Friday, January 08, 2010

Instructional Design Model

Today I had the opportunity to meet with a group of researchers at NTID. I didn't end up using my Prezi presentation. The meeting rooms are set up so that you have to get up and leave the table to use the computer -- I hate that! So I just talked.

This is my outline, with the questions I am investigating. I asked the researchers to help me with sources of information on these questions. They immediately brought up some very interesting points that were very helpful.

I am going to generate a sample course outline based on this so they will have a more concrete picture of what I am trying to accomplish. This model would work for any type of content, but my first course will be a soft skills course for Deaf adults who are about 15 years into their careers.

If you have any suggestions or feedback, please don't hesitate to give it to me!

Instructional Design Model

Course Hierarchy

Course (I am too impatient to get this list indented the way I want it! )

  • Lesson
  • Lesson
  • Lesson
  • Topic
  • Topic
  • Topic
  • Objective
  • Introduction Elements
  • Context Statement
  • Wiifm (“What’s in it for me”)
  • Organizer
  • Content
  • Content
  • Content
  • Interactives/Practice
  • Graphical Elements
  • Summary
  • Evaluation

Audience – What are the important questions?
Communication style? How accepting will learners be if information is presented in a style that varies from their own most preferred style?
Experience with distance/e-learning?
Expectations for learning situations – teacher/student behaviorial expectations?
What audience characteristics matter?

Should objectives be explicitly stated? In what form?
Can prerequisite knowledge be expected, established?
What is the best way to generate emotional response?
What is the best way to establish context, present wiifm?
Should context statement always be job-based?
Should organizer element use “features” of ASL? General → Specific? Visual organizer? Topic → Comment? Others???

Fact – one of a kind information that student will memorized
Concept – distinguishes if something is a member of a class or not. Requires a definition, distinguishing characteristic, definite characteristics, variable characteristics, example, optional non-example. How best to present each part?

Process – A description of a chain of events with phases or stages. Used especially to teach problem solving. Requires a graphical representation of process, with clearly delineated beginnings and endings to stages. How to best present?

Procedure – A series of steps that if followed renders a consistent result. Procedures may be branching, or have optional steps. Generally follows the pattern of Location – Action – Result. Does this still hold? How best to present?

Principal – Teaches decision making where a judgment is required. Requires a statement of desired outcome, guidelines, example, optional non-example. How best to present?

Mode of presentation:
Which of these are optimally presented as self-paced tutorials? Which are optimally taught by mentor/teacher? Which should be presented as part of a collaborative exploration?
What communication models should be used? How much written English, if any, is acceptable?

Order and chunk size:
What is optimal chunk size? What are the distinguishing characteristics that determine chunk size?
What order? Common skills and knowledge first? Simple to complex? General to specific? Other?
How much repetition is acceptable/optimal?

What is optimal frequency? Following topic? Content block?
Collaborative or solo? When is either optimal?
Feedback during, after, not at all? From instructor? Peers? What form?
Is “life-like” important?
Use of emotion?

Graphical Elements:
Video or other representations of the instructor teaching are NOT graphical elements. Graphical elements communicate meaning beyond what the bare words would communicate.
Photo-realistic? Or not?
How presented?
When are they required?

What elements are required?
What best to present? How?

How to best evaluate student mastery of objectives?


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