Instructional design theory “offers explicit guidance on how to better help people learn and develop.” (P.5) There are 4 components all of these theories have in common. 1. Design Oriented a. Give a guideline as to what instruction is needed to obtain a goal 2. Identifies Methods of Instruction a. Methods of instruction depend on each situation 3. Methods of instruction are broken down into detailed components 4. The methods are probabilistic (based on or adapted to a theory of probability; subject to or involving chance variation.) Within the instructional design process the author talks about methods and situations. He says there are two major aspects of an instructional situation. The first being instructional conditions: where will it take place, who will the learners be, what is to be learned, etc. The second component is desired instructional outcomes, what will the learner be able to do after training. All of the components can be broken down into more detail depending on the situation and the desired training and outcome, this is called the component method. The probabilistic method looks a little different, it is not a guarantee the learner will have the desired results, but it is more likely they will have the desired outcome. Probabilistic situations have more variables in the training that can affect the outcome. I was wondering why we are taking the Foundations of Learning class and this article sums it up nicely. While instructional design theories are applied to problems and outcomes learning theories are for understanding why ID theory works. How the brain thinks, how people learn. This of course is necessary when creating a training. Our world has changed from the industrial era to the technological era, the authors point out we no longer need assembly line workers who are uneducated and just do their job, but now we need educated people who are willing to be creative and can work together; therefore teaching and training goes from standardization to customization. This is the challenge for the ID.
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![]() The Dick and Cary Systems Approach Model for Designing Instruction The systems approach is a step by step approach for the instructor to create a process to teach and (throughout the process) analyze what the the learner has or has not learned and modify throughout the process, if needs be, that is the simplified definition. One thing I like about the system approach is that it is more round then linear. If one of the parts (instructor, learner, material, activities, delivery, performance and learning environment) is not giving the desired outcome it can be revised and revised again to suit the outcome the instructor and the learner desires. Although the graphic shows a linear approach in Chapter 1 on Page 4 the authors state “the arrangement of boxes implies a linear process flow, but any experienced instructional designer will attest that in practice the process can look more circular” I am definitely more circular then linear. I believe few things can be linear when dealing with humans, that includes the instructor and the learner. I liken the systems approach to a watch. If you buy a digital watch with a new battery and all the components are working it will tell the correct time, if the battery dies the watch will go dark and you will know you need to buy a new battery. However; when you have a watch that must be wound and all the gears are working you still have to depend on the human to set the time on the watch and wind it periodically. If the human does not wind the watch it may be slow or it may stop. “When human characteristics are a component of the system, the system becomes less predictable and more difficult to manage.” (chapter 1, P. 2) The assessment is: does the watch tell the right time, no it doesn’t. We must go back and look at the instructor, materials, environment and learner and see what went wrong and what can be modified to be assured the watch keeps time. When we check in with the learner and their watch is now keeping time we know they have been able to apply what has been taught this time around. With that being said, just because some of the learners are able to keep the right time that does not mean we should not check in with new learners in the future and make sure they too can keep the right time. Perhaps our learners have changed and we need to go back and tweak a component in the model. I know, a very simple example, but a straight forward one no doubt. In chapter one the authors talk about models that have been set up after much research, practice and revision, but they say these are just models. While tried and true and solid these models are a good place to begin, but when we become an experienced designer it is important to rearrange the scaffolding. “In the beginning trust the model, as you grow in experience trust yourself” (chapter 1, page 4) This really spoke to me! In all the work and hobbies I have done I began by doing what I was told and following the steps in specific order, when I became more proficient, I threw away the directions and using my prior knowledge I brought in my own experience, in this way the work is more pleasant for me and far more personal. When one is passionate and personal about their work it will speak to others more gently. “Practicing a discipline is different from emulating a model.” (The Art and Practice of the Learning Organization, Peter Senge (1990)) So why should we use the systems approach? The authors claim that because “the required focus, at the outset, on what learners are to be able to do when the instruction is concluded” (Chapter 1 p.8) is imperative to planning and creates more positive outcomes and planning is more clear and effective. The authors state that they believe the most important reason for the success of this approach is that once data is collected, if the instruction was a success it can be used “on multiple occasions with multiple learners.” (Chapter 1, p. 9) It is worth the instructors time to invest in the process because it can be used multiple times. Another reason the systems approach is successful is because the instructor does not wait until the end to analyze what the learner needs to know. They are constantly analyzing and then revising, if necessary, as the learner goes through the process. The system approach begins with what the learner will need to do or know in the end. The learner’s knowledge is constantly analyzed in order to make changes to the process as needed. A good practice to begin by deciding what the outcome will be and working from there. |
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