SITUATED INSTRUCTIONAL DESIGN
I have been reflecting on the practical aspects of instructional design as it relates to real-world contexts and its implication on my particular internship. This online article by Brent Wilson on situated instructional design explains that implementation and design are ultimately inseparable. According to Wilson (1995), deciding upon a design solution and making decisions within that framework is a highly situated activity. The success of a given implementation will depend more on the local variables and context of where a designer is working than on the general variables contained in the ID model chosen to guide design. In this approach, all the stakeholder should be included in the design process. This process entails a great collaboration. In this article, the author also provides a general methodolgy for situated instructional design.
Read this article:
Wilson, B. G. (1995). Situated instructional design: Blurring the distinctions between theory and practice, design and implementation, curriculum and instruction.
Friday, July 21, 2006
Wednesday, July 12, 2006
Instructional Design Models
Search of an ID model for my EDIT 580 Internship:
For my internship and ID research, I am currently looking at different ID models and in particular Morrison, Ross and Kemp's (MRK) ID model for the contextual analysis for my internship. I am also looking at the Human Performance Technology (HPT) model.
Why? At first, the MRK model appeared to be suitable for a Technology center context and also appeared to be more flexible, in terms of its not being linear and rigid. But after working and doing a preliminary needs and context analysis for CSULA eLPS, it appears that I may have to refer to an HPT model more than any ID model. The more I analyze the technology center's project, the more it appears to be a non-instructional issue at this point, introducing Tegrity software with Tablet PC which deals with faculty members teaching with CMS/LMS and CSULA administration. At this point, I am also open to other ID models if I come across any that can somehow help me with the second phase of design.
I am also realizing that all these ID models are conceptual frameworks that may need some adjustments while working in real life and everyday contexts.
For my internship and ID research, I am currently looking at different ID models and in particular Morrison, Ross and Kemp's (MRK) ID model for the contextual analysis for my internship. I am also looking at the Human Performance Technology (HPT) model.
Why? At first, the MRK model appeared to be suitable for a Technology center context and also appeared to be more flexible, in terms of its not being linear and rigid. But after working and doing a preliminary needs and context analysis for CSULA eLPS, it appears that I may have to refer to an HPT model more than any ID model. The more I analyze the technology center's project, the more it appears to be a non-instructional issue at this point, introducing Tegrity software with Tablet PC which deals with faculty members teaching with CMS/LMS and CSULA administration. At this point, I am also open to other ID models if I come across any that can somehow help me with the second phase of design.
I am also realizing that all these ID models are conceptual frameworks that may need some adjustments while working in real life and everyday contexts.
Tuesday, July 04, 2006
Books to read in ID
The role of the Instructional Designer
In chapter 13 of "Designing effective instruction", the role of designers in ID is explained by Morrison, Ross & Kemp (2004) . It clarified some of my concerns and helped me clear some of my confusion on the role of an instructional designer that I could be playing in CSULA eLPS. This chapter further explained how to work with subject matter experts (SME), how to effectively determine the time frame, nature of delivery and resources available during an ID process. With this established, the instructional designer could roughly assess his role in the entire process. It further elaborated on how it would vary in business environment, higher education and developing training for a third party. It also explained how to approach certain situations while working with different support personnel like graphic artists, media production specialists, scriptwriters and so on. I would recommend this chapter to my EDIT 580 group.
Morrison, GR, Ross, SM, & Kemp, JE (2004). Designing effective instruction (4th ed.). New York: John Wiley and Sons
Principles of Instructional Design by Robert Gagné, L.J. Briggs and W.W. Wager. 4th ed.
From this book, I have some understanding of Gagné's work in Instructional design.
As an instructional psychologist, Gagne's work has contributed greatly the field of instructional technology especially regarding the design of instruction. According to Gagné, the following steps should be clearly thought out when designing instruction. In his writings, he mentioned that there are five categories of learning. Such categories can be formed because each leads to a different class of human performance and each requires a different set of instructional conditions for effective learning (Gagné,1974).
The categories are:
1. Intellectual skills. These skills are the capabilities that make the human individual competent. They enable him to respond to conceptualizations of his environment.
2. Cognitive strategies. These skills are the ones that govern the individual capability to learn, think and remember.
3. Verbal information. Stored in our memory to recall when needed, such as names of months, days of week, letters, numeral.
4. Motor skills. The capability to learn: to ride a bike, drive a car, write, draw a straight line.
5. Attitudes. All of us possess attitudes of many sorts towards different things, persons and situations. These attitudes may affect our position toward those things.
These categories of learned capabilities are distinctive categories that also require different arrangements of conditions in order for the learning of each to occur.
Within these various types of learning there must be nine general instructional events:
1. Gaining attention. To ensure reception of coming instruction we give the learner a stimulus.
2. Tell the learners the learning objective. Tell the learner what they will be able to do because of the instruction.
3. Stimulating recall of prior learning. Ask for recall of existing relevant knowledge.
4. Presenting the stimulus. Display the content.
5. Providing learning guidance.
6. Eliciting performance. Ask the learner to respond, demonstrating learning
7. Providing feedback. Give informative feedback on the learner's performance.
8. Assessing performance. Require more learner performance, and give feedback, to reinforce learning.
9. Enhancing retention and transfer to other contexts. Provide varied practice to generalize the capability
In his book, he also identifies to look for specific results in learning:
1. Identify the types of learning outcomes
2. Each outcome may have prerequisite knowledge or skills that must be identified.
3. Identify the internal conditions or processes the learner must have to achieve the outcomes.
4. Identify the external conditions or instruction needed to achieve the outcomes.
5. Specify the learning context.
6. Record the characteristics of the learners.
7. Select the media for instruction.
8. Plan to motive the learners.
9. The instruction is tested with learners in the form of formative evaluation.
10. After the instruction has been used, summative evaluation is used the judge the effectiveness of the instruction.
In chapter 13 of "Designing effective instruction", the role of designers in ID is explained by Morrison, Ross & Kemp (2004) . It clarified some of my concerns and helped me clear some of my confusion on the role of an instructional designer that I could be playing in CSULA eLPS. This chapter further explained how to work with subject matter experts (SME), how to effectively determine the time frame, nature of delivery and resources available during an ID process. With this established, the instructional designer could roughly assess his role in the entire process. It further elaborated on how it would vary in business environment, higher education and developing training for a third party. It also explained how to approach certain situations while working with different support personnel like graphic artists, media production specialists, scriptwriters and so on. I would recommend this chapter to my EDIT 580 group.
Morrison, GR, Ross, SM, & Kemp, JE (2004). Designing effective instruction (4th ed.). New York: John Wiley and Sons
Principles of Instructional Design by Robert Gagné, L.J. Briggs and W.W. Wager. 4th ed.
From this book, I have some understanding of Gagné's work in Instructional design.
As an instructional psychologist, Gagne's work has contributed greatly the field of instructional technology especially regarding the design of instruction. According to Gagné, the following steps should be clearly thought out when designing instruction. In his writings, he mentioned that there are five categories of learning. Such categories can be formed because each leads to a different class of human performance and each requires a different set of instructional conditions for effective learning (Gagné,1974).
The categories are:
1. Intellectual skills. These skills are the capabilities that make the human individual competent. They enable him to respond to conceptualizations of his environment.
2. Cognitive strategies. These skills are the ones that govern the individual capability to learn, think and remember.
3. Verbal information. Stored in our memory to recall when needed, such as names of months, days of week, letters, numeral.
4. Motor skills. The capability to learn: to ride a bike, drive a car, write, draw a straight line.
5. Attitudes. All of us possess attitudes of many sorts towards different things, persons and situations. These attitudes may affect our position toward those things.
These categories of learned capabilities are distinctive categories that also require different arrangements of conditions in order for the learning of each to occur.
Within these various types of learning there must be nine general instructional events:
1. Gaining attention. To ensure reception of coming instruction we give the learner a stimulus.
2. Tell the learners the learning objective. Tell the learner what they will be able to do because of the instruction.
3. Stimulating recall of prior learning. Ask for recall of existing relevant knowledge.
4. Presenting the stimulus. Display the content.
5. Providing learning guidance.
6. Eliciting performance. Ask the learner to respond, demonstrating learning
7. Providing feedback. Give informative feedback on the learner's performance.
8. Assessing performance. Require more learner performance, and give feedback, to reinforce learning.
9. Enhancing retention and transfer to other contexts. Provide varied practice to generalize the capability
In his book, he also identifies to look for specific results in learning:
1. Identify the types of learning outcomes
2. Each outcome may have prerequisite knowledge or skills that must be identified.
3. Identify the internal conditions or processes the learner must have to achieve the outcomes.
4. Identify the external conditions or instruction needed to achieve the outcomes.
5. Specify the learning context.
6. Record the characteristics of the learners.
7. Select the media for instruction.
8. Plan to motive the learners.
9. The instruction is tested with learners in the form of formative evaluation.
10. After the instruction has been used, summative evaluation is used the judge the effectiveness of the instruction.
This book helped me in understanding instructional technology and design from Gagné perspective and research.
Still reading:
Here are some of the books that are important for Instructional Design and Technology and I am reading them now. I will be reviewing some parts of the Instructional design with these books and in the near future, I will be posting commentaries on the ID process in regards to my current EDIT 580 internship:
-Instructional Design Theories and Models: An Overview of Their Current Status by Charles M. Reigeluth (Editor)
-The Systematic Design of Instruction by W. Dick and L. Carey 6th ed.
Sunday, July 02, 2006
Postmodern Instructional Design
Ideas, Practices and Theories in Postmodernism relate to pluralistic approaches to Instructional design (ID). It also encourages eclecticism in the instructional design process,it makes you look for different views over single and monolithic approach in this process. It encourages multiple interpretations, multiple responses, pluralistic discourses and multiple options in ID.
-ID and Postmodernism
-The Postmodern Paradigm
-ID and Postmodernism
-The Postmodern Paradigm
Instructional Design References
Survey of Instructional Development Models
This article, "A taxonomy of ID models" helped me understand the underlying assumptions of each model, and how to appropriately apply them in real life situations. According to Gustafson's (1981, 1991) this process is done by forming a schema which contains three categories into which models can be placed. The placement of any model in one of the categories is based on the set of assumptions that its creator(s) has made, often implicitly, about the conditions under which both the development and delivery of instruction will occur. This taxonomy has three categories indicating whether the model is best applied for developing: individual classroom instruction; products for implementation by users other than the developers; or large and complex instructional systems directed at an organization's problems or goals.
I. Classroom Orientation ID Models
II. Product Orientation ID Models
III. System Orientation ID Models:
Taxonomy of ID models
Knowledge Management in ID
I am currently reading articles for my research in ID. This is the one that I have read and pertains to knowledge management in ID. Knowledge management systems (KMSs) are tools aimed at supporting knowledge management. KMSs evolved from information management tools that integrated many aspects of computer-supported collaborative work environments (CSCW) with information and document management systems.
Key characteristics of a KMS are support for: (1) communication among various users; (2) coordination of users' activities; (3) collaboration among user groups on the creation, modification and dissemination of artifacts and products; and, (4) control processes to ensure integrity and to track the progress of projects.
Recently, KM issues are being addressed by ID researchers. They include: (a) the granularity of learning objects suitable for promoting effective learning and reuse; (b) the modes and types of communication appropriate for different users and tasks; and, (c) adaptive systems to support instructional design and development.
-Knowledge Management in Instructional Design
This article, "A taxonomy of ID models" helped me understand the underlying assumptions of each model, and how to appropriately apply them in real life situations. According to Gustafson's (1981, 1991) this process is done by forming a schema which contains three categories into which models can be placed. The placement of any model in one of the categories is based on the set of assumptions that its creator(s) has made, often implicitly, about the conditions under which both the development and delivery of instruction will occur. This taxonomy has three categories indicating whether the model is best applied for developing: individual classroom instruction; products for implementation by users other than the developers; or large and complex instructional systems directed at an organization's problems or goals.
I. Classroom Orientation ID Models
II. Product Orientation ID Models
III. System Orientation ID Models:
Taxonomy of ID models
Knowledge Management in ID
I am currently reading articles for my research in ID. This is the one that I have read and pertains to knowledge management in ID. Knowledge management systems (KMSs) are tools aimed at supporting knowledge management. KMSs evolved from information management tools that integrated many aspects of computer-supported collaborative work environments (CSCW) with information and document management systems.
Key characteristics of a KMS are support for: (1) communication among various users; (2) coordination of users' activities; (3) collaboration among user groups on the creation, modification and dissemination of artifacts and products; and, (4) control processes to ensure integrity and to track the progress of projects.
Recently, KM issues are being addressed by ID researchers. They include: (a) the granularity of learning objects suitable for promoting effective learning and reuse; (b) the modes and types of communication appropriate for different users and tasks; and, (c) adaptive systems to support instructional design and development.
-Knowledge Management in Instructional Design
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