasts - Story Telling, tone, expression, focus on content, “window” to the school for parents and community
•Web Links:
Radio Diaries
Room 208 (now 209) Podcasts
ADDIE
Things went well with our ADDIE project. ADDIE stands for:
Analysis
Design
Development
Implementation
Evaluation
I think I tend to overlook the Analysis step of this process because I have been teaching 6th grade students in an elementary school setting based on predetermined core objectives for 6 years now. I feel I should be applying this step of the process more even within my classroom based on the individual students in my class and their needs. This stage is vital in preparing instruction. It is difficult - impossible even? - to design "one size fits all" instruction. Analysis of your intended learners and context is definitely the starting point.
Analysis
Design
Development
Implementation
Evaluation
I think I tend to overlook the Analysis step of this process because I have been teaching 6th grade students in an elementary school setting based on predetermined core objectives for 6 years now. I feel I should be applying this step of the process more even within my classroom based on the individual students in my class and their needs. This stage is vital in preparing instruction. It is difficult - impossible even? - to design "one size fits all" instruction. Analysis of your intended learners and context is definitely the starting point.
Let's get this show on the road!
I have been attending grad school in the IDET program for four weeks now, and I'm finally getting my blog going! But, don't worry I have been taking notes to post on my blog all along. So, here goes:
It seems that many concepts discussed in this class are things I have considered before, however now we are discussing them in more detail. Many concepts in the process of systematic design of instruction are things that good teachers do every day to some degree. I feel that it is good to review those concepts, and moreover to clearly define them. It helps instructional designers make sure they are focusing on important concepts and steps of the design process. I think often times teachers forget, skip, or rush through steps of the design process simply because they do not have an abundance of time. One benefit of taking classes on this subject is that you are forcing yourself to slow down, analyze each step, evaluate your success, and make important steps in effective instructional design more naturally and easily applied.
Some Definitions of Terms:
Education: system/process of teaching and learning
Instruction: how a concept is presented
Technology: “knowledge applied in a systematic way”
Design: “instructional architecture”
Educational technology: using multi-media to aide in achieving educational goals
Instructional technology: from the teacher’s point of view, techniques to help the teacher present information
Instructional Design: planning how best to teach concepts - effectiveness & efficiency
what is the need for the instruction? who are the learners?
It seems that many concepts discussed in this class are things I have considered before, however now we are discussing them in more detail. Many concepts in the process of systematic design of instruction are things that good teachers do every day to some degree. I feel that it is good to review those concepts, and moreover to clearly define them. It helps instructional designers make sure they are focusing on important concepts and steps of the design process. I think often times teachers forget, skip, or rush through steps of the design process simply because they do not have an abundance of time. One benefit of taking classes on this subject is that you are forcing yourself to slow down, analyze each step, evaluate your success, and make important steps in effective instructional design more naturally and easily applied.
Some Definitions of Terms:
Education: system/process of teaching and learning
Instruction: how a concept is presented
Technology: “knowledge applied in a systematic way”
Design: “instructional architecture”
Educational technology: using multi-media to aide in achieving educational goals
Instructional technology: from the teacher’s point of view, techniques to help the teacher present information
Instructional Design: planning how best to teach concepts - effectiveness & efficiency
what is the need for the instruction? who are the learners?
Wednesday, September 12, 2007
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