Teaching Excellence: Part 2

Teaching Excellence
Workshop: Part 2The Instructional
Design Process
Cynthia S. Deale, Ph.D.
School of Hospitality Leadership
East Carolina University
2
O It is not so much what is poured into the
student, but what is planted that really
counts.
O Anonymous
Think about learning and
teaching …
O Thinking back over your
entire life, what are 2
or 3 of the most
significant learning
experiences you have
ever had?
O That is, list 2-3
moments (or events) in
which you discovered
something of lasting
significance to your life.
O Now, ask yourself the following
about each one:
O 1. Did it take place in a
O
O
O
O
classroom?
2. Did it take place in a school?
3. Was a professional teacher
instrumental in making the
learning experience happen?
4. If the answer to #3 was yes,
then what did the teacher do
to help you learn?
5. In general, what factors
were instrumental in bringing
about the learning?
Think about a course and how it is or
was planned and organized(not the
teacher’s style)
O Think- Reflect on the best course you ever
completed.
O Why was it the best? What about its planning,
design, & delivery did you like and why?
O Pair-Discuss the course with your neighbor
O Share-Talk about this with others at your table
???
O Think-Pair-Share again…
O How do you do to design a course?
O What do you include in your course?
O What steps do you follow to plan a course?
Course Goal
(Description)
Course
Learning
Outcomes
Learning
Outcomes
8
What is instructional design?*
O Instructional Design is a way of planning instruction to
consider the
- learner
-end goal or product
-assessment
O We will consider ADDIE & UDL *
O
*Note: There are many models of instructional design and Multimedia tools are often
used to improve instruction and increase student engagement (Culatta, 2011).
The ADDIE Approach to Instructional Design
(Analyze, Design, Develop, Implement, Evaluate)
Think about Room Set-up
Hollow Square
Conference
Schoolroom
Theatre (no tables)
11
More Room Set-ups
U-shaped
Herringbone
Circle
Axis
12
Think carefully as you develop
the course
O Will you do your lessons by topic adding
resources as needed?
O Use the text chapters to guide each lesson?
O Use modules? By topic? By week?
O Etc.???
O Ask yourself the best way or ways to put all of
these materials together
Use Universal Design for learning
principles to…
Provide:
O Multiple ways of
learning
O Multiple ways to
demonstrate learning
O Multiple ways to
engage, challenge, &
motivate learners
As far as engaging students
(and teachers) goes…
O What do you think the enthusiasm of a
teacher typically looks like over time in a
semester or term long course?
ENTHUSIASM OF TEACHERS OVER TIME
TEACHERS
ENERGY
ENTHUSIASM
TIME
16
As far as engaging students
goes…
O What do you think the enthusiasm of a
student typically looks like over time in a
semester or term long course?
ENTHUSIASM OF STUDENTS OVER TIME
STUDENTS
O So think about
this when you
consider
multiple
means of
motivating &
challenging
students!
ENERGY
ENTHUSIAM
TIME
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We have looked at ADDIE and UDL…This is UNC’s
Adaptation of the Instructional Design Process*
*UNC Chapel Hill
To use a text or not?
O One major decision will be whether or not to
adopt a general text.
O It may be unlikely that any one book will meet all
your needs.
O Most students prefer, however, a textbook that
integrates the course for them…
O as long as it is understandable and fair-priced.
(Ideas from Guptill, et al, 2009)
O
Think-Pair-Share about the use of textbooks in your courses
Another area of importance is
technology
O Technology is wonderful…but remember
O If you are headed in the wrong direction, technology
won’t help you get to the right place.
O
Steven Ehrmann
O Think about your use of low-tech, old-tech, high tech, new
tech and how it really helps students learn
O Think about online, hybrid or blended classes, and what
about MOOCS?*
O What are your favorite types of technology and why?
O *MOOC=Massive Open Online Class
When organizing your course
sequence…
O Whatever you choose, try to make sure the
student learning builds on itself.
O Tie what you do and what you have students do to
learning outcomes
O Make sure that the sequence makes sense.
O Remember--The order of your topics should
support the development of key ideas and skills the
students are working to master in the course.
Implementing Instructional Design into Your Own
Teaching
O What further ideas or suggestions do you
have for implementing instructional design
into your own lessons and courses?
O If it is not now, yet it is to
be—the readiness is all.
O (Based on Hamlet—and from Mrs. Perko—
one of my high school English teachers)
References-1
O
O
Anderson, L.M., Evertson, C.M., and Emmer, E.T. (1980). Effective Classroom
Management at the Beginning of the School Year. The Elementary School Journal, 80
(5): 219-231 --Cartoon with funnel—
CAST (2014). http://www.cast.org/about/index.html
O
Culatta, 2011. Creating online social learning environments, Keynote Speaker, Florida
International University Miami FL, March 25.
O
Crawford, C. (2004). Non-linear instructional design model: eternal, synergistic design and
development, Journal of Educational Technology, 35 (4),413–420.
O
Fletcher, W. (2009). Universal design for learning, Spotsylvania schools. Presentation .
Retrieved 9/29/13 from
http://spotsyschools.us/itrt/Resources/ConferenceInformation/2009ConferencePresentatio
ns/UniversalDesignforLearning/tabid/4404/Default.aspx
O
Guptill, A., et al., (2009). How do college students use textbooks? Insights from the
literature, College at Brockport Teaching & Learning Day, March. Retrieved 7/1/13 from
27. http://www.bing.com/search?q=to+use+a+textbook+or+not%3F&src=ie9tr
References-2
O
Instructional Design (2014)—ADDIE model—retrieved 1/9/2014 from http://sustainedgrowth-leadership-development.wikispaces.com/Our+Business++Teaching+and+Learning#Instructional Design
O
Instructional Design model—UNC-chapel Hill--School of Information and Library
Science, UNC Chapel hill. Retrieved 4/24/2013 from
http://www.ils.unc.edu/daniel/242/InstructDesign.html
O
Maribe, R. (2010). Instructional Design: The ADDIE Approach (3rd Ed.). New York:
Springer.
O
A Research Reader in Universal Design for Learning (2012) , Edited by Gabrielle
Rappolt-Schlichtmann, Samantha G. Daley, and L. Todd Rose, foreword by Chris
Dede, Harvard Education Press.
O
Rurark, B.E., (2008). The Year 2013:ARDDIE Is IN, ADDIE Is OUT, Training &
Development, 44-49.
O
Smith, P. & Ragan, T.J. (2005). Instructional Design. Hoboken, N.J.: John Wiley & Sons.
O
Unger, Jim--Classic Herman cartoon
O
Willis J (1995) A recursive, reflective instructional design model based on constructivist
interpretivist theory, Educational Technology, 35 (6), 5–23.