CEIT 323 Instructional Design/ Development Model

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CEIT 323Instructional Design/ Development
ModelAnalysis Stage

• Assoc.Prof. Kürsat Çagiltay

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Reminder

• Turn-in your signed group contract, TODAY!
• Meet with your team facilitator/coach,
• TODAY! And every TUESDAY!
• Set your concept topic
• Set a discussion group
• Start Analysis process
• Turn-in assignments on time (otherwise you will
  loose points 10 per day)
• Visit course web site and make readings

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(No Transcript)
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Questions

• What is model/methodology?
• Why do we need it?
• What is Instructional Design Model?
• Why do we need it?

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Process models

• Identifies major types of activities and provides
  definitions for them
• Describes the primary sequencing of activities
  during the development and completion of a design
  
• Illustrates the relationships between activities
  during the development and completion of a design
  
• Organizes the view of an activity for the purpose
  of those involved in that activity

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In a Typical Instructional Design Process model

• Activities can be identified by means of a list
  
• Analysis collecting data that will impact the
  design of instruction
• Design creating the "blueprints" of the
  instructional experience
• Development turning the plans of the design
  phase become the reality of instructional
  materials and activities
• Implementation the instruction in practice
• Evaluation certifying that learning has
  actually occurred and identifying ways to improve
  future applications of the instructional
  activities and materials

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Using a model for instructional design
Process models Use of models Using an ID model
in this class
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Use of models

• Models help to teach and to learn. Using models
  
• Simplifies the view of a complex activity
• Gives structure to the actions of a novice team
  working together
• Ensures that important activities are not
  overlooked or grossly misplaced
• Connects experienced action to abstract
  understanding

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Inst. Design Models are Like Maps
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Use of models

• Models help to answer these questions
• What should we do first? Next?
• What have we overlooked?
• Which activities are needed in order to provide
  information for other activities?
• How do we know when we should move from one
  activity to another?
• What do we need to know at certain times in a
  project?
• How can we communicate efficiently with each
  other about our design activities?

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Use of models

• Models help experienced designers
• Communicate efficiently with each other about
  their design activities
• Discriminate between activities that may look and
  feel similar to one another, to avoid getting
  stuck or distracted
• Explain what they do to others who need to
  understand it (clients, participants, other
  professionals, learners)

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Using a model for instructional design
Process models Use of models Using an ID model
in this class
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Simple ID model

• ADDIE model is convenient and easy-to-remember.
  Many professionals agree that the primary
  activities described by the model are necessary
  and basic in instructional design.

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An ID model

• A

D
D
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We will use Rapid Prototyping

• An Alternative Instructional Design Strategy

Assess Needs and Analyze Content
Set Objectives
Construct Prototype (Design)
Utilize Prototype (Research)
Install and Maintain System
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Project 1Design and Development of a Multimedia
Based Concept Learning System
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Project 1 Deliverables

• Analysis Report (October 18, Tuesday)

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What is Concept

• Concept is a category used to group similar ideas
  or things.
• It is a way to organize knowledge.
• A group of things that have something in common
  can be considered a concept.
• Learning concepts may involve either recall or
  application.

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How do I choose an appropriate concept to teach
for my project?

• Make sure it really is a concept and not a
  procedure.
• If the idea of "how to" is embedded in it (how to
  set up a tent, how to bake a cake, how to iron,
  how to wrap a gift, etc.), then it is a
  procedure, not a concept.
• Remember that a concept is essentially a
  category.
• Next, make sure the concept is appropriate for
  this project and for your target audience.

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Context/Grade
Learners/Target group
Concept
Simple shapes Preschool children Kindergarten, after-school care
Cells and their parts Elementary school Science course
Color, hue, saturation High school students Art club
Rectangle (or circle) Elementary school Mathematics course
Natural resources Elementary school children Science course
Bacterium College freshmen Science course
Government Middle school Social science course
Fruits Elementary school Science course
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Topics

• Pick a Mathematics concept from the list
• Grade levels
• 4, 5, 6, 7, 8

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What is Analysis? Why and How?
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What happens in the Analysis Phase

• Provides the framework for the rest of the ID
  process.
• Uncover the problem, locate the source of the
  problem, and start to hypothesize solutions to
  fix the problem.
• Research what is needed to solve problem? (Needs
  Analysis)
• List instructional goals the steps that need to
  be taken for the goals to be accomplished.

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Objectives/Goals

• statements that define what the learners will be
  able to do at the end of an instructional lesson.
• Needed to develop a plan of action and create
  instructional materials
• Help establish where instruction should start
• Ensure instruction is effective by measuring if
  they are met

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How do I create effective objectives?

• 3 Questions to ask
• What are my instructional goals?
• How do I make sure my goals are met?
• How can I ensure learner acquisition
  (achievement)?

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Needs Analysis

• Understand
• What is relevant to your learners
• Why do they need it
• What will improve performance
• What do they need? Misconceptions? Hard to
  understand issues?
• Through observations, interviews, focus groups,
  surveys
• Teachers and students

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Learner Analysis

• Analyze the Target Population
• Personal characteristics Age, Gender, SES,
  Culture
• Entry Behaviors
• Prior Knowledge of the topic area
• Attitudes toward the content and the potential
  delivery system
• Academic motivation
• Educational and ability levels
• General learning preferences / styles
• Group characteristics
• Computer or web expertise, if applicable
• Through observations, interviews, focus groups,
  developmental psychology literature
• Teachers, students, parents

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Content Analysis

• What to teach
• Relationship with other concepts
• Critical points, misconceptions
• Analyze the documents (textbook, Talim Terbiye
  Web site)
• Ask content experts (teachers or teacher
  candidates) to judge the accuracy and
  completeness of the materials

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Context Analysis of Learning Environment

• Compatibility of site with instructional
  requirements
• Home, classroom, lab, internet cafe, ...
• Adaptability of delivery approaches
• Learning-site constraints affecting design and
  delivery Physical and Social aspects

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Analysis Report Headings

• Executive Summary
• Goals for the instruction
• Process to be used for this analysis
• Needs analysis (performance) SME input
• Content analysis (task) - SME input
• Visit Talim Terbiye Kurulu web site
• Textbooks and other resources
• Learner analysis SME input
• Talk to students and teachers
• Context analysis SME input
• Instructional approach and justification for the
  approach
• Timeline and practical planning for the analysis
• References

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Analysis Report Progress

• 11 October Bring draft report to the meeting
• 18 October Submit it

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Questions / Comments
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Time to start working on concepts ?

• Meet with your team facilitators