1

CONCEPT AND THEORY

IN

EDUCATIONAL TECHNOLOGY

THEORY, MODEL

AND DESIGN FOR

INSTRUCTIONAL

MATERIAL

LEARNING THEORY

ASSURE MODEL

ARCS MODEL

ADDIE MODEL

T&L Strategies

L E A R N I N G T H E O R I E S

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Pengajaran…/ Teaching

Pengajaran merupakan proses pemilihan pasti (`overt

selection’) dan susunan mengenai maklumat, aktiviti,

pendekatan dan media untuk membantu pelajar

mengenalpasti matlamat pembelajaran.

Teaching is the selection process ('overt selection') and

arrangement of the information, activities, and media

approach to help students to identify learning goals.

- Baharuddin, Jamalludin, Noraffandy dan Zaidatun from Universiti Teknologi Malaysia

Pembelajaran…/ Learning

Pembelajaran dikatakan berlaku apabila wujudnya satu perubahan tingkahlaku yang berlaku pada seseorang.

Learning is occur when there is a change in behavior in a person.

Pembelajaran adalah keupayaan seseorang untuk berubah dari tidak boleh melakukan sesuatu perbuatan kepada boleh melakukannya.

Learning is the ability of a person to change from not doing action to be done.

Examples of Learning Theories

Behaviorism (Teori Tingkahlaku)

Information Processing (Teori

Pemprosesan Maklumat)

Constructivism (Teori Faham Binaan atau

Konstruktif)

Neuroscience (Teori Neurosains)

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CONCEPT OF EDUCATIONAL

TECHNOLOGY

Torkelson (1972)

Media is divided into three parts, messages,

message form and channel messages.

Hoban & Zissmen Model

MEDIA EXPERIENCE

TEXT ABSTRACT

DIAGRAM

MAP

PICTURE/ILLUSTRATION

FILM/VIDEO

3D MODEL

OBJECT/REALIA

EXPERIMENT/DEMONSTRATION

COMPUTER (SIMULATION)

REAL SITUATION CONCRETE

Dale’s cone of experience is

a tool to help instructors

make decisions about

resources and activities.

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EDUCATIONAL TECHNOLOGY

ADDIE MODEL

The ADDIE Model

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ADDIE

an acronym for:

Analysis

Design

Development

Implementation

Evaluation

ADDIE is the basis for almost all Instructional Systems Design.

http://www.e-learningguru.com/articles/art2_1.htm

Introduction to Instructional Design and the ADDIE Model by Kevin Kruse

Analyze

Evaluate

Implement

Evaluate

Evaluate

Design

Evaluate

Develop

The steps do not always fall in the same order. For instance, evaluation may take place after any phase of the model. This flexibility balances the systematic

linear approach.

The Instructional Designer works with

the Instructor

a subject matter expert

an assessment team or an evaluator

Together, they take into account the needs of the student

and the goals of the course. Student evaluations and peer

reviews may be utilized at this stage.

http://lts.ncsu.edu/guides/instructional_design/index.html

Learning Technologies Service 1998 Summer Workshop Series Instructional Design

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In the 1960’s

efforts to find solutions for the failings of the educational system found

instructionally designed courses

twice as successful as an otherwise designed

course

four times more successful than courses with no

systematic training or design.

0

10

20

30

40

50

60

70

80

Success Rate for Instructional

Design

ADDIE

Other Models

No Model

http://www.pignc-ispi.com/articles/education/brief%20history.htm A Brief History of Instructional Design By Douglas Leigh

Almost all

successful

instructional design

systems use some

form of

ADDIE

Advantages

of

ADDIE

formal proven fair

assessable portable modular

http://www.cogsim.com/idea/idea/isd.htm#steps

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•Cost effective

•Saves time

•Promotes effective learning

•Consistent

•Effective in training

http://en.wikibooks.org/wiki/Instructional_Technology/Instructional_Design/ADDIE

Other Advantages of ADDIE

By Whom

Why

When

Where

What

Who

Analyze

Who

What

Where

When

Why

By

Whom

Analyze

Needs Assessment

What knowledge and skills does the learner need to acquire?

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Audience Analysis

Who will be enrolling in the course and what do they bring to the course as far as skills, experience, equipment, etc.?

Content Analysis

Does the needed content already exist?

Technical Analysis

Establish minimum technological requirements for the learner Establish what software and hardware will be needed to develop the course Establish what course management systems and server capabilities Establish what software and hardware the instructor and developer will require

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Structural Analysis

What should the structure of the course be?

Resource Assessment

Are there materials that can be used?

Our ADDIE process in action

-The Analysis Phase Before beginning our group project, our group reiterated the task put before us by Barbara. We determined:

What our task was

Who the target audience was

When would we work on the project

Where we would converse and plan

By whom would each part be accomplished

Why we were following certain procedures

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ADDIE: The Design Phase

During this phase of the ADDIE process, the instructional designer creates a plan to help the students learn new material.

To begin doing this, the instructor needs to look back at the results of the first phase of the ADDIE process to determine what the learners already know.

Design Phase Step 1- Planning Instructional Strategy

During this step of the Design Phase, the instructor makes decisions concerning the following areas:

Grouping and sequencing of course material

The instructional methods and tactics that will be used to present material

The assessments that will be used, and how they will measure a learner’s achievements

Design Phase Step 1- Planning Instructional Strategy Continuing with this step of the Design Phase, the instructional

designer needs to decide whether to include some or all of the following types of activities:

Drills

Applied Practice

Group Discussions

Group Projects

Modeling

Scenarios

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Design Phase Step 1- Planning Instructional Strategy

To conclude Step 1 in the Design Phase, the instructor needs to decide which types of assessments should be used to monitor the progress and success of students. The type of assessment chosen should fit the learning goal.

Design Phase Step 2- Choosing the Course Format

During the second step of the Design Phase, the instructional designer

needs to choose the mode of delivery for the course. Possible options include:

Asynchronous

e-learning

Synchronous

e-learning

Instructor-led lessons

Self-study, paper-based materials

Design Phase Step 3- Creating the Instructional Design Document

In the final step of the Design Phase, the instructional designer creates a document that will function as a sort of blueprint guide for building the course. The complexity of the

document will be determined by the number of elements to be included in each course.

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Our ADDIE process in action -The Design Phase

Our group progressed through the ADDIE process in addressing the educational needs of the faculty. When we were deciding how to best instruct you in the use of the ADDIE process, the Design Phase our group worked through involved the following steps:

Our ADDIE process in action-The Design Phase

Step 1- We decided to use a PowerPoint presentation as our method of instruction.

Step 2- We decided that the course would be most effective in an instructor-led format, with the faculty viewing the group presentation.

Our ADDIE process in action-The Design Phase

Step 3- We created an outline to use as our instructional design document. This gave us each an idea of the direction we needed to go, and it also clarified the tasks assigned to each group member. Once this step in the design phase was complete, we were ready to move on to the next phase of the ADDIE process.

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ADDIE: Development Phase Production

Begins:

1. Design structure and

flow of information.

2. Utilize instructional

technologies to

develop exercises

and activities.

3. Prepare Presentation

of information in a

visually appealing

way.

4. Offer suggestions to

engage the learner.

So what tools do we need to develop to teach about ADDIE?

Maybe an Introduction to the Instructional Design Process featuring ADDIE

A PowerPoint overview of how we designed

this lesson from A through E

An invitational letter to the perspective audience

Formative Evaluation

ADDIE: Development Phase

Points to ponder:

ADDIE: Development Phase

Remember:

‘Technically advanced and instructionally sound products will be desired by end users solely because of their technological superiority’ (Surry & Ensminger 2003).

It’s all about the user.

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ADDIE: Implementation Phase

Presentation to the students:

1. Generates the instructional interaction.

2. Designed activities and instructional

processes are performed.

3. Creates an environment conducive to learning

the designed instructional materials.

What do we need and when

Who needs it

Learning center and instructional staff preparation

Subordinate skill checking / remediation – can we all read?

Formative Evaluation

ADDIE: Implementation Phase

Points to ponder:

Evaluation

This component of the ADDIE process measures the efficiency and effectiveness of the instruction.

Evaluation may be formative or

summative.

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Formative Evaluation

Takes place during and after each stage in ADDIE.

Identifies problems before the end of the project.

Helps ensure success.

Are things going as planned?

Have new issues or changes occurred?

Summative Evaluation

Occurs after final implementation takes place

The purpose of this type of evaluation is to assess the general effectiveness of the instruction that has taken place.

Results from the summative evaluation are often used to determine needs for future instruction.

Types of Summative Evaluation

Surveys

Interviews

Quality of projects or products produced by students

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Our ADDIE process in action –

The Evaluation Phase

For our group, the Evaluation Phase occurred throughout the ADDIE process, as we refined our presentation ideas and product. (Formative evaluation) The Evaluation Phase will continue as we receive feedback from you about the effectiveness of our presentation. (Summative evaluation)

The ASSURE Model

Chapter 3

Instructional Media and Technologies for Learning

The ASSURE Model

Analyze learners

State objectives

Select methods, media, and materials

Utilize media and materials

Require learner participation

Evaluate and revise

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Analyze Learners

Identify learners

General characteristics

Specific entry competencies

Learning style

State Objectives

Be specific

State terms of what student will be able to do

Include conditions

and degree of acceptable performance

Select Methods, Media, and Materials

Decide on appropriate method

Choose suitable format

Select available

materials

Modify existing materials

Design new materials

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Utilize Media and Materials

Preview and practice

Prepare class and ready equipment

Prepare learners

Conduct instruction

Require Learner Participation

Active mental engagement

Allow learners to practice

Provide feedback

Evaluate and Revise

Evaluate impact and effectiveness

Assess student learning

Revise wherever

there are discrepancies

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M O

D E

L

ARCS Model Description

It was created by John Keller and

was used to help educators by

guiding and analyzing the

concepts, and designing different

strategies to help and motivate

the learner's out.

ARCS Brief History

Before ARCS Model was made, there was no instruction for educators on how to motivate the student nor a method or model to follow.

Educators were not motivating their students enough nor was there instructional design tools

or programs for it.

John Keller, who was an Educational Researcher from Florida, took the task to research and develop a model for educators to enhance the motivation of their learners.

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How is ARCS Used

ARCS model is used by assisting

instructional designers or educators with

their objective lessons by developing

activities and use of strategies as a

guide to teach or motivate their learners

to promote learning.

ARCS model is divided into 4 steps:

Attention

Relevance

Confidence

Satisfaction

ARCS Model - Attention

Is a strategy to help

the learner by

giving them

different activities

to keep them

interested.

Attention methods

can be from giving

specific examples,

up to putting them

in group work to do

the activity.

ARCS Model - Relevance

Is a strategy to help

the learner by

telling them the

benefits that can be

gained if they do

the activity, and

how it will help

them in their daily

lives.

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ARCS Model - Confidence

Is a strategy to

help the learner or

motivate them to

what they will

expect from doing

this activity.

By giving them an

objective or

benefit to pursue,

the learner will

have the desire to

want to study.

ARCS Model -

Satisfaction

Is a strategy to

help the learner

by giving them the

experience of this

activity once they

are done.

ACRS Model Strength &

Weakness

Strengths:

Model is easy to follow.

Enough time to complete

student research and to

have student complete the

assignment.

Allows the learner to

choose the material to

learn and the teachers to

help out if they have

problems.

Teacher ‘s accountability.

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ARCS Model Strength &

Weakness

Weakness:

The attendant's – who are the people you're trying to teach. If the teacher does not know who the audience is then it's going to be difficult to grasp their attention. This by itself is very important factor because without motivation there is no interest.

Teacher traits – if the teacher is willingly to help these students with the subject. In order for a teacher to motivate the student, they must be creative with the subject.

Financial constraints – if there is no money to pay the teacher or the educator to teach the student. In other words, to be able to help the educator to teach the student they need to have money to pay the teacher to do so.

GAGNES NINE EVENTS OF

INSTRUCTION

GAINING ATTENTION:

Begin with animated screen with sound

effects or music to senses the auditory or

visual stimuli.

To start each lesson with a thought

provoking question

Cont…

INFORMING LEARNERS OF THE

OBJECTIVE:

Student should encounter a list of learning

objectives

The learning outcome should form the

basis for assessment

Ex: Upon completing this lesson you will be

able to ……..

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Cont…

STIMULATING RECALL OF PRIOR LEARNING

Associating new information with prior knowledge can facilitate the learning

Easier to encode and store information in long term memory when there are links to personal experience and knowledge

To ask questions about previous experiences, an understanding of previous concepts or a body of content.

Cont…

PRESENTING THE

STIMULUS/CONTENTS

The new content is actually presented

Content should be chunked and organized

Explain and demonstrated the content

A variety of media should be use

Cont…

PROVIDING LEARNING GUIDANCE

To help learners encode information for

long term storage

Additional guidance for new content

Use examples, case studies, graphical,

analogies. etc

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Cont…

ELICITING PERFORMANCE

Required to practice the new skills or

behavior

To provide an opportunity for learners to

confirm their understanding.

Cont…

PROVIDING FEEDBACK

It is important to provide specific and

immediate feedback of their performance

Formative feedback (on going feedback)

Cont…

ASSESSING PERFORMANCE

Upon completing instruction modules,

students should be given instruction about

assessment

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Cont…

ENHANCING RETENTION AND

TRANSFER

How the skills learned are applied back on

the job

The repetition of learned concepts is a true

means of aiding retention

Dick and Carey Model

Dick and Carey Model Brief History

Since 1968, several versions of Dick and Carey model has been developed. As years passed, this model has been modify so it can be used in businesses, and industry related jobs. In 1996, the model of Dick and Carey changed once again with some modifications that helped with procedures and concepts of the model. Now days, parts of Dick and Carey model is still used and has helped shape another model like Kirkpatrick model. However in spite of that, instructional design and educators teaches Dick and Carey along with ADDIE, ARCS, and other models to designers and educators among others today.

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Dick and Carey Model Description

Dick and Carey model can be described as an organized model.

It gives educators or designers step-by-step instructions of what the purpose of their objective is, and the learners to learn up to the end-result.

Dick and Carey Model Nine Stages

How Dick and Carey Model is Used

Dick and Carey Model is used by

nine stages:

Stage I: Identify instructional goals

What is the purpose of this

goal? What do you want the

learner to accomplish when

they reached their objective goal.

Stage II: Conduct instructional

analysis

Provide the learner a systematic process on how to

reach the desire goal, and

give out the knowledge or

skills they need to achieve the goal.

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How the Dick & Carey Model is Used

(Cont…) Stage III: Analyze learners

and contexts

Find out the strength and skills of the learner on the topic. Also, find out what is the learner's approach to the topic and the attitude towards the topic.

Stage IV: Write performance objectives

You want to write a goal objective so the learner can know what he/she is supposed to reach at the end of their objective goal.

How the Dick & Carey Model is Used

(Cont…) Stage V: Develop assessment

instruments.

You want to create an

assessment or test that goes with the goal of the objective.

This will demonstrate if your

lesson plans objective has been achieved.

Stage VI: Develop instructional

strategy.

You want to create a strategy

on how to teach it in order for the learner to reach their

goal objective. You can

teach it by demonstrating

how to do it and have the learner follow, etc.

How the Dick & Carey Model is Used

(Cont…) Stage VII: Develop and

select instruction

What are the best materials needed to accomplish the objective goal.

Stage VIII: Design and conduct a formative evaluation

Use collected information that was used previously, so you can improve the instruction objective. Basically, you are evaluating your instruction to see if it is going to work while doing it.

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How the Dick & Carey Model is Used

(Cont…) Stage IX: Revised instruction

If you need to change your instruction in order for the learner to reach their goal more effectively.

Stage X: Design and Conduct a Summative Evaluation

Did the instruction of the goal objective work? Basically, you're trying to see if your objective goal work and can the learner do the same objective goal later after completed it.

Dick and Carey Model Strength &

Weakness

Strengths:

This model gives a lot of planning of the objectives, so the learner can complete it successfully.

The model works as a whole. The educator needs to do all the stages in order for the objective goal to work.

This model can be used with either large or small audience and can be taught to any person.

Dick and Carey Model Strength &

Weakness

Weakness:

This model gives a lot of emphasis on the objective or instruction on how to reach the goal, and planning the objective to reach that goal.

Another weakness of this model is that you need time to complete each stage and have good coordination in order to be successful.

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PENUTUP

Walaupun terdapat pelbagai model dan rekabentuk pengajaran yang diperkenalkan serta didokong oleh ahli-ahli teknologi maklumat dan psikologi pembelajaran, matlamatnya dalam

pendidikan adalah sama iaitu untuk memenuhi keperluan dan kehendak sistem pendidikan yang lebih terancang dan berkualiti di samping memberi aneka pilihan alat bantu mengajar di dalam pendidikan di Malaysia.

Model serta rekabentuk pengajaran pilihan itu harus menepati kehendak pengguna, lebih interaktif, menyeronokkan dan seterusnya boleh membentuk kemahiran-kemahiran kognitif aras

tinggi pelajar. Bagi pereka bentuk bahan pengajaran sama ada elektronik atau tradisi, apa pun model yang digunakan, perkara utama yang harus dititikberatkan adalah keberkesanan dan kemampuan bahan pengajaran yang terhasil tersebut untuk menepati keperluan pendidikan.