Educational (Instructional) Design Models

4C/ID is what I call a "mainstream" instructional design model that addresses the issue of how to teach complex skills, that is, solid knowledge that can be applied to real-world problem problems. 4C/ID can be described as a method that will describe the backbone of a curriculum where each element is connected and does have a function in relation to the whole.

5e Learning cycle

Definition

The model

3] Constructivist lesson design using the 5 E model - Instruction on how to use the model and rubric for evaluating student performance during each stage.

ABAHCOCOSUCOL

A 'critical mass' of input at the beginning is important to initiate interactions and create a culture of communication. Making connections maintains a sense of community and provides a basis for comments and comparisons that arise as further action by students.

Technology used

Linking concepts is important for awareness of a common goal and cross-linking of discussed concepts of the unit. Finally, the distillation and recombination of relevant information leads to a self-evaluation of the product of the learning community.

Tips for teachers

The learning community creates one co-constructed hypertext where the various pages are interwoven and linked together. How to Use Wikis in Education: 'Effective Constructive Wiki-Based Learning', Proceedings of the International Wiki Symposium 2006, PDF [2].

ARCS

Basic aspects

The ARCS Model of Motivational Design

If the students' abilities are very similar (heterogeneity), it might be good to offer similar teaching methods and similar learning goals. In an interactive language journey, the learner should have the opportunity to choose his own learning goals. Make it clear what kind of sub-learning goals are expected and make it clear that learning may involve climbing small steps.

Subcomponents

Foreign language learning through an interactive multimedia program: an experimental study on the effects of the relevance component of the ARCS model. The Effects of Motivational and Voluntary Email Messages (MVEM) with Personal Messages on Undergraduate Students' Motivation, Study Habits, and Achievement.

Advance Organizer

Definitions

The framework and the instructional design model

Advance organizers provide the necessary scaffolding for students to either learn new and unfamiliar material (an expository organizer that provides the basic concept at the highest level of generalization) or to integrate new ideas into relatively familiar ideas (a comparative organizer that compares and contrasts old and new ideas). Advance Organizers are based on major concepts, generalizations, principles, and laws of academic disciplines." (The Advance Organizer.

Variants

Integrative reconciliation and active reception learning (eg the teacher can ask students to make summaries, point out our differences, relate new examples with the organizer). Most general ideas should first be presented in an organized way (not just a summary) and then gradually differentiated.

Technology

Ausubel argues that these organizing ideas, which may be single concepts or statements about relationships, are themselves important content and should be taught because they serve to organize everything that follows.

Advance backward design organizer

Aesthetic principles for instructional design

First principles

Bibliography

Agile learning

Anchored instruction

Jasper

The Cognition and Technology Group at Vanderbilt (1997), The Jasper Project Lessons in Curriculum, instruction, Assessment, and Professional Development ISBN.

Backwards design

C3MS project-based learning model

What we need are the tools to support this "structured activity-based learning" that includes many writing activities as we will see. The "Ur-loop" workflow (to be adapted to specific scenarios of course) is as follows:

Details of the model and supporting technology

Our hope was to create a kind of educational module economy with the PostNuke platform. Let students create their individual, group or classroom environment that they share with the teacher.

To jump start your own scenarios

The whole thing would then be a networked C3MS from its teaching perspective, but with the added advantage that learners can have their own personal environments and that they can adapt their productions as learning e-portfolios. With the increase in teachers using blogs and wikis, and students using networking and online tools, the demand for easier and more efficient ways of learning is increasing." Brian Benzinger [4], retrieved 19:15, 1 June 2007 (MEST )).

The TECFA SEED Catalog

At the end of the course, the students had to write an assignment using an XML grammar, from which an electronic book with all the work is produced. We are therefore quite happy to assert that this quickly sketched design appears to be a good example of the teacher as facilitator, leader and "orchestrator" paradigm.

Community, flow and creativity boosting with C3MS portals

Also see the project-based learning article that addresses issues related to the general study environment. Creativity arises as a combination of (1) the social field, (2) the domain (symbol systems of knowledge) and (3) the individual characteristics.

Discussion

Tagungsband des 3. Kongresses zu Informations- und Kommunikationstechnologien in der Bildung, Rhodos, 26.–29. September „Designing Collective and Collaborative Learning Environments“, in Euler & Seufert (Hrsg.), E-Learning in Universities and Education Centers. Colloque de Guéret 2003 selected papers, eine Veröffentlichung der Universität Mauritius, unter der Schirmherrschaft der UNESCO, ISBN Constructivist Learning on the Web, in Burge, L.

C5 simulation framework

The Mr Vetro project

The CPM language (Co-operative PROBLEM-BASED LEARNING Metamodel) succeeds in providing a rich graphical formalism to PBL designers/authors. Thanks to a binding mechanism provided when using special tools, the CPM language finally meets the EML definition.” ([Laforcade, 2005: Summary]).

Software

Within the industrial context of e-learning, educational modeling languages (EMLs) essentially aim to describe content and process within "learning units" in order to support reusability and interoperability. We present in this paper our research results regarding the proposal of a UML-based modeling language dedicated to problem-based learning design.

Campbell-Lom mentoring model

Encourage students to identify gaps in their knowledge and ways to fill those gaps (see also the next question). Encourage students to identify gaps in their knowledge and ways to fill those gaps.

Practical issues

By explicitly encouraging students to define the specific gaps in their knowledge, students are helped. Allow students to identify and share any roadblocks they encounter in their research and learning.

Evaluation

A first step for students who learn to take responsibility for their own education, think independently and develop problem-solving strategies. Opens the door for students and mentors to solve personal problems related to laboratory research.

Carroll model of school learning

Jossey-Bass Higher and Adult Education Series and Jossey-Bass Social and Behavioral Science Series.

The Model

Persistence: The amount of time a student is willing to spend on a particular task or learning unit.

Time needed to learn and quality of instruction

Teaching quality: good teaching design, e.g. as commonly defined in behaviorist frameworks such as the nine events of instruction. This article provides a good introduction to Carroll's model and adds his own learning model based on the WWW).

Case-based learning

A model of effective dimensions of interactive learning on the World Wide Web. This paper provides a good introduction to the Carroll Model and adds to his WWW-based learning model).

What is case-based learning?

The use of cases in medical schools differs from that in other professional schools in that PBL focuses more on the content of the medical curriculum than on decision-making.

Type of Cases

Advantages of CBL

Instructional Models

Course Structure

How to do CBL - take two

How can CBL be used in the classroom?

How to prepare students to use case study approaches

How evaluate a case

How to write a case

How to teach a case

By the end of the class meeting, students have determined what new information they need to discover and follow their own paths to find it. Case knowledge and understanding comes from searching for answers, not "answering" a particular case.

Tools

Here is an example of a student research project that involves simply collecting rain samples in different regions of the campus or city and measuring the pH. The data collected over a semester will provide many tables and graphs for comparison with other regions of the country and will lead to discussions about acid rain and its effect on the ecosystem.

Case repositories

Guidelines

Articles

Case-based reasoning

CeLS

Goals and main features of the CeLS project

Architecture of the CeLS system

Authoring with CeLS

Sample activities

Scenarization power

Implementation

Suggestions for further development

Proceedings of the 20th Annual Conference of the Australasian Association for Computing in Learning (pp. 593-596). Designing Collaborative Learning Systems: Current Trends and Future Research, CSCL2005 Conference, May 30-June 4, Taipei, Taiwan.

Cognitive flexibility hypertext

Foundations of the model

In summary: Poorly structured aspects of knowledge present problems for the acquisition of advanced knowledge, which are corrected by the principles of Cognitive Flexibility Theory. This cognitive theory of learning is systematically applied to an instructional theory, Random Access Instruction, which in turn guides the design of nonlinear computational learning environments that we refer to as Hypertexts of Cognitive Flexibility. (Spiro, 1996).

The architecture of a cognitive flexibility hypertext

The role of learning tasks on attitude change using cognitive flexibility hypertext systems, Journal of the Learning Sciences. Cognitive flexibility theory as a pedagogy for web-based course design, Online Teaching in Higher Education Online Conference 2001, HTML [3].

Cognitive flexibility theory

Cognitive flexibility and hypertext: theory and technology for the nonlinear and multidimensional movement of complex subjects. Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains.

Cognitive Flexibility theory and education

Cognitive Flexibility Theory and Educational Technology

Cognitive load

For example, an audiovisual presentation format usually has a lower external load than a visual plus text format, because in the former case working memory has less information to process. Germane load (relevant) relates to the degree of effort involved in the processing, construction and automation of schemes.

Sweller's principles and guidelines for instructional designers

For example, in programming, learning to program "Hello" with PhP is much easier than with Java.

Limitations of the Cognitive Load Theory

Other Strategies to diminish cognitive load

Cooper, G., 1998, Research in cognitive load theory and instructional design at UNSW, University of New South Wales, Australia, [12]. Van Gerven, Cognitive load measurement as a means to promote cognitive load theory, Educational Psychologist Abstract/PDF [16] (Access restricted).

Collaborative Face to Face Educational Environment

Architecture of the CoFFEE system

Learner Tools

Teacher Controller tool

Lesson planner/editor/designer tools

The replayer tool

Modelling and Formats

2007), COFFEE: Cooperative Face2Face Educational Environment, in conjunction with the 3rd International Conference on Collaborative Computing: Networking, Applications and Worksharing (CollaborateCom 2007), New York, USA, November Face2Face social bookmarking with recommendations: WebQuests in the classroom, ongoing of the 3rd international conference on Collaborative Computing: Networking, Applications and Worksharing (CollaborateCom 2007), New York, USA, November KAFFE: a software for blending face-to-face and written communication in collaborative problem-solving scenarios in Summer School.

Community of inquiry model

Communities of Inquiry [1] This site documents the work completed during a Canadian Social Sciences and Humanities research-funded project entitled "A Study of the Characteristics and Qualities of Text-Based Computer Conferencing for Educational Purposes. Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education, American Journal of Distance Education, 15(1).

Component display theory

History

Computer simulation

Simulation in education

The inquiry learning perspective

Interactive: Students work interactively with the simulation model to input information and then watch the variables in the simulation change based on that output. JeLSIM [4] - Java eLearning SIMulations. Jelsim Builder is a tool for quickly creating interactive simulations (Jelsims).

Introductions and Overviews

Based on the interface: Changes in the values of the affected variables and observed changes in the values in the output are found in the simulation interface.

Indexes

Associations

National Science Foundation, in Foundations: Inquiry: Thoughts, Perspectives, and Strategies for Grades K-5 (NSF, Arlington, VA, 2000), Vol. 34; Learning stories in simulation-based teaching: effects on self-learning and transfer.” Computers and Education.

Constructivist emotionally-oriented model

Cybergogy

Summary

The Cybergogy for Engaged Learning model could be used to conduct needs assessments and develop course design and facilitation techniques. These input elements together transform the learning system in cognitive, emotional and social presence, ultimately generating engaged learning as a whole.

Literature

DialogPlus Toolkit

Purpose

The tool

Concepts

The authors "identified nearly thirty techniques to be stored in the toolbox so that counseling can be offered to practitioners. Interactions required are likely to be individual, one-to-many, student-to-student, student-to-supervisor, group, or class-based."

The learning taxonomy in one table

Annotated Bibliography Content in blogs Content in wikis Course information Course reading materials Discussion forum content Frequently asked questions.

Graphic package Instant messaging iPOD/MP3 player Image software Memory stick Mind map Modelling NVIVO Online assessment Podcast

Current status

Comments by DSchneider / 2006

Comments by DSchneider / 2010

Update 2014

Embedding Theory into Learning Technology Practice with Toolkits, Journal of Interactive Media in Education, Special Issue on Learning Technology Theory', Open University, 2002(8), http:// jime.open.ac.uk/.

Direct instruction

Features

Instructional design models

Burns Alvin C., (2006) Experiential Learning Using the Madeline Hunter Method: Application to a Marketing Research Course, Simulation & Gaming, Vol. Guest Editors' Introduction: Research on Direct Reading Instruction, Journal of Education for Students Placed at Risk (JESPAR), Vol.

Discovery learning

Theory and models of discovery learning

Models of discovery learning

Advantages and disavantages of discovery learning

Advantages

Disadvantages

Planning a Discovery Learning Experience

The motivation for online collaborative discovery learning and its application in an information systems assurance course, Issues in Accounting Education, 15 (2). American psychologist Should there be a three-strikes rule against pure discovery learning PDF] (Access restricted).

Dukes simulation and gaming model for sociology teaching

The model: Suggestions For Running Simulations/Games In The Classroom

Preparation

Directions

Assistants

Assigning participants to groups/roles

Simulation speed and stop

The game rules are like natural laws

The debriefing

Gilly Salmon's 5-stage model of e-moderation describes designing a course that uses strong computer-mediated communication, in specific forums.

The five stages - Overview

Comments

See also: the five-step model of e-moderation (also G. Salmon) and more general entries such as activity, pedagogical scenario, learning activity and pedagogical strategy.

Structure

tivity 1 (related to Stage 1- Access & Motivation)
tivity 2 (related to Stage 2 - Online Socialisation)
tivity 3 (related to Stage 4 - Knowledge Construction)
tivities in the context of foreign language teaching

Task - to post a message introducing a topic chosen by the student via the conference room tool. Action Diagrams, i.e. the description of single learning and support activities designed for learning.

Goal definitions and mappings

Overview Diagrams, i.e. two different overviews of the entire design, dependency diagrams and the activity flow.

Dependencies diagram

The activity flow is a visualization of the teaching calendar and provides an overview of educational activities during the course period. Splits (branches) can be added to the action flow as advanced elements, which contain conditions, options, multiple selections, parallel activities or out-of-order actions (or any-order actions, i.e. branches in the activity path where a number of activities must complete be in any order)” (Botturi, 2006).

Action diagrams

Educational design language

Such diagrams are specifications, not design languages that can be used by end users. Even at this specification level, it remains open if/how design languages "à la Eckel" or highly specialized formalisms such as verification languages such as IMS QTI could be incorporated into the activity defined in an "EML"-like framework.

Types of design languages

This UML diagram basically states that educational modeling means defining activities where persons playing a role produce outcomes using resources. Form-based editors where subactivities are described as lists (eg the Recourse editor for IMS LD.

A list of systems for educational design

IMS Learning Design and basic editors

Design tools that can export to IMS-LD or another executable formalism

Visual design/modelling languages

Visual design languages

Design and execution systems in production

CSCL research

Traditional sequencing

Systems that focus on the semantics of contents

Light-weight systems

Alternatives and anti-models

Visual multimedia authoring languages

Microworld design languages

Repositories

Non-educational languages

Evaluation schemes

A Framework for Conceptualizing Approaches to "Create-by-Reuse" Learning Design Solutions, Journal of Universal Computer Science, vol. Fischer, “S-COL: A Copernican turn for the development of flexibly reusable collaborative scripts”, International Journal of Computer-Supported Collaborative Learning pp.

Educational modeling language

Purposes of modeling languages

Objectives

What can be modeled ?

Typology of modeling languages

Representational Frameworks

Executable "standardized" languages

Design languages

Design and executable languages from other domains

Research systems with combined intentions

Older or less known attempts

Packaging languages

Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies PDF [12] (also www.ask4research.info/icalt/2006/files/82_Bot.pdf here). Nodenot Thierry & Laforcade Pierre CPM: a UML profile to design collaborative PBL situations at the didactic level, Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT PDF [31].

Eight-component framework for e-learning

Verdejo Creating Constructivist Learning Scenarios Using an Educational Modeling Language" in Proceedings of the IEEE Frontiers in Education 2001 Conference, Reno NV, October 2001. Acknowledgments: This article or part of this article was written in collaboration with the EducTice group [7] INRP [8], who awarded DKS a hosting scholarship in January 2009.

The components

The evaluation for e-learning includes the assessment of the student, the evaluation of the teacher and the evaluation of the learning environment. The resource support dimension of the E-Learning Framework examines the online support and resources needed to promote meaningful learning environments.

Links and references

E-learning management involves maintaining the learning environment and distributing information. The ethical considerations of e-learning include social and political influence, cultural diversity, prejudice, geographic diversity, learner diversity, accessibility of information, etiquette and legal issues.

Elaboration theory

Identify the simplest version of the task you want to learn, paying attention to simplifying conditions (ie, conditions that make this version of the task simpler than others). Analyze the organization of content, supporting content, and determine the size and sequence of content within an episode (steps three through five) for the next version of the task.

Engagement theory

Exploratory learning

FEASP

The FEASP model

A4 Do not show or accept any form of violence. Avoid threatening gestures. Nonviolent action: Motivational design. Astleitner, Hermann, Designing Emotionally Sound Instruction: The FEASP-Approach, (open online version, published in: Instructional Science, 2000, Vol.

Felder design model

The Felder-Silverman model

Instructional design considerations

Of the ten defined categories of learning styles, five (intuitive, verbal, deductive, reflective, and sequential) are adequately covered by the traditional lecture-based teaching approach, and there is considerable overlap in teaching methods that address the dimensions of learning. short-changed style from the traditional method (sensory, visual, inductive, active and global). Therefore, the systematic use of a small number of additional teaching methods in a classroom may be sufficient to meet the needs of all students” (Feldman, 1993).

First principles of instruction

An exploration of differences in students' learning styles, approaches to learning (deep, surface and strategic) and levels of intellectual development.

The five principles of instruction

The integration principle: Learning is promoted when students integrate their new knowledge into their everyday life. Students are encouraged to integrate (transfer) the new knowledge or skills in their everyday life.

Implications for educational technology

Is there an opportunity to create, invent or explore new and personal ways to use new knowledge or skill. Also see the pebble in the pond model that outlines a simple instructional design method that can be used to design a learning environment according to Merrill's principles of instruction.

Gerlach and Ely design model

Gerson's e-class

CLASS: A model for distance online course development

Hypermodel

The instructional design model and the systems architecture

Turning information into knowledge: A hypermodel for science education: Final report submitted to the National Science Foundation's Directorate of Education and Human Resources (Grant No. RED-955343).

Hypertext

Hypertext and hypermedia architecture

Semantic and rhetorical link types

Enhancement: Provides more factual information about site content by offering more detail or painting the "bigger picture."

A technical classification of links

Hyperlinks

Usually this is implemented in shopping applications such as Amazon (also in this wiki, if you use a login). Normally in web design one tries to distinguish between internal and external links (this is done for example in this wiki).

Navigation types from a GUI perspective

Hypertext and hypermedia in education

Overview of educational genres

The user will have access to a variety of information (eg first the entire work, then essays, . photographs, video clips, etc.). There are hundreds of such programs on the market and most are sold as CD/DVD.

Instructionalist designs

Constructivist designs

Constructionist designs

Dumb designs

Language theoretical models

Boyle (1997) argues that the creation of multimedia contexts involves the action of three corresponding macro functions. 1989: Tim Berners-Lee builds the first prototype of the WWW and invents HTML, formally as an SGML application.

Hypertext examples on the Internet

Standards

Software and technology

Other

Wang, Acquisition of structural knowledge from semantically structured hypertext, in Journal of Computer-Based-Instruction pp. Vision and Reality of Hypertext and Graphical User Interfaces [40] (Master's thesis by Matthias Müller-Prove), as hypertext.

Inquiry-based learning

Models

Cyclic Inquiry model

Rainbow scenario: The teacher lets the students repeat their experiments or try different things. In addition, the teacher can design the scenario to focus on one part of the cycle or another part.

Other models

They are then invited to share their results with the rest of the class while the teacher takes notes on the board. The teacher must finish it by expanding: the initial questions with their answers, the reformulated, new ones that appeared during the activity.

Tools and software

Instructional design model

Waight Noemi, Fouad Abd-El-Khalick, From science practice to high school science classrooms: Transfer of science technologies and realizations of authentic inquiry, Journal of Research in Science Teaching.

Types of design models

They include basic elements of the instructional design process including target audience analysis or setting goals and objectives (Braxton et al., 1995). A model should be judged by how well it mediates the designer's intent, how well it can divide a workload, and how effectively it shifts the focus from itself to the object of the design activity (Ryder, 2001).

Typology of different sorts of models

An instructional design model gives structure and meaning to an ID problem, enabling the would-be designers to negotiate their design task with a semblance of conscious understanding. Instructional models prescribe how combinations of instructional strategy components should be integrated to produce an instructional course (Braxton et al, 1995).

Typology of pedagogic strategy models

List of instructional design models

Bare-bones

The best meta source for serious theory on the internet is Martin Ryder's Instructional Design Models [2]. It's a nice e-book reader with open content and lots of great articles, including a section on teaching theories and models.

Instructional systems design

Instructional time

Types of instructional time

Time to learn

The ALT model

Instructional transaction theory

Kemp design model

Elena Qureshi & Larry Morton (2006) http://lts.ncsu.edu/guides/instructional_design/selecting_models2.htm (Great website with good reviews, good for comparison too), retrieved 17:42, 19 May 2006 ( MEST). http://www.quasar.ualberta.ca/edit573/modules/module4.htm.

Knirk and Gustafson design model

LAMS

Description

The LAMS 2 environment

Authoring

Getting started as an author

Members and courses

Standardization of LDs and services

LAMS and Learning Design

LAMS Tools contracts

Masterman and Lee

Schneider

The student's UI would also be different and closely resemble the author's UI. Also important: teachers should be able to add things in real time, e.g. monitor interface = author interface .

Lams sequence examples

Writing research paper

Stolen Generation

Installation tips

Manuals and Tutorials

Media and activities

Philipps, Rob, (1998), Learning Models Appropriate to Educational Applications of Information Technology, Paper presented at the 1998 Teaching and Learning Forum, held at the University of Western Australia.

Learning by design

Promoting deep science learning through case-based reasoning: Rituals and practices in designing learning\u2122 classrooms. Problem-based learning meets case-based reasoning in the high school science classroom: Putting learning by design(tm) into practice Journal of the Learning Sciences, Vol.

Textbook genres and examples

Genres of textbooks, a first look at criteria

There is an issue of cost, especially for the Third World, where interest in high-quality open educational resources is very high. Since textbooks are expensive, cost is also an issue in countries where education is supposed to be free (eg in Switzerland) and where textbooks are mainly used for "supplementary reading".

Textbook examples

Titles sold as textbooks (eg anything published by Pearson's brands) By media.

Internet and the World Wide Web

The home page of the book [3] includes additional resources and for registered uses, downloads of examples and PPT slides. At the end of the chapter are (not numbered/indexed): Summary, Terminology, Self-review exercises (plus answers), Exercises.

New Perspectives XML Comprehensive 2nd edition

The New Perspectives Series challenges students to apply what they learn to real-life tasks, preparing them to easily transfer skills to new situations. With the New Perspectives Series' approach, students understand why they learn what they learn and are better placed to retain skills and concepts beyond the classroom." The New Perspectives Series [5], retrieved 22:40, 9 August 2007 ( MOST).

La démarche d'une recherche en sciences humaines

Textbooks for professionals and tutored students

Learning and the Science of Instruction

This book is very enjoyable to read (I admit I only read parts of certain chapters).

Trends and Issues in Instructional Design and Technology

Multimedia for Learning

Workbooks

Project-based learning: Using Information Technology

2003), Handbook of Project-Based Learning, Buck Inst for Education, ISBN This book is quite similar in structure to the Morsund book. Also the book is spiral bound with tabs so navigating through the book is really quick and painless.

Flash CS3 - The Missing Manual

Then there is an introduction to the first part (which an attentive reader can recognize by looking at the running headers). The idea is probably that people who buy this book are mature enough to try it out with some downloaded files or rather with their own examples (e.g.

Writing and Developing Your College Textbook

Conclusion

Common elements of textbooks and similar

A provisional taxonomy of textbooks and similar

Criteria for a taxonomy

A provisional taxonomy

A final note on pedagogy

Cited

Textbook research

Users (students/teachers)

Reader-book relationship (from a discourse analysis point of view)

How students deal with textbooks

In-classroom use of textbooks

Textbook - teacher relationship

Zahorik demonstrates the teacher's book complexity in his investigation of the relationship between textbooks and teaching styles (Zahorik 1990 and 1991). Alverman (Alverman 1989), both of whom distinguish between three types of use that also show a strong correlation with three teaching styles. The textbook can be viewed and used as a) a source of facts to be learned ("coverage"), b) a source of different types of activities ("textbook-based activities") and/or c) a basis for interpretation and discussion ("higher level interpretation/reference")." (Johnsen.

Textbooks and the educational system

Production and Writers

The learner model adopted by authors

Textbook production

Cognitive processes in textbook production

Analysis of learning modes and styles