EDD 8121 Advanced Instructional Design
Winter 2013
Yusra Visser, Ph.D.
A1: Summary Paper
Overview
Designing effective instruction for learners requires an understanding of the capabilities of the human brain. Instructional designers with background knowledge on learning theories that have demonstrated how learners process information during learning are able to design effective instruction (Morrison, Ross, Kalman, & Kemp, 2011). Cognitive Load Theory (CLT) is one-theory instructional designers consider during the design process. The purpose of this paper is to summarize and analyze the components of the human cognitive architecture, the different types of cognitive load, and element interactivity in relation to designing instruction.
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A2: Procedural vs. Declarative Learning
Abstract*
According to a recent report published by the Florida Department of Education (2011), less than 50% of graduating high school seniors were ready for college level mathematics courses. Educators and instructional designers need to consider ways to increase mathematical knowledge for students prior to graduating high school through designing effective and efficient instruction. The purpose of this paper is to describe the difference between and the importance of declarative and procedural learning in mathematics instruction, and to discuss Cognitive Load Theory and Cognitive Theory of Multimedia Learning as considerations for designing instruction for increasing student knowledge of mathematics.
*Submitting for Publication
Term Paper
Ill vs. Well-Structured Instruction: Instruction for Expert Learners
Two approaches educators can take when teaching content to their students are Ill-structured and well-structured instruction. Ill-structured instruction can take the form of discovery learning. Through discovery learning, students participate in unguided educational activities in which students must determine the expected outcomes of learning, independently, without instruction from a teacher (Alfieri, Brooks, Aldrich, & Tenenbaum, 2010). Well-structured instruction, on the other hand, is student learning that is, in some form, guided by a teacher (Mayer, 2004). A debate continues among researchers as to which type of instruction, ill-structured or well-structured instruction, is more effective and efficient for learning. Equally important, is which students benefit from ill-structured or well-structured instruction. The purpose of this paper is compare ill-structured and well-structured instruction, and to discuss the role of deliberate practice for expert performance and how it relates to Cognitive Load Theory when designing instruction for expert learners.
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Narrated Presentation with Articulate
Monarch Butterflies Module
A narrated learning module was designed using PowerPoint and produced using Articulate Presenter and Quizmaker.
This instruction was designed for upper elementary education students. The purpose of the lesson is to introduce students to Monarch butterflies. During the instructional module students learn about the physical characteristics, the life cycle, and defense mechanisms of Monarch butterflies. The material is presented with a balance of text and images to illustrate and reinforce the oral content of the narrated presentation.
The format of the Monarch butterfly presentation follows a systematic instructional design approach. To begin, the interest and attention of the learner is elicited. Prior to instruction beginning, the goals of the instruction are presented to the learners. Then, the content of the lesson is presented in a sequential manner following the stated objectives. Finally, to conclude the lesson, the information in the presentation is summarized.
In addition to the systematic instructional design of the lesson and based on a suggestion provided, an interactive built in quiz was embedded into the lesson in order to provide the learner with feedback on whether they have met the learning objectives of the instruction. The assignment did not require an assessment; however, it is important to include evaluation as part of the instructional design process.
This instruction was designed for upper elementary education students. The purpose of the lesson is to introduce students to Monarch butterflies. During the instructional module students learn about the physical characteristics, the life cycle, and defense mechanisms of Monarch butterflies. The material is presented with a balance of text and images to illustrate and reinforce the oral content of the narrated presentation.
The format of the Monarch butterfly presentation follows a systematic instructional design approach. To begin, the interest and attention of the learner is elicited. Prior to instruction beginning, the goals of the instruction are presented to the learners. Then, the content of the lesson is presented in a sequential manner following the stated objectives. Finally, to conclude the lesson, the information in the presentation is summarized.
In addition to the systematic instructional design of the lesson and based on a suggestion provided, an interactive built in quiz was embedded into the lesson in order to provide the learner with feedback on whether they have met the learning objectives of the instruction. The assignment did not require an assessment; however, it is important to include evaluation as part of the instructional design process.
