Overview of Instructional Design

Instructional Design – Power Point Prese

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Definitions of Instructional Design

Instructional Design as a Process:

Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. 

Instructional Design as a Discipline:

Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies. 

Instructional Design as a Science:

Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity. 

Instructional Design as Reality:

Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and she or he checks to see that all parts of the “science” have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion. 

Instructional System:

An instructional system is an arrangement of resources and procedures to promote learning. Instructional design is the systematic process of developing instructional systems and instructional development is the process of implementing the system or plan. 

Instructional Technology:

Instructional technology is the systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems. 

Instructional technology is the systematic application of theory and other organized knowledge to the task of instructional design and development. 

Instructional Technology = Instructional Design + Instructional Development 

Instructional Development:

The process of implementing the design plans.



Digital textbook initiative in California

In the first phase, a state panel reviewed a number of math and science textbooks that are available online for free and rated how well they align with state standards in those subjects. Now Gov. Arnold Schwarzenegger has expanded the program to include history-social science and higher level math texts.

“Resources like digital textbooks play a critical role in our 21st-century educational landscape, and expanding my first-in-the-nation initiative will provide local school districts additional high-quality free resources to help prepare California’s students to compete in the global marketplace,” Gov. Schwarzenegger, a Republican, said in a statement. “I urge content developers to jump on board this second phase and submit social science and advanced math material to help ensure California’s shift to a more advanced and cost-effective education system continues.”
Go to California Learning Resource Network.

Technology Curriculum Resource

Over the past few years I came across several technology textbooks that are written for the middle and secondary grades. These products are intended for use in the classrooms and they also include both teacher support materials as well as student books. In general, these textbooks or curriculum support materials help students

• attain the technological literacy.
• experience and understand the technology design process.
• familiarize with the technologies in everyday life
• to assess their knowledge and abilities.

The following list is not based on any form of rating or evaluation of the products.

• Introduction to Technology

Introduction to Technology  By: Pierce & Karwatka

By: Pierce & Karwatka

Introduction to Technology helps students understand and work with technology. The seven units of Introduction to Technology cover: Nature of Technology – why we study technology and its important concepts; Engineering Design – how technology works including design, problem solving, drafting and modeling; Communication, Biotechnology, Manufacturing, Construction and Transportation. Students will learn about technology and do technology.

See the Book Contents

• Technology: Shaping Our World

By:  John B. Gradwell

Technology: Shaping Our World is based on technology’s underlying physical and scientific principles. The text is written to help students understand the technological world around them. The importance of materials, energy, people, and information to all technological activity is stressed. Problem solving and design applications are supported by various activities throughout the text. Written for middle school/high school introductory technology courses, this book is a leader in Technology, Science, and Math (TSM) integration. This versatile text can be easily utilized in a variety of technology education modules.

( to be continued…)

Broughal Middle School, BASD In-Service Program for Grade 6 Teachers, 25 November 2009

I attended the in-service day at Broughal Middle School, Bethlehem Area School District. I was with Professor Gary G. DeLeo and Professor Al Bodzin. We worked with sixth and seventh grade teachers to design inquiry based science labs.

Here is what Professor Gary DeLeo, who love to document his experiences wrote on his website:

Matter and Motion Broughal Middle School, Bethlehem Area School District In-Service Program for Grade 6 Teachers, 25 November 2009

Hello! Wednesday, November 25, 2009 was an In-Service day for teachers in the Bethlehem Area School District. This is a description of one of those programs. The sixth, seventh, and eighth grade teachers met separately from those in other fields. We met together for about an hour, before the 6th grade teachers separated from the others. During this first hour, Dr. Alec Bodzin from Lehigh University engaged teachers in a discussion of inquiry-based learning methods. That’s Dr. Bodzin on the left. And, below are some of the teachers who interacted with Dr. Bodzin during this part of the program.

The remainder of this description pertains to the adventures of the sixth grade teachers. They worked with Dr. Gary DeLeo, a Professor of Physics from Lehigh University, and one of Dr. Bodzin’s graduate students, Mr. Ali Shameem. With Dr. DeLeo’s assistance, the teachers – Mr. Matt Lyons and Mr. Barry Schultz – worked on programs involving matter, including both physical and chemical changes, and motion. We began with physical changes. We know that when the temperature is lower, the atoms move more slowly. So in a solid, such as ice, the atoms move slowly and stick tightly together. If you take an ice cube out of the freezer and let it warm up, the atoms begin to move more quickly. They are still close together, but now they can move enough to roll over one another, and we have a liquid. If you place the water in a pan on the stove and make it real hot, the atoms become unstuck and zip all around the kitchen. Now, you have steam, which is a gas.

We began by considering an experiment where students would monitor the temperature of ice as it made a transition from solid to liquid. An important feature of such phase transitions is called latent heat. As energy goes into the ice from the room (or a hot plate), it raises the temperature of the ice until it reaches the freezing point. At that point, the temperature stops rising. Now energy goes into changing ice at 32 F into water at 32 F. This energy is called the latent heat of fusion. So, if we monitor the temperature, we should see it rise until it reaches the freezing point. And then it should remain flat until the ice turns to water, at which point it will rise again.

In order to ensure that the ice was well below the freezing point, Dr. DeLeo used liquid nitrogen to cool it further. We used temperature probes and a computer to record the temperature as a function of time. The red trace on the lower right shows the flattening of the temperature graph as the freezing point was reached. If we allowed the ice to melt, the curve would continue to rise again.

In the next part of the program, we considered an activity involving chemical changes. Each student will perform a set of chemical reactions in a Ziploc bag, the kind with the tab. The clear bag allows students to see the color changes, observe the production of carbon dioxide gas as the bag inflates, and feel the temperature changes.

As shown in the photo sequence, calcium chloride is first placed in the bag, and this is followed by univeral indicator. The use of universal indicator instead of water simply adds a color change to the reaction. When Mr. Lyons poured in the univeral indicator, not only did the color change, but, as you can see from Mr. Schultz’s expression, the bag got very hot. This is an exothermic reaction – it gives off energy.

In the next step, baking soda was added to the bag. This time, there was another color change, the bag got very cold – an endothermic reaction – and the bag inflated with carbon dioxide gas. Don’t we look like we’re having fun!

In the final part of the program, we used a Pasco Motion Detector and software to record position, speed, and acceleration for three different types of motion: cart rolling down an incline (like a falling object), cart on a spring, and a person walking. The walking part is called “walking the graph.” Here, one draws on the board a graph of position versus time, and asks a student to walk in such a manner that the graph is reproduced by the motion detector and software.

Although Dr. DeLeo seems to avoid appearing in any of the photos, he was all smiles for the full five and one half hours of the program! He had a wonderful experience working with the teachers at Broughal Middle School!

"Teach,test and hope for the best"

I started reading the book Understanding by Design(UbD) by Grant P. Wiggins, Jay McTighe as it is required for one of my courses this semester. I need to learn to use the principles of UbD in order to design an instructional unit for this course.
There are some interesting excerpts from my reading:
what is point of teaching when there is “no opportunity to really learn- to work with, play with, investigate , use – the key ideas and points of connection” . such an approach is referred to as”Teach,test and hope for the best”.
Read UbD online from Google Bookd
To teach for understanding, it is important to have an explicit big idea guiding the teaching and a plan for ensuring the learning.

The theme of the book or the big question the authors try to answer in this book is:
How do we make it more likely [ when designing  curriculum/scheme of work ] that more students really understand what they are asked to learn?

As teachers, we argue “teaching for understanding”  is impossible for us especially in the secondary and higher secondary schools. We may have the following questions at our defense:

1. How can we teach for understanding when we are supposed to cover so much content in a limited time?
2. How can we teach for understanding, when we are judged based on achievements at high-stakes test such as O/L or term tests?
3. How can we teach for understanding when what we are teaching is out-of-context and boring?

Good news is that the UbD provides us with a set of design principles that will help us cultivate learning even when these constraints in place.