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82 Cards in this Set
- Front
- Back
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What are the phases of instructional design?
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Analysis, design, develop, evaluate, implement
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What does the analysis phase entail?
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Start with a needs analysis, learner analysis, and task analysis
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Describe the design phase.
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In this phase, you write performance objectives, learning theories, and instructional strategies which you apply to your unique learner population.
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Describe 4 methods for identifying instructional goals.
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1) Subject matter expert, 2) content outline approach, 3) administrative mandate approach, 4) performance technology approach
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Describe the content outline approach to identifying instructional goals.
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performance problems are assumed to be caused by students not having the right type or amount of content
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Describe the performance technology approach to identifying instructional goals.
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instructional goals are set in response to problems or opportunities within an organization.
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What is front end analysis?
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when careful analysis prior to initiating the design of instruction is used (includes performance analysis, needs analysis, and in some cases job analysis).
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What are 3 components of needs assessment logic?
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1) establishing desired status (standard or goal), 2) determine actual status or existing level of performance on the standard or goal, 3) identifying the gap between the actual status and the desired status
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What is a gap?
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a comparison between the actual and desired status
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What is the purpose of a performance relationship map?
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relate a problem that has been voiced to a core organizational or business outcome and then check operational goals and performance standards related to that outcome
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What is the purpose of a performance analysis?
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acquire information in order to verify problems and identify solutions
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What is the purpose of a needs assessment?
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to determine what performance deficiencies will be addressed
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How do you handle a 'fuzzy' goal?
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1) write the goal down, 2) write what people would do to demonstrate that they had achieved the goal or what they would be doing if they were performing the goal, 3) sort through the statements and find the ones that best represent what is meant by your goal, 4) incorporate each of these indicators into a statement that best represent what is meant by your unclear goal
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Define performance context.
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the context in which the skills will be used and whether any aids or tools will be available.
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What does a complete goal statement describe?
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1) the learners, 2) what learners will be able to do in the performance context, 3) the performance context in which the skills will be applied, 4) the tools that will be available to the learners in the performance context
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Describe the instructional design model.
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analysis, design, develop, evaluate, implement
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What occurs in the analysis phase?
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Needs analysis (leads to a goal of instruction), task analysis (leads to performance objectives) and a learner analysis (leads to instructional strategies)
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What is the purpose of the task analysis (goal)?
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identify the skills & knowledge that should be included in the instruction to accomplish the goal
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What are the two steps of goal analysis?
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1) classify the goal statement according to the kind of learning that will occur, and 2) identify and sequence the major steps required to perform the goal
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What are the 4 classifications of a goal statement?
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1) verbal information (state, list, describe), 2) intellectual skills (discrimination, learning concepts, problem solving- well structured and ill structured), 3) psychomotor skills (involves the coordination of mental and physical activity), 4) attitudes (the tendency to make particular choices or decisions)- difficult to evaluate in the short term
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What is a cognitive strategy?
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the metaprocesses that we use to manage our thinking about things and manage our own learning
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When diagramming a performance goal for a 1 to 2 hour training, how many steps would you include?
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5-15 steps
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When a goal is classified as an intellectual skill, what does that mean?
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learners will be required to learn concepts, follow rules, and solve problems in performing the goals
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Define subordinate skills analysis.
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examine each step to determine what learners must know or be able to do before they can learn to perform that step in the goal.
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What are pure goals?
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goals in which the steps are only intellectual or psychomotor skills.
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What is the hierarchical analysis approach used for?
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To analyze individual steps in the goal analysis that are classified as intellectual or psychomotor skills
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What does the hierarchical analysis approach consist of?
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asking the question, "What must the student already know so that, with a minimal amount of instruction, this task can be learned?"
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In hierarchical analysis, what does the designer do?
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Identifies one or more critical subordinate skills that will be required of the learner prior to attempting instruction on the step itself, asks the question again, and identifies one or more additional subordinate skills
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Describe Gagne's view on the hierarchy of intellectual skills.
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Gagne noted that in order to learn how to perform problem solving skills, learners must first know how to apply the rules that are required to solve the problem; rules are based on recognizing the components or concepts that are combined in the rules.
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How do you apply the hierarchical approach to the steps in the goal analysis?
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you apply the approach to each step in the goal, including any decision steps. You'd ask the question, "What would the learner have to know in order to learn to do the first step in performing the goal?" and repeat the question for each of the subskills for the first step
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How do you diagram a hierarchical analysis?
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1) list the instructional goal at the top, 2) all the steps in the goal appear in numbered boxes at the top of the hierarchy, 3) all subordinate intellectual skills appear in boxes that are attached via lines coming from the tops and bottoms of boxes, 4) verbal inforamtion & attitudinal skills are attached to intellectual & motor skills via horizontal lines, 5) arrows should indicate the flow of skills upward toward the goal
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What is cluster analysis?
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Analysis that occurs when the instructional goal or a main subskill in the goal requires learning verbal information; identifying the major categories of information that are implied by the goal
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What questions should an instructional designer ask in order to determine the subordinate skills for an attitudinal goal?
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1) What must learners do when exhibiting this attitude? and 2) Why should they exhibit this attitude?
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What are entry skills?
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a key component of the decision process; the skills that fall directly below the skills you plan to teach; exactly what learners will already have to know or be able to do before they begin the instruction
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When is hierarchical analysis used?
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with intellectual and psychomotor skills
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When is cluster analysis used?
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with verbal information
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Define target population.
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an abstract representation of the widest possible range of users (the learners for a given set of instruction).
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How is the target population described?
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in terms of age, grade level, topic being studied, job experience, or job position
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What are tryout learners?
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specific learners within the target population who are available to the designer while the instruction is being developed.
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What information do designers need to know about the target population?
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1) entry skills, 2) prior knowledge of the topic area, 3) attitudes toward content and potential delivery system, 4) academic motivation, 5) educational and ability levels, 6) general learning preferences, 7) attitudes toward the org. giving the instruction, and 8) group characteristics.
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Describe the ARCs model.
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A model of the different types of motivation necessary for successful learning (attention, relevance, confidence, and satisfaction); developed by Keller (1987)
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When evaluating the learner, what are group characteristics?
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Represents two things: 1) the degree of heterogeneity within the target population on important variables, 2) an overall impression of the target population based on direct interacts with them (interaction with learners)
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Define transfer of training.
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use of new skills in a new setting
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Define the different aspects of a performance context analysis.
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1) Managerial or supervisor support (the org. support that learners can expect to receive when using the new skills), 2) physical aspects of the site (the physical context in which the skills will be used), 3) Social aspects of the site (understanding the social context in which skills are to be applied), 4) relevance of skills to workplace (assess the relevance of the skills to be learned by employees currently working in the performance site); assess whether physical, social, or motivational constraints to the use of the new skills exist).
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What are the major outputs of the performance context analysis?
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1) a description of the physical and organizational environment where the skills will be used, and 2) a list of any special factors that may facilitate or interfere with the learners' use of the new skills.
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What is the focus of the learning context analysis?
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1) the compatibility of the site with instructional requirements, 2) the adaptability of the site for simulating aspects of the workplace or performance site, 3) the adaptability of the site for using a variety of instructional strategies and training delivery approaches, and 4) the constraints present that may affect the design and delivery of instruction
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What is the procedure for conducting a learner context analysis?
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1) schedule visits to one or more training site sand schedule interviews with instructors, managers of the sites, and learners, 2) observe the site in use and imagine its use for your instruction, 3) determine any limitations on your use of the site and the potential impact on your project.
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What is the output expected from a learning context analysis?
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1) a description of the extent to which the site can be used to deliver training on skills that will be required for transfer to the workplace, and 2) a list of any limitations that may have serious implications for the project.
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What are performance objectives?
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Clear, precise statements of what students should be able to do when they complete their instruction
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What do performance objectives help instructional designers do?
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Objectives guide the designer in selecting content and developing the instructional strategy and assessment process.
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What are the steps to developing performance objectives?
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1) specifying the skills, knowledge and attitudes to be taught, 2) determining the strategy for instruction, and 3) establishing criteria for evaluating student performance when instruction ends.
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What other terms are synonymous with the term performance objective?
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behavioral objective, learning objective, instructional objective.
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Define 'terminal objective.'
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describes exactly what the student will be able to do when he or she completes a unit of instruction; when the instructional goal is converted to a performance objective, it is referred to as the terminal objective.
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What are subordinate skills?
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The skills derived through an analysis of the steps in a goal
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What are subordinate objectives?
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The objectives describing the skills that pave the way to the achievement of the terminal objective
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Describe the parts of a performance objective.
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1) Conditions (CN)- description of the tools and resources that will be available to the learner when performing the skill, 2) Behavior (B)- description of the skill that would include actions, content and concepts, 3) Criteria (CR)- a description of acceptable performance of the skill
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What is the most efficient way to specify criteria for judging the acquisition of an attitude?
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a checklist of anticipated behaviors
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What are the steps to writing an objective?
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1) edit goal to reflect eventual performance context, 2) write terminal objective to reflect context of learning environment, 3) write objectives for each step in goal analysis for which there are no substeps shown, 4) write objectives for each grouping of substeps under a major step of the goal analysis, 5) write objectives for all subordinate skills, 6) write objectives for entry skills if some students are likely not to posses them
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What does it mean when learner centered assessments are criterion referenced?
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the assessments are linked to instructional goals and an explicit set of performance derived from the goals
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What are four types of criterion-referenced tests?
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entry skills test, pre-test, practice or rehearsal tests and post-tests
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What do entry skills tests do?
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assess learners mastery of prerequisite skills
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When is the pre-test administered and what is its purpose?
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Administered before the learner begins instruction and is used to determine whether they've mastered all or some of the skills included in instruction.
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What is the initial purpose of the post-test?
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help the designer identify the areas of instruction that are not working.
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In a performance objective, what does the criterion indicate?
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how well the student must perform the skill described in the objective on the assessment you provided.
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What are the four categories of test item qualities that should be considered during the creation of test items and assessment tasks?
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1) goal centered criteria, 2) learner centered criteria, 3) context centered criteria, and 4) assessment centered criteria
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What are objective tests?
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test items that are easy for learners to complete and designers to score; the answers are short, they are typically scored as correct or incorrect, and judging correctness of an answer is straight forward.
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What are the steps to developing a rubric?
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1) identify the elements to be evaluated, 2) paraphrase each element, 3) sequence the elements on the instrument, 4) select the type of judgment to be made by the evaluator, and 5) determine how the instrument will be scored.
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What are portfolios?
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collections of criterion-referenced assessments that illustrate learners' work.
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Describe two different views on teaching and learning.
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1) Directed instruction: grounded in behaviorist learning theory & the info-processing branch of the cognitive learning theories and 2) constructivist- evolved from other branches of thinking in cognitive learning theory
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What are some differences in terminology b/w objectivists & constructivists in terms of how learning is constructed?
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Constructivists say: 1) Learning is constructed knowledge, 2) Teaching should let students participate in activities that are meaningful so they can generate their own knowledge, 3) directed instruction is too rigid and teacher centered. Objectivists say 1) Learnbing is transmitted knowledge, 2) Teaching should be teacher-directed, systematic, and structured, 3) constructivist approaches are inefficient; discovery learning is too unstructured and unsystematic
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What are the teacher and student roles according to the directed learning perspective?
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Teacher role: transmitter of knowledge; expert source; director of skill/concept development t/ structured experiences; student role: receive information; demonstrate competence; all students learn same material
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What are the teacher and student roles according to the constructivist perspective?
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Teacher role: guide and facilitator as students generate their own knowledge; collaborative resource and assistant as students explore topics; Student Role: collaborate with others; develop competence; students may learn different material
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In directed learning, what types of activities and assessment strategies are used?
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Types of activities: lecture, demonstration, discussions, student practice, seatwork, testing; Assessment Strategies: Written tests and development of products matched to objectives; all tests and products match set criteria; same measures for all students
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In constructivist learning, what types of activities and assessment strategies are used?
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Types of activities: group projects, hands-on exploration, product development; Assessment Strategies- Performance tests and products such as portfolios; quality measured by rubrics and checklists; measures may differ among students
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What are passive learners?
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Students who view learning as something that happens to them rather than something they generate
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What do constructivists believe learning involves?
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Constructivists propose arranging instruction around problems that students find compelling and that require them to acquire and use skills and knowledge to formulate solutions; constructivists call for more emphasis on engaging students in the process of learning than on finding a single correct answer.
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What two theories of learning are associated with directed instruction?
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1) Behavioral theories: concentrate on immediately observable changes in performance, 2) Information-processing theories: viewed the process of learning in human beings as similar to that of how a computer processes information
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Describe B.F. Skinner's operant conditioning.
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Operant conditioning: people can have mental control over their responses; behavior is more controlled by the consequences of actions than by events preceding the actions; a consequence is an outcome (stimulus) after the behavior that can influence future behaviors
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Describe the info-processing view of learning.
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Info-processing view: the brain contains certain structures that process information like a computer; the human brain has 3 kinds of memory or "stores": 1) Sensory registers (part of memory that receives all the info a person senses), 2) Short term memory (STM): working memory, part of memory where new info is held temporarily until it is either lost or placed in LT memory, 3) long term memory (LTM): part of memory that has an unlimited capacity and can hold info indefinitely; in order for new info to be transferred to LTM, it must be linked in some way to prior knowledge already in LTM
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How long is information held in working (short term) memory)?
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20 minutes
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According to Gagne, what three tasks must teachers accomplish in order to link directed learning theories with teaching practices?
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1) Ensure prerequisite skills are acquired, 2) supply instructional conditions, and 3) determine the type of learning
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What are Gagne's 9 Events of Instruction?
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a set of guidelines that teachers could follow to arrange optimal conditions of learning (1- Gaining attention, 2- informing the learner of the objective, 3- stimulating recall of prerequisite learning, 4- presenting new material, 5- providing learning guidance, 6- eliciting performance, 7- providing feedback about correctness, 8- assessing performance, 9- enhancing retention and recall
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