Instructional Design and Technology:

Instructional Design Models, University of Maryland, University College - IDT200x

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Response

Please click on the following link to view my introduction:

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WEEK 1 - Aim of the course

Submitted: 02.08.19

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Upon completion of this course, you will be able to:

• • • Analyse contributions of selected learning theories to the field of instructional design

    • Describe the basic components within various motivational theories and their impact upon the learning process

    • Select appropriate principles derived from given theories and apply those within practical learning situations

 

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Final Course Project: Signature Assignment
Instructional design is a multi-faceted discipline, and a lot is asked of instructional designers (IDs). We need to have an extensive grasp of adult learning theory and learning models to outline and develop an instructional design and development plan.  

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For your signature assignment in this course, you will develop an instructional design and development plan based on the information presented over the next eight weeks. Essentially, this assignment will cover the first three phases of the ADDIE model; Analyze, Design, and Develop.

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The Signature Assignment for this course combines all the concepts you have explored in the program.  In this assignment, you act as a learning module developer to “sell” a brief learning/training resolution for a situation of your choice.  Your solution will have two parts both due during week 7. 

First, a breakdown for your key learning goal of the tasks, performance objectives and measurement ideas for those objectives (all outlined in the Signature Assignment Documentation Template).  And second, a 5-8 minute presentation where you walk through the steps of how you will create this learning module (a 20 minute online learning tutorial).  Remember, use the information covered in this course as you complete the learning design document template and use your multimedia (and sales ability) to show you know how to create an effective learning module based on a known learning design model.

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As you contemplate the evolution of learning theory, you can think about a topic and inform your instructor of your topic via the Collaboration/Best Practices dialogue area in Week 1 (or during week 2 if you need more contemplation time).

So, there are several considerations to make when choosing your project topic. Your topic selection should meet the following criteria:

• • • The type of learning represented is an intellectual skill and there is a key GOAL.

    • You find the subject interesting.

    • You are knowledgeable about the subject.

    • The content is manageable and can be taught in about 20 minutes.

    • The goal (terminal objective) of instruction must be a Higher Order Thinking Skill (HOTS) that leads to a performance based assessment (authentic assessment).

    • The goal will then be broken down into 3-5 tasks and each task should have a clearly defined objective.

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The following list provides examples of acceptable topics that may help you choose your project topic. If possible, you are encouraged to select a topic related to your work, as applying academic material to a real-world situation is the most effective learning experience. Contact your instructor if you have any questions about your project topic.

Examples of acceptable topics:

• • • • Childproofing your home.

      • Setting up and using an App on your phone.

      • Facilitating a brainstorming session.

      • Creating an outline for a research paper (Possible topic - Constructivist research).

      • Installing new software.

      • Explaining a new procedure (Possible topic - Creating a Constructivist collage).

After your topic is approved, continue to use every weeks research to incorporate in the signature assignment and the two parts that are due on week 7. They are:

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Part 1: Documentation

For this part of your assignment, complete the Design Document Template to create and submit Part 2 of your assignment on week 7. For your convenience, here is a Signature Assignment Template for you to use.

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Part 2: Presentation

Part of determining an instructional design topic is learning how to present the topic to a specific audience. In addition, in the field of instructional design, you will need to become familiar with various technological tools that can be used as a vehicle for trainings.

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For the second part of this assignment, create a narrated oral presentation in PowerPoint or other presentation tools in which you present your topic. You can create your presentation and then create a video or screencast recording of your presentation. There are several free screencasting tools available for you online.  Two suggestions are Screencast-o-matic and Jing (https://www.techsmith.com/jing.html)  or you can search and identify your own tool. Once created, you can host your presentation on YouTube or Vimeo or other free online video hosting service. 

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You will create a 5 - 8 minute presentation about how your learning module on your selected topic will address the audience. You will be using multimedia and acceptable visuals for both the presentation to the person who can say “yes” that sounds like a professionally made module that incorporates a well-established learning design that will meet the needs of the intended audience in the required 20 minute timeframe. So for example, if your topic relates to your current workplace, your audience is the person who would approve the training - NOT the audience who is taking the training. 

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Signature Assignment Rubric

Your signature assignment will be assessed using the Signature Assignment Rubric.  Be sure to review all criteria prior to beginning development and use the rubric as a form of self-assessment or formative assessment during your signature assignment development.

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Overview and Objectives

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In this section, you will learn how theories of human learning and motivation can be applied to the instructional process to make it more effective, efficient, and appealing. You will explore the evolution of trends within learning and development.  Each of these events will align with other topics you will encounter at various points within the course.  The goal of this introductory section will enhance your exposure to the historical significance of learning and how select learning milestones has shaped the current mold of how learners are defined today.

Upon completion of this section, you will have:

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• • • Explored the impact of evolutionary learning contributions that shape today’s learners

    • Examined your personal learning philosophy

    • Identified the preferences for a diverse learning audience based on current learning trends

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Malcolm Knowles is typically credited as one of the pioneers of adult learning. He brought the term andragogy into use as a term associated with adult education.   According to Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers to any form of adult learning (Kearsley, 2010). Knowles findings conclude adult learners have the following characteristics:

1. 1. 1. Self-concept: As a person matures his self-concept moves from one of being a dependent personality toward one of being a self-directed human being

      2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.

      3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.

      4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness.

      5. Motivation to learn: As a person matures the motivation to learn is internal (Kearsley, 2010)

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Knowles is one of many contributors to the concept of instructional design and its progression to the different concepts you will learn in this course. Instructional design first began during World War II when a large number of educationalists collaborated in the development of training materials to apply their knowledge of evaluation. Contributors to the development of instructional design include B.F Skinner's research of programmed instructional materials and Benjamin Bloom's development of the taxonomy of educational objectives.  In addition, Robert Gagne identified his learning hierarchy through his analysis of the conditions of learning.  E-learning came to fruition in the 1980's with the adaptation of technology.  Instructional design was the creation of pedagogical agents and methods focusing on how technology could interact with learners and improve their experience.  Consequently, this also began the rising interest in the principles of cognitive psychology.

The 1990’s introduced the constructivist theory and its impact on learning progression and instructional design processes. This theory underlies the importance of “authentic” learning tasks that replicate real-world learning situations to which learners must apply critical application from their knowledge base to resolve the scenario.  Fast-forward constructivism today, a variety of different models have emerged from technologies and social phenomena.

Presently, instructional design has grown exponentially into its own technology framework.  Instructional design is now driven by mobile accessibility and the integration of social media. Big data and analytics are shaping the way how learning is tailored to the needs and preferences of each learner. The principles of instruction are no doubt, rooted in years of research in ID, but learning is now designed to be more contextual, fluid and efficient.

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Resources

Video: The Six Adult Learning Principles https://youtu.be/vLJ7cRwKI-I

Kearsley, G. (2010). Andragogy (M. Knowles). The theory into practice database. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

McIver, D., Fitzsimmons, S., & Flanagan, D. (2016). Instructional design as knowledge management: A knowledge-in-practice approach to choosing instructional methods. Journal of Management Education, 40(1), 47-75.

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Weekly Readings

To complete this module, select two of the resources from the list to gain a deeper understanding of the materials presented in this module.

• • Janicki, T. J.  (2013). Online course pedagogy and the constructivist learning model.
    Journal of the Southern Association for Information Systems, 1(1).  Retrieved from http://dx.doi.org/10.3998/jsais.11880084.0001.104
     

  • Mor, T. and Craft, B. (2012). Learning design: Reflections upon the current landscape. The Journal of the Association for Learning Technology.  Retrieved from https://journal.alt.ac.uk/index.php/rlt/article/view/1364
     

  • Overview of Learning Theories: https://www.instructionaldesigncentral.com/learning-theory
     

  • Learning Progressions: Road Maps for 21st-Century Students—and Teachers https://ssir.org/articles/entry/learning_progressions_road_maps_for_21st_century_studentsand_teachers 
     

  • What a 21st-Century Education Looks Like http://www.teachhub.com/teaching-strategies-what-21st-century-educator-looks
     

If you want to read more than 2, you can of course.  Also, feel free to continue your investigation of learning theories online.

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