Applying Design Models to eLearning Modules

Process models: ADDIE was presented and the phases.
Analysis
Design (has a design phase)
Develop
Implement
Evaluate

The next model presented is the Dick & Carey model.

The presenter is showing these are "process models" versus "design models"

Clark & Lyons book "graphics for learning" is presented in the book as a design model. This is a process model -- this is presented as a better model. Almost all of the models so far have a phase for design.

Savvy Process: Allen Interactions
This is found in Michael Allen's book and presented as a process model.
Preparation -- Interactive Design

Participants at a Savvy Start include a producer and a developer from Allen Interactions.The producer is the person who provides project management and instructional design on the project.The developer is there to provide technical support and create prototypes. On the client side, participants usually include the project manager, stakeholders and subject matter experts (SMEs). It’s usually best to keep this group small - 4 or 5 people total (1-2 from Allen, 2-3 from the client) will be able to reach consensus and keep moving to make the best use of Savvy Start time.

Analysis for this project may include interviews with end-users, and an analysis report.

Revisions to SAVVY Start prototypes will be created (often called “Second Prototypes”, “Third Prototypes” etc.) and tested with users during this stage. Media prototypes will also be created, revised and approved.

Reigeluth, C.M. (1999). Instructional Design theories and models: a new paradigm of instructional theory (Vol III)

First Principles:
(Deavid Merrill)

Introduce Problem/sitution/goal
Activation of prior experience
Demonstration o skills
Application of skills
Integration of these skills into real world activities

INTEGRATION ACTIVATION

PROBLEM

APPLICATION DEMONSTRATION


The goal is to define the problem first:
Second "activation" -- i.e. listen to an audio clip, then ask for initial reaction.
Third: Demonstration of skills -- video showing the problem or situation
Fourth: Have the students to apply skills
Lastly, Integrate all into a solution

next model presented is the Dick & Carey model.

SEDA Model

Situation
Evaluation
Decision
Action

Star Legacy -- Model
Vanderbilt Learning Technology Center (Schwartz et al, 1999)

Look ahead
The challenges
Generate ideas
Multiple prespectives
Research and Revise
Test your Mettle
Go Public
Reflect Back
(ETR&D Vol 50 No 2)

Nine Events of Learning (Robert Gagne)
Instructional Event Internal Mental Process
____________________________________________
1. Gain Attention : Stimuli activates receptors
2. Inform learners of objectives: Creates level of expectation for learning
3. Stimulate recall of prior learning: Retrieval & activation of ST memory
4. Present the content: Selective perception of content
5. Provide "learning guidance" : Semantic encoding for storing LT memory
6. Elicit performance: Response to questions to enhance encoding
7. Provide feedback: Reinforcement and assessment of correct performance
8. Assess performance: Retrieval and reinforcement of content as final eval.
9. Enhance retention and transfer to the job: Retrieval and generalization of learned skill

1. Gain attention

In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn.

2. Inform learners of objectives

Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment and possible certification as well. Typically, learning objectives are presented in the form of "Upon completing this lesson you will be able to. . . ." The phrasing of the objectives themselves will be covered under Robert Mager's contributions later in this chapter.

3. Stimulate recall of prior learning

Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.

4. Present the content

This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.

5. Provide "learning guidance"

To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.

6. Elicit performance (practice)

In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.

7. Provide feedback

As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.

8. Assess performance

Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.

9. Enhance retention and transfer to the job

Learning Philosophies: Provide the underlying approach and driving mechanism that creates the relationship between teacher and student of facilitator and participant.

This was a fantastic presentation -- very informative.