Title: Instructional Design Program
1Instructional Design Program
- Louis Keiner, CETL
- Jennifer Shinaberger, TEAL Center
2Welcome and Introductions
- Facilitators
- Laura Hogue
- Salvatore DeGennaro
- Tracy Gaskin
- Program logistics
- Marjorie Metts
3ID Program and Todays Agenda
- Overview of program
- What this program is and isnt
- Instructor-centered workshop
- Class and student-centered consultations
- Requirements of the ID program
- Other housekeeping details
4Instructional Design What Is It?
- Importance of instructor preparation
- Instructional design background and definition
- Quick history of the field
- Systematic design of instruction to improve
teaching and learning - Based on teaching and learning theory
- Iterative process with formative summative
evaluation - Scalability
- Course, Unit, Chapter, Lesson
- Why do I need it and how will it help me?
5Instructional Design Process
Front End Analysis
Write Course Goal(s)
Identify Course Topics
Write Course Objectives
Sequence Content
Develop Activities
Select Media and Materials
Develop Instructional Strategies
Evaluate
6Needs Assessment
- All good instructional design begins with a needs
analysis to identify the opportunity or problem - Getting a picture of your course and your
students - Formal vs. informal needs assessment
7Target Audience Analysis
- Learner characteristics
- Who are my students?
- Year
- Age (traditional vs. non-traditional)
- Gender, ethnic, and socioeconomic distribution
- Typical number of students in course
- Learners requiring accommodations
- Any other descriptive factors
8Course Contextualization
- Course description and specifics
- Core, upper level, graduate
- Prerequisites
- Type of course (lecture, lab, seminar, workshop,
writing intensive, etc.) - Instructional delivery (videoconference, online,
technology-enhanced) - Typical time of day for course
9Gap Analysis
- What is the specific problem or opportunity that
you like to address in your course? - Write this in your own words
- What is the current status of your course?
- What is the desired status?
- Give some examples of why you know this problem
or opportunity exists - What can be done to improve the course or
leverage an opportunity? - Possible solutions
10Resources for Gap Analysis
- Student performance indicators
- Test, quiz, lab and/or homework grades
- Portfolios
- Student evaluations
- Other assessments or evaluations
- Meetings with students
11Student Perceptions About the Course
- What feedback do you receive from students (about
issues relevant to the problem or opportunity)? - Perceptions about tests, test results,
instruction, activities, etc. - Why is this important?
- Student buy-in
12Gathering Your Resources to Write Goals and
Objectives
- Departmental mission, goals, objectives
- Catalog description of course
- Professional society standards
- Outside university materials
- Colleagues syllabi, instructional materials,
websites, etc - Textbook and ancillary materials
- Current and/or past course syllabi
- Student evaluation themes
13Quick Education Review
- Three domains of learning
- Cognitive thinking domain
- Affective attitudinal domain
- Pyschomotor physical skill domain
- Use depends upon course and nature of material
14More Education Review
- Blooms Taxonomy of Learning
- Knowledge Level 1
- Comprehension Level 2
- Application Level 3
- Analysis Level 4
- Synthesis Level 5
- Evaluation Level 6
- Why is this good to know?
15Goals and Objectives
- Why is this important to know how to write good
goals and objectives? - The Accountability Era
- Measure student learning
- Sequence material
- Student self-evaluation and assessment
16How to Write Goals
- Characteristic of a goal
- What would you like your students to be able to
do at the end of your course? - Broad, general statement
17Examples of Goals
- The learner will
- demonstrate mastery of the instructional design
process - understand role of the systematic design of
instruction within the context of the educational
process, and - relate this knowledge to his or her educational
profession - (from EDET 700 - Principles of Instructional
Design)
18Identifying Course Topics and Themes
- What broad topics need to be addressed to achieve
the goal of the course? - What themes do you as the instructor want to
accomplish with your students?
19Course Topics and Themes for EDET 760
Educational Technology Leadership
- Change and Complexities Theories
- Intro to Concepts of Planning for Technology
- Technology, Learning, and Equity Issues
- Computer Applications in Educational
Administration - Computer Applications in Instruction
- Multimedia in Education
- Data Communications, the Internet and Educational
Applications - Distance Learning
- Hardware Planning and Evaluations/Software
Selection and Evaluation - Faculty/Staff Development and Support
- Managing Computer Facilities and Technology
Centers - Financial Planning/Project Management
20Objectives
- Objectives vs. goals
- Objectives operationalize goals
- Measurable, observable and specific as opposed to
broad - Why do we need objectives?
- Align course to goal(s)
- Produce assessment and evaluation which is
consistent with objectives - Layout course expectations for students
- Basis of instructional strategies, activities and
evaluation/assessment
21Examples of Course Objectives
- To build on knowledge gained from introductory
Spanish courses (101, 102, 111) by increasing
ability in the four skills of speaking,
listening, reading and writing. - (from Spanish 201, Intermediate Spanish, Part II)
- Other examples
22Writing Course Objectives
- Objectives
- Contain action verb based on Blooms Taxonomy
- Are student-centered
- Tell specifically what the student will be able
to accomplish at the end of the instruction - Avoid use of fuzzy word (words intended more
for goals understand, appreciate, embrace) - Rule of thumb at least 8, but no more than 20
for a course
23Sequencing of Content
- Keep your goal(s) in front of you
- Write out the objective
- List student activities
- Homework, in-class activities, assignments,
readings, etc. - Media (materials)
- Evaluative topics and measures
24Whats Next?
- Ideas for developing
- Instructional strategies
- Activities
- Selecting media and materials
- Incorporating technology
- Ideas for assessment and evaluation
25Individual Appointments
- Whos who at the CETL/TEAL Center
- What will we accomplish in those meetings
- What will I be expected to prepare
- How many times will we have to meet
- Spin-off workshops