edtech 503 reading quiz

7/29/2019 EdTech 503 Reading Quiz

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EDTECH 503-4172

Reading QuizRon Gardiner


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Order of Postcards

3-4 History of ID

5-6 Definition of ID

7-8 Notion of "systems"

9-10 Use of models

11-12 Constructivism

13-14 Empiricism

15-16 Behaviorism

17-18 Info. Proc. Theory

19-20 Relate ID and EdTech

21 APA references

Word Cloud http://worditout.com/word-cloud/15874
http://worditout.com/word-cloud/15874http://worditout.com/word-cloud/15874http://worditout.com/word-cloud/15874http://worditout.com/word-cloud/15874http://worditout.com/word-cloud/15874


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History of ID

Born out of a need to provide servicemen effective and consistent training World War II, Instructional

Design had humble beginnings. After the war, the continued work to improve instruction produced

a framework for planning instruction that included analysis, design, and evaluation. Programmed

instruction, wrapped around the idea that learners would do well if training was presented in small

segments with frequent questions and immediate feedback grew out of these earlier works and is

considered to be a predecessor to the systems approach to teaching and learning. This systems

approach was the first to use data to validate the effectiveness of training/instruction. Later, when

a need was seen objectives to be included in classroom instruction this too was incorporated into

Instructional Design. In another iteration, the shift from norm to criterion-referenced testing

became evident. From these ideas numerous systematic design processes/models emerged.

When personal computers became available designers began looking at technology as a way to

deliver instruction. Technology continues to play a large role not only in the delivery of instruction,

but the management as well.

The image on the previous page is entitled "Grand Design" spiral Galaxy M81. I selected this image

because the spiraling arms come from a common center just as the many facets of Instructional

Design developed from a common idea.

http://www.flickr.com/photos/toptechwriter/522395769/
http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/


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ID Definition

Instructional Design is a process by which designers produce detailed and explicit plans of instruction

using sound educational theories and practices. This flexible process contains several key

elements: Analysis, strategy, and evaluation. In some instances Instructional design can be seen

in a linear fashion, in others a more fluid process takes precedence in which designers can move

easily between stages in the process as necessity dictates.

The Celtic knot with its interwoven strands depicts the many roads designers may take to produce aninstructional plan.

http://www.flickr.com/photos/bobleckridge/1036936682/in/photostream/lightbox/
http://www.flickr.com/photos/bobleckridge/1036936682/in/photostream/lightbox/http://www.flickr.com/photos/bobleckridge/1036936682/in/photostream/lightbox/http://www.flickr.com/photos/bobleckridge/1036936682/in/photostream/lightbox/


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Notion of systematic

The term systematic implies that a sound logical process or well-thought-out series of steps is used to

achieve a goal or solve a problem. Instructional designers use a systematic process to ensure all

critical components of the design process are addresses. Regardless if one is using the

Analysis, Strategy, and Evaluation process or A.D.D.I.E. (analysis, design, develop, implement,

and evaluate) to create a instructional program, critical thinking and logical processes help to

ensure success, and provide a template for repeated success.

I chose the bee dance to symbolize the systematic process. To an untrained eye, the bees appears to

be an unorganized cluster of insects with no goal in sight. Yet, the bees are transmitting

information so that behaviors can be replicated for the benefit of the hive. While to an untrained

eye, instructional design processes may also look like organized chaos, it too,has a systematic

framework that allows for communication so that the goal can be achieved.

http://farm4.staticflickr.com/3411/3504185568_411bb67a97_o.jpg
http://farm4.staticflickr.com/3411/3504185568_411bb67a97_o.jpghttp://farm4.staticflickr.com/3411/3504185568_411bb67a97_o.jpghttp://farm4.staticflickr.com/3411/3504185568_411bb67a97_o.jpg


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Use of models

Instructional design models provide the generic framework around which instructional products are

built, put into practice, and evaluated. Instead of femurs, tibias, and vertebrae, the bones of a

design model include data analysis, learning strategies, product development, implementation,

and assessment. Just as all humans possess the same type and number of bones, but every

person is a unique individual, so too designers can use the model to design and create many

different and effective products.

http://farm4.staticflickr.com/3053/3140104720_f4c17595ac_b.jpg
http://farm4.staticflickr.com/3053/3140104720_f4c17595ac_b.jpghttp://farm4.staticflickr.com/3053/3140104720_f4c17595ac_b.jpghttp://farm4.staticflickr.com/3053/3140104720_f4c17595ac_b.jpg


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ADDIE

ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. It is a generalized

term for an instructional design process which developed over time having no definite author.

(Molenda, 2004, p. 1). Its design processes are nonlinear and iterative, so designers can jump

between phases as necessary until the instructional design project meets satisfactory results

(Gustafson & Branch, 2002).

http://upload.wikimedia.org/wikipedia/commons/d/d3/ADDIE_Model_of_Design.jpg
http://upload.wikimedia.org/wikipedia/commons/d/d3/ADDIE_Model_of_Design.jpghttp://upload.wikimedia.org/wikipedia/commons/d/d3/ADDIE_Model_of_Design.jpghttp://upload.wikimedia.org/wikipedia/commons/d/d3/ADDIE_Model_of_Design.jpg


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Dick and Carey

A systems based approach to instructional design, this model was authored by Walter Dick and Lou

Carey in 1978. The ten steps break instruction down into small manageable segments that a

focus on teaching skills and knowledge in an environment in which the learner has the best

chance of acquiring the targeted skills ("Chapter 3: Instructional," 2004). The graphic on the

previous page depicts the iterative flow of the Dick and Carey model. Only identifying instructional

goals, analyzing learners and contexts, and evaluation do not have a direct link to revision. This

model can be used in a wide range of student-centered instructional applications (Qureshi, 2004).


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Kemp

Jerrold Kemp's design model contains nine design steps wrapped in layers of planning, revision,

formative and summative evaluation, and support services. Called a "holistic approach to

instructional design, the model takes into consideration nearly all factors in the learning

environment (Qureshi, 2004).

http://edutechwiki.unige.ch/mediawiki/images/a/a1/Kemp.jpg
http://edutechwiki.unige.ch/mediawiki/images/a/a1/Kemp.jpghttp://edutechwiki.unige.ch/mediawiki/images/a/a1/Kemp.jpghttp://edutechwiki.unige.ch/mediawiki/images/a/a1/Kemp.jpg


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ASSURE

Developed by Heinich, Molenda, Russell, and Smaldino, the six step ASSURE model is actually an

acronym for:

Analyze learners

State objectives

Select media and materials

Utilize media and materials

Require learner participation

Evaluate and revise

Media and materials takes two of the six steps, and one can see that there is an expectation of use of

technology to support this type of instruction. Teachers can easily relate to this model because it

is similar to teaching planning processes. (Gustafson & Branch, 2002).

Graphic created by Ron Gardiner using PowerPoint 2010


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PIE

Newby, Stepich, Lehman, and Russell described their PIE ( Plan, Implement, and Evaluate) as being

analogous to a cook using a recipe (Choi, 2007). Gustafson and Branch (2002) state that

instructional plans created using the PIE method are suited for classrooms in which one person or

a small group create and delivers the instruction. PIE relies heavily upon media and technology.

(Gustafson & Branch, 2002). In the planning phase, information about learners, content, and

setting is acquired. The implementation phase is when media, and methods are analyzed to

determine how computer technology can be incorporated. The evaluation phase examines both

learner performance and system data to in a continuous improvement process.


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Gerlach and Ely

Classroom teachers with little instructional design experience will find Gerlach and Ely's model

something they can identify with because of the similarity to how teachers create lesson plans

(Qureshi, 4004). Gustafson and Branch (2002) explain that one begins with two the

synchronous events, identifying content and objectives. Assessing learning behavior follows. An

integrated set of activities (determining strategies , organizing groups, allocating time and space,

and selecting resources) are dependent on each, and a change in one area has a ripple effect on

other areas The evaluation phase measure both student performance and their feelings about the

materials uses and instructional methods. Lastly, learner feedback about the effectiveness of thelesson, particularly objectives and teaching strategies, is analyzed in order to improve teh

instruction for future use (Gustafson & Branch, 2004).


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Constructivism

Constructivism stems from the rationalist philosophy that everyone makes, or constructs, his/her own

version of reality. The reputed father of constructivism, Jean Piaget is quoted as saying,"

Knowledge is not transmitted: it is constructed," (Smith & Ragan, 2005).

Smith & Ragan (2005) interpreted the assumptions of constructivism:

Knowledge is constructed from experience

Learning results from personal interpretation of knowledge

Learning is an active process in which meaning is developed on the basis of

experience. (p. 19).

The image of the young child playing with the blocks represents the constructivist belief. that learning

comes through experience, interpretation, and activity.

http://www.flickr.com/photos/mikecogh/5441826136/sizes/o/in/photostream/
http://www.flickr.com/photos/mikecogh/5441826136/sizes/o/in/photostream/http://www.flickr.com/photos/mikecogh/5441826136/sizes/o/in/photostream/http://www.flickr.com/photos/mikecogh/5441826136/sizes/o/in/photostream/http://www.flickr.com/photos/mikecogh/5441826136/sizes/o/in/photostream/


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Empiricism

According to Smith and Ragan (2005) knowledge is the result of sensory experiences as opposed to

mental experiences. While John Locke is often regarded as the primary empiricist philosopher, not

all subscribe to the tabula rasa (blank slate) theory (p. 22).

The Five Senses collage represents the belief that learn comes from sensory experiences.

http://www.flickr.com/photos/thenickster/3667839998/
http://www.flickr.com/photos/thenickster/3667839998/http://www.flickr.com/photos/thenickster/3667839998/http://www.flickr.com/photos/thenickster/3667839998/


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Behaviorism

Ivan Pavlov's classical conditioning experiments are the basis for the behaviorist movement. B.F.

Skinner's work on operant conditioning furthered the ideas that learning is the result of a stimulus-

response scenario. The writing of precise objectives can be traced to behaviorism. (Smith &

Ragan 2005)

The image of the cat on the dog's back shows what can be accomplished through training and

conditioning.

http://www.flickr.com/photos/abennett96/502205017/
http://www.flickr.com/photos/abennett96/502205017/http://www.flickr.com/photos/abennett96/502205017/http://www.flickr.com/photos/abennett96/502205017/http://www.flickr.com/photos/abennett96/502205017/


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Info. Proc. Theory

Information processing theorists recognize cognitive growth, development, and learning as changes

to the way the brain processes information (Smith & Ragan 2005).

Supporters of Piaget's stage theory of development use the term, "mental space, a concept similar to

working memory, which increased as children grew and developed (Smith & Ragan 2005)

An opposing viewpoint theorized that instead of the memory increasing, it becomes more efficient, this

able to do more work with the same memory size (Smith & Ragan 2005).

The graphic illustrates a human brain one hemisphere being cybernetic and the other biological. This

represents the opposing viewpoints about the information processing theory.

Photo by nerdabout http://www.flickr.com/photos/nerdabout/4174483544/
http://www.flickr.com/photos/nerdabout/http://www.flickr.com/photos/nerdabout/4174483544/http://www.flickr.com/photos/nerdabout/4174483544/http://www.flickr.com/photos/nerdabout/4174483544/http://www.flickr.com/photos/nerdabout/


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Relate ID & EdTech

Instructional design is the systematic and reflective process of developing a plan by which knowledge

is transmitted and learning takes place. While many instructional design models prefer the use of

technology, it is not a required tenant of all ID models.

Educational Technology should be integrated into the ID process. EdTech looks for the best

technology tools, strategies, and resources to make teaching and learning interesting, relevant,

and effective.

Like a coin with two faces, instructional design and educational technology rely upon each other toproduce the educational currency that provides the best environment and vehicle in which to fulfil

the ultimate goal of providing quality and meaningful learning experiences.

http://www.flickr.com/photos/krystalt/5243952050/sizes/l/in/photostream/
http://www.flickr.com/photos/krystalt/5243952050/sizes/l/in/photostream/http://www.flickr.com/photos/krystalt/5243952050/sizes/l/in/photostream/http://www.flickr.com/photos/krystalt/5243952050/sizes/l/in/photostream/


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APA references

Choi, A. (2007, May 3). Instructional development model critique. Welcome to Ahram's Wonderland. Retrieved February 9, 2013, from

http://ahram.myweb.uga.edu/IDmodelcrit.pdf

Arcs Motivation Model. (2002, November 11). Please note the change of address!. Retrieved February 9, 2013, from

http://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdf

Brake, K. (2008, July 16). Systematic process to industrial design part 1 of 3 [Video file]. Retrieved from

http://www.youtube.com/watch?v=jjqcJXuaG4U&feature=youtu.be

Chapter 3: Instructional design models. (n.d.). Department of Computer Science. Retrieved February 9, 2013, from

http://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/IDmodels.pdf

Dick, W., & Carey, L. (2003, December 3). The systematic design of instruction. Fischler School. Retrieved February 9, 2012, from

http://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdf

Gustafson, K., & Branch, R. (2002). Survey of instructional development models. (4th ed.). Syracuse: ERIC Clearinghouse on Information and

Technology. Retrieved from https://docs.google.com/a/u.boisestate.edu/file/d/0B9Vt447I3fc6aGpheTE4VFR1WXc/edit

Jclarkgardner (2011, September 25) The ADDIE analysis phase [Video file]. Retrieved from

http://www.youtube.com/watch?v=JZdv5lrJs4U&feature=youtu.be

Molenda, M. (2003). The addie model. Retrieved from http://www.indiana.edu/~molpage/The ADDIE Model_Encyclo.pdf

Qureshi, E. (2004). Instructional design models. Retrieved from http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm

Ryder, M. (n.d.). Instructional design models. Retrieved February 9, 2013, from http://carbon.ucdenver.edu/~mryder/itc/idmodels.html

Smith, P. L., & Ragan, T. J. (2005).Instructional design. (third ed.). John Wiley and sons, Inc.

Tan, C. (2006, August 8). Analysis of three instructional design models. Distance Education: Research on Current Issues &

Trends. Retrieved February 9, 2013, from http://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdf

Tsapatsoulis, N. (2005, April 11). Analysis and design of distance learning systems: Instructional Desigh models. Department

of Computer Science. Retrieved February 10, 2003, from

http://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdf
http://ahram.myweb.uga.edu/IDmodelcrit.pdfhttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://www.youtube.com/watch?v=jjqcJXuaG4U&feature=youtu.behttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/IDmodels.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttps://docs.google.com/a/u.boisestate.edu/file/d/0B9Vt447I3fc6aGpheTE4VFR1WXc/edithttp://www.youtube.com/watch?v=JZdv5lrJs4U&feature=youtu.http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htmhttp://carbon.ucdenver.edu/~mryder/itc/idmodels.htmlhttp://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdfhttp://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdfhttp://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdfhttp://carbon.ucdenver.edu/~mryder/itc/idmodels.htmlhttp://carbon.ucdenver.edu/~mryder/itc/idmodels.htmlhttp://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htmhttp://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htmhttp://www.youtube.com/watch?v=JZdv5lrJs4U&feature=youtu.https://docs.google.com/a/u.boisestate.edu/file/d/0B9Vt447I3fc6aGpheTE4VFR1WXc/edithttps://docs.google.com/a/u.boisestate.edu/file/d/0B9Vt447I3fc6aGpheTE4VFR1WXc/edithttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/IDmodels.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/IDmodels.pdfhttp://www.youtube.com/watch?v=jjqcJXuaG4U&feature=youtu.behttp://www.youtube.com/watch?v=jjqcJXuaG4U&feature=youtu.behttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://ahram.myweb.uga.edu/IDmodelcrit.pdfhttp://ahram.myweb.uga.edu/IDmodelcrit.pdf

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