2. The program of this training
• During these 3 day
training we want to share
our vision on the
analysis of Learning
Situations and the design
of a new Learning
Environment. To do this
we will introduce example
methods and models.
• Important to know: they
are not the only truth!
4. The program of today
• Today we will focus on:
– the use of Instructional
Design.
– the differences between
the Learning Situation and
the Learning Environment.
– the ADDIE-model as a
systematic approach of
Instructional Design.
– the Global scheme used at
the KU Leuven.
– The analysis of the
Learning Situations.
• Important to know
(again): It is not the
only truth!
6. By the end of this day you are able to:
• … describe the importance of the Instructional Design
approach in Education.
• … describe the difference between a Learning Situation
and a Learning Environment.
• … describe the systematic approach of developing a
Learning Environment using the ADDIE-model.
• … describe the systematic approach of developing a
Learning Environment using the Global Scheme.
• … perform (apply), in group and guided by the
instructor, an analysis of the presented case.
• … describe the steps needed to work out your personal
project proposal.
7. Practical issues
• We will work with a very specific case.
• Groups for the next 3 days:
– Group 1: Katrina, Melaku, Paola, Innocent
– Group 2: Sheleena, Ahmed, Osmel, Le
– Group 3: Luisa, Kidus, Shabbir, Shallon
• Use all the resources available.
• Consult each other, work together,
collaborate, etc.
• We will have 2 times a short break (morning
and afternoon), remind me of that (in case I
forget. Cfr. last year).
9. Instructional Design
The process by which instruction is improved through
the analysis of learning needs and a systematic design
and development of learning environments and materials.
(Morrison, Ross, & Kemp, 2004).
Instructional designers often use technology and
multimedia as tools to enhance instruction.
10. Learning Situations & Learning Environments
• Learning Situation vs Learning Environment
What can / must be created …
What is at the moment …
16. ADDIE: a general ID model
Analysis
Design
conceptualization
Theory specification
prototyping
Technology
Development
Implementation
Evaluation
17. Brief description
• The ADDIE model is the generic process traditionally
used by instructional designers and training developers.
• The five phases—Analysis, Design, Development,
Implementation, and Evaluation—represent a dynamic,
flexible guideline for building effective training and
performance support tools.
• Most of the current instructional design models are
spin-offs or variations of the ADDIE model.
20. Exercise
• Sit in groups.
• Describe the critical factors when
designing a learning environment.
(15 minutes)
• Present plenary per group (max. 5
minutes)
21. Instructional design @ KU Leuven Instructional design @ KU Leuven
Context
Objectives
Evaluation
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning
Environment
Student
Characteristics
22. student characteristics
Context
Objectives
What are the
characteristics of
Evaluation
my students?
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics
23. objectives
Context
Objectives
Which knowledge
and skills students
Evaluation
have to acquire?
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics
24. learning activities
Context
Objectives
Which learning
activities students
Evaluation
have to perform to
Support
reach the
Learning Activities
Contents
Teaching Methods
Materials
objectives?
By whom
Learning Environment
Student
Characteristics
25. context
Context
Objectives
In which context
does the
Evaluation
educational
Support
practice take
Learning Activities
Contents
Teaching Methods
Materials
place?
By whom
Learning Environment
Student
Characteristics
26. learning environment
Context
Objectives
a learning
environment
Evaluation
consists of support
Support
and evaluation
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics
27. student support
Context
Objectives
Evaluation
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment WHAT
Student
Characteristics
HOW
WHO
28. evaluation
Context
Objectives
How will be
evaluated if
Evaluation
students reached
Support
the objectives?
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics
29. alignment
Context
Objectives
Coherence and
consistency
Evaluation
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics
30. Context
Objectives
Evaluation
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning
Environment
Student
Characteristics
34. Case Fabrics Inc. (I)
• Fabrics Inc., a state of the art weaving factory, once a small
organization, recently experienced an incredible growth. Only
two years ago, the owner was also the supervisor of 40
employees.
• Now it is a firm that employs more than 200. The fast growth
proved good for some, with the opportunity for advancement.
• The owner called a consultant to help him with a few
problems that emerged with the fast growth. "I seem to have
trouble keeping my mold-makers and some other key
employees," he said. They are in demand, and although I am
competitive regarding money, I think the new supervisors are
not treating them well. Also, I received some complaints
from customers about the way supervisors talk to them.
• The supervisors were all promoted from within, without any
formal training in supervising employees. They know their
stuff regarding the work the employees are doing, so
they are able to help employees who are having
problems.
CASE: Blanchard, P. N. and J. W. Thacker (2007). Effective Training: Systems, Strategies, and Practices, Pearson Prentice Hall.
35. Case Fabrics Inc. (II)
• However, they seem to get into arguments easily, and I
hear a lot of yelling going on in the plant.
• When we were smaller, I looked after the supervisory
responsibilities myself and never found a reason to yell at the
employees, so I think the supervisors need some training in
effective ways to deal with employees. I only have nine
supervisors.
Could you give them some sort of training to
be better?
39. The Basics of Instructional Design
FRONT-END ANALYSIS (LEE & OWENS, 2004)
40. Audience (Student Characteristics)
Analysis
Identify the background, learning characteristics, and
prerequisite skills of the audience.
1. Analyze audience demographics and special
requirements.
2. Determine attitudes toward content and education.
3. Analyze the critical skills of the audience (language, IT,
…).
4. Document the results.
41. Exercise
• Sit in groups.
• Describe your audience (target
group) in detail. (30 minutes) Try to
come up with a possible profile.
• Present plenary per group (max. 5
minutes)
42. (Learning) Objective Analysis
What are the objectives for the course?
An objective must be:
1. Specific (This means the goal is clear and
unambiguous; without vagaries and platitudes.)
2. Measurable (Need for concrete criteria for measuring
progress toward the attainment of the goal.)
3. Attainable (The goals are neither out of reach nor below
standard performance.)
4. Relevant (choose goals that matter.)
5. Timely (A commitment to a deadline helps focus
their efforts on completion of the goal.)
Document the results!
45. Task Analysis
Describe the job-related tasks performed as a result of
the training or performance support.
1. Define the position title.
2. Identify all job-related duties.
3. Identify all tasks.
4. Order the tasks.
5. Document the results.
48. Exercise
• Sit in groups.
• Describe the learning objectives in
detail. (30 minutes) Try to come up
with 5 possible learning objectives.
• Present plenary per group (max. 5
minutes)
49. CONTEXT - Technology Analysis
Identify existing technology capabilities.
1. Analyze available communication technology.
2. Analyze the technology available for reference or
performance support.
3. Analyze the technology available for testing and
assessment.
4. Analyze the technology for distribution.
5. Analyze the technology for delivery.
6. Analyze the expertise.
7. Document the results.
50. CONTEXT - Situational Analysis
Identify environmental or organizational constraints that
may have an impact on goals and multimedia design.
1. Analyze the learning environment.
2. Analyze delivery environment.
3. Document the results.
51. CONTEXT - Pedagogical Analysis
1. Analyze the methodology.
2. Analyze the degree of autonomy versus control (role of
the coach) Individual / collaborative.
3. Analyze the teaching and learning method, tasks and
assignments include: structuring and phases.
4. Analyze the evaluation forms.
5. Document the results.
52. CONTEXT - Extant-data Analysis
Identify existing training materials, manuals, references,
and syllabi.
1. Identify likely sources of information.
2. Collect information and existing course materials.
3. Document the results.
53. Exercise
• Sit in groups.
• Describe the context in detail. (30
minutes) Try to come up with a
possible description of the context.
• Present plenary per group (max. 5
minutes)
54. Analysis Design
• Extant - Data Analysis CONTEXT
• Pedagogical Analysis CONTEXT
• Situational Analysis - CONTEXT
• Technological Analysis CONTEXT
• Task Analysis OBJECTIVES
• Learning Objective Analysis OBJECTIVES
• Audience Analysis STUDENT CHARACTERISTICS
Makes a long list of REQUIREMENTS
Voorstelling van het volledige AVLM programma. Hier wordt nog naar teruggegrepen op vrijdag en dan wordt het gekoppeld aan het kader dat werd geïntroduceerd (instructional design)
Voorstelling van het volledige AVLM programma. Hier wordt nog naar teruggegrepen op vrijdag en dan wordt het gekoppeld aan het kader dat werd geïntroduceerd (instructional design)
Toelichting: we gaan het hebben over onderwijskundig ontwerpen als uitgangspunt voor “goed onderwijs” – ook bij het implementeren van technologie in het onderwijs.
Manytheories
Toelichting: we gaan het hebben over onderwijskundig ontwerpen als uitgangspunt voor “goed onderwijs” – ook bij het implementeren van technologie in het onderwijs.
The basic idea is that decisions regarding the creation of a learning environment must be taken in a coherent and consistent manner and must lead to an educational practice with clear connections between the various components. This scheme gives an overview of the different basic components of an educational practice and the way they relate to each other. - Schema al kort toelichten
Students with different characteristics require different learning environments. Research indicates that three different type of characteristics are essential here: prior knowledge in the fieldmetacognitive skills motivationMore about this: “a number of educational findings”: chapter 8 in the GIL brochure
Central question when designing a course: what are the objectives students need to attain? Only after this question is answered we can start to think about the rest: how will these objectives be reached and who will be involved in this?
In order to reach these objectives students have to perform certain learning activities (e.g. looking for connections, selecting information, following the reasoning of a teacher during a lecture, memorizing information…). Students are not empty vessels in which you can pour learning results.
The context can limit possibilities or create opportunities when designing a learning environment (organisational preconditions, rules and regulations on institutional, regional, national…level).
To help students select the right learning activities, the teacher offers them a learning environment. A learning environment consist of two elements: the student support and the student evaluation.
Support: WHAT: specific learning contents HOW: materials / media (text book, powerpoint, video, podcast) and teaching methods (assignments, group work, lectures,…) WHO: education is interaction between various persons (teacher - students, peer to peer …)
Evaluation verifies to what extent students have reached the objectives. Evaluation and the communication about evaluation is very important! “The tail wags the dogs”: students gear their learning activities to the method of evaluation!
These components are not separate and their coherence and consistency is essential! objectives determine learning activities learning activities determine support objectives determine evaluation evaluation is closely connected to learning activities and therefore support support also depends on student characteristics
Link with e-learning: learning environment can be partially (blended) or completely online
At the K.U.Leuven we answer this question by using this scheme. It visualizes the different basic components of an educational practice and the connections between these components.Analysis & Design is everywhere.
De aanpak hier bestaat uit een mix van het aanbrengen van theorie en het toepassen van deze theorie op een case aan de hand van groepswerk. Bij elke groep is één begeleider aanwezig (het zal erg belangrijk zijn dat de begeleiders samen op voorhand de case grondig analyseren en enkele belangrijke aanknopingspunten voor het ontwerp van de leeromgeving formuleren). Eén van de doelstellingen hier is om alle deelnemers min of meer op hetzelfde niveau te krijgen wat ID betreft. Indeling van de groepen: Groep 1: Katrina, Melaku, Paola, Innocent - Groep 2: Sheleena, Ahmed, Osmel, Le - Groep 3: Luisa, Kidus, Shabbir, ShallonDe “content” voor de leeromgeving die in de case moet worden ontworpen (conflict resolution model), wordt hier al aangereikt.
