Initial Blog Post Two Instructional Design Theories Elaboration Theory Elaboration theory is a holistic, sequencing approach to instruction that assists the learner to organize information in ways that allow for building knowledge from simple to complex. This allows for a better understanding of information. Information is broken into chunks that allow for logical scoping and sequencing of learning episodes. Scoping is the breaking up of information into smaller pieces called learning episodes. Sequencing consists of the placing of these learning episodes in a logical order that enhances understanding by the learner. The theorist, Reigeluth, believes the sequencing is most impactful when there is a large amount of instructional material and when the components have a strong relationship, either historical, chronological, or hierarchical. The sequencing can be topical or spiral in nature. Topical sequencing comprises of thorough teaching of a topic prior to moving to another topic. Spiral sequencing is repeated teaching of a topic, but going into greater depth each time. The sequencing also depends on the type of expertise desired, either domain or task expertise. Domain expertise includes knowledge of theory and concepts from broad to narrow, while task expertise deals with skill mastery from simple to complex. Algo-Heuristic Theory Algo-heuristic theory was originally developed to decrease the time needed for training employees. It breaks down complex processes into simple step-by-step actions and thoughts. A flowchart or algorithm is created along with critical decision-making points. Novice learners use flowcharts to learn processes and rules. With repetition, the novice becomes proficient and able to apply the principles in different situations. The instructor uses guided discovery or expository teaching to help the learner develop the thought process needed for the system of action required to solve problems. Guided discovery is the performance of a task and then developing step-by-step instructions used to solve it. Expository teaching is providing the learner with the problem and the step-by-step instructions to solve it. Either way, practicing the steps until they are memorized is required. I use elaboration theory when I teach Pharmacology. Meds are taught by drug class with actions, side effects, and adverse reactions taught with each. This method chunks med information in a way that makes it easier to learn than any other way of teaching that I have tried. I use Algo-heuristic theory in teaching some complex skills. The students are given the step-by-step instructions and practice the skill until they no longer need to refer to the instructions. Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning
Elaboration Theory seems like an innate instructional design theory for nurses as it embraces Benner's novice-expert theory, or perhaps is human nature ("you have to walk before you can run"). One way we utilize this instructional design in our program is employing the spiral technique in curriculum. Diabetes is first introduced in adult I, further elaboration on care and co-morbidities of diabetic clients occurs in Adult II, and in critical care we address hyperglycemic crisis (like HHS and DKA). This allows the students to be exposed to the material multiple times and build progressively increase the difficulty level.
Benner, P. E. (2001). From novice to expert: Excellence and power in clinical nursing practice. Pearson.
I agree that we use the elaboration theory throughout life. Starting with baby steps and working up to the more difficult tasks. We could say that this is the theory that is utilized throughout a person's educational journey. We don't start out in our senior year of college, rather we start in kindergarten and work our way up through the ranks in school. In the nursing program, we require students to take anatomy and physiology prior to entering the professional program so the students will have that background to build on with disease processes. I do like how some schools have a pathophys course that is a prerequisite (not mine) that would just put another stepping stone in place prior to entering into the nursing program.
This system (Algo-Heuristic) reminds me of the "Preference Cards" used in Surgical Departments. index cards are created for every procedure that every surgeon is known to perform. On the card, is a step-by-step guide for acquiring equipment and supplies for a particular procedure. Virtually EVERYTHING that could possibly be needed in the room for the patient, the circulator, the scrub tech, and the surgeon is listed. The card even includes the preference of music to be played during the case. So, if a general surgeon performs 30 - 40 different procedures, he has a personal card for each. The cards are changed as the preferences change. Thus, a new employee could feasibly be on call for a physician and need to do an emergency appendectomy for Dr. Ego and could pull the appropriate card and conduct the case adequately and safely. This is practiced time and time again until the employee becomes adept at doing cases with each surgeon. A lot of material is there to learn, but it is learned a little at a time and in a simple step-by-step manner.
Becky, your example is a perfect example of how to increase intrapersonal relationship and customer satisfaction. Step by step instruction, in small clusters of info, help students learn complex material. When teaching nursing, I use the example of an orchestra. We teach woodwinds, percussion, and strings in individual components. At the end of the program the student should be able to hear the beautiful music of the orchestra as the pieces come together.
Instructional Design Theory #2. Beckie Yarger GARDNER’S MULTIPLE INTELLIGENCES THEORY
Gardner and Hatch (1989), proposed the theory of Multiple Intelligences and defined criteria for eight human intelligences. (1) Musical (2) Kinesthetic (3) Mathematical (4) Linguistic (5) Spatial (6) Interpersonal (7) Intrapersonal (8) Naturalistic
The Multiple Intelligences Theory proposes that there are more types of intelligence than the usually measured ability, achievement, and IQ tests. The theory identifies eight multiple intelligences and uses a four-step procedure to address these intelligences when creating instruction. Today, the bodily-kinetic, visual-spatial, and interpersonal intelligences may be even more evident due to students using technology and having interests in gaming. In order to address Gardner’s different intelligences, Gardner suggests the following procedure: Select powerful themes to teach in-depth. Use entry points to gain the students’ interest including: telling stories, using statistics, using works of art, having hands-on activities, or role playing. Provide examples, analogies, and metaphors to enhance understanding. Spend a significant amount of time on a subject and use multiple representations of the tope to address the various intelligences. Although the intelligences are anatomically separated from each other, they very rarely operate independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems. Teaching implications: The theory of Multiple Intelligences suggests that teachers should teach to a broader range of talents and skills. Another implication is that teachers should structure their presentations in a way to get the attention of most students. Many learning styles can be found within the classroom. Therefore, the instructor should strive to present teaching material in as many styles as possible. This instructional design theory could be utilized when working with diverse groups- teaching one topic to an entire group possibly made up of all different backgrounds. This design would make it easier to keep all the attendees more involved in learning. I can see this instructional design being used in a high school class in order to keep the attention of teen-agers. In order to teach ONE topic to a class, the instructor might use maps, pictures, games, videos, music or the combination of a variety of methods of teaching to several different learning styles. Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning
Reigeluth’s goal seems to have been to integrate everything known on learning and instruction – including behavioral, cognitive and humanistic. The Elaboration Theory organizes instruction so that the learner has some control of the learning. In Elaboration Theory, teaching should be completed in an organized, increasingly complex order for the best learning. Therefore, when teaching a procedure, the easiest version of the task is present first. Subsequent lessons add additional information until the full range of tasks has been taught. The key theme of the Elaboration Theory is that the learner needs to develop a meaningful context into which additional ideas and skills can be added. The sequence of instruction begins with the simple and works ever forward adding more complex ideas and skills. There are seven major components of the Elaboration Theory: (1) an elaborative sequence, (2) learning prerequisites, (3) summary, (4) synthesis, (5) analogies, (6) cognitive strategies, and (7) learner control.
(1) An Elaborative Sequence simple-to-complex sequence in which a basic understanding of the subject might be presented as a knowledge base. (2) A Learning Prerequisite consists of facts or ideas that MUST be learned before a given idea can be learned. (3) A summary is the systematic review of what has been learned thus far. (4) The Synthesis is the systematically integrate what facts or ideas have been taught in order to facilitate a deeper understanding of the topic. (5) An Analogy makes it easier for the student to understand because new ideas are related to familiar ideas. (6) Cognitive strategies encourage the student to create mental pictures of what is being taught. (7) Learner Control is the freedom of the learner to take control of the content to be learned, the rate at which it will be learned, and the ways in which the learner will interact with the instruction.
Once the elaborative sequence is developed, the lessons within each sequence are similarly presented in order. The rules for sequencing are simple: 1. Begin with the most familiar or organizing concepts. 2. Put supporting content immediately after the organizing information. 3. Place learning prerequisites before new content. 4. Group related concepts. 5. Teach principles before procedures.
These five rules are repeated a different levels. The main theme continues to be working from the simple to the more complex. Introduce new material in the order of familiarity. Try to help learners connect new information to material they already know.
Be sure learners know all they need to know before giving them new information. Teach basic principles before procedures that will make use of those principles.
The claim is that the Elaboration Theory approach will result in the formation of more stable cognitive structures and result in better retention. Elaborative Theory applies to the design of instruction for the cognitive domain and is suitable for use with the novice instructional designer. Limitations of this model include lack of attention to project management and implementation.
Having worked in the Operating Room and teaching new employees various procedures and policies for the different surgical specialties, I can see how the Elaboration Theory of Instructional Design could be used very successfully in the Surgical Department. It is vital to teach new employees in the surgery department the importance of sterile technique in the O.R. Most education in the O.R. begins with sterile technique instruction and builds from there.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.
Qureshi, E. (2004). Instructional design models. http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm
I am glad you brought up the "rules" for sequencing. They are very important to successful implementation of this theory. They eventually become something that you automatically use. Do you understand what occurs in each step?
Dr. Frutchey, I believe I understand what occurs in each step. Step 1. (the most familiar concepts) - might include what is already known that is related. Step 2. Might include using examples that elaborate as to "why" the content is being presented. It also might include how this knowledge will be utilized. Step. 3. This might include the student learning how to navigate around a website before trying to get them to actually use it...(?)... Step 4. this sounds simple, to me. I would imagine that related concepts would be 'organized' together in a logical order - making learning easier when the student can 'see' how information is connected to other information. Step 5. This would apply in a simulation lab. If students were to perform a procedure such as a Foley catheter, you might present a review of the urological A&P, and use diagrams to show WHERE the catheter should be placed and what the consequences are for misplacement and the rationale for placing the catheter... It would even be more important in the case of NG tubes, etc. I hope this is a logical description of rules.. I am fairly organized, or try to be, and I like the fact that this Design Theory specifies that there are 'RULES' for presenting everything in ORDER. Your thoughts?
Rules are very prescriptive. I think I like the word "steps" better and as familiarity increases steps lend themselves to the teaching of skills very well. Your description of scenario where this theory might be employed is very accurate and clear. I can see what you are doing in my minds eye. Good job.
After teaching for many years, I have used the elaboration theory as the basis for teaching first semester nursing students. The simple to complex sequencing allows for students with minimal to no experience to connect information together during the lessons and carry that information forward to the next, more complex lesson. This strategy helps the student support new ideas with previous knowledge.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.
Becky and Sheri, The elaboration theory is a great way to teach fundamental information. It is important for students to learn the fundamental components of each topic and form a baseline of understanding the component. Once there is a general understanding of a topic, the student can then start to gain a more complex understanding. It is important to have a solid foundation (Foundations class) before we advance to more complex issues (med-surge). I believe this is an example of the elaboration theory.
Staci - Great point about 'Foundations' followed by 'Med/Surg'. I compare that to the O.R. where Sterile Technique is taught FIRST and every other topic in the O.R. is built upon that. Good one on your part. Beckie
Gagne’s Nine Events of Instruction is one of the most popular instructional design theories that is used in the educational setting. It is based on nine sequential events that are used in instruction which are used in this sequence to assist with learning. These nine events are based on the external conditions of learning. Each of the events will be discussed with examples of how they could be utilized: 1) Gaining attention- this grabs the learner’s attention at the beginning of instruction. This could be accomplished with the use of audience response systems (ARS)- asking questions over material assigned to be read prior to class. 2) Informing the learner of the learning outcomes- this is to let the learner know the purpose of the instruction for the day. This could also be accomplished with the ARS- the questions posed to the learners would address the content to be covered. Or a list of objectives could be provided. 3) Stimulating recall of previous materials- reminder of information the learner has received previously (A&P content). Again the ARS could evaluate this and stimulate the recall. 4) Presentation of material- this is the “bones” of the teaching time. The content delivery needs to match the objectives and various forms of instruction need to be utilized to meet the diverse needs of the learners. This could be in the form of lecture with the use of power point slides, game playing, using activities to convey the content- case studies, brain mapping, etc. 5) Provision of learning guidance- this would include strategies to help the learner learn the material presented. This could be done with the use of questions posed with the ARS throughout the class time, games that ask questions, unfolding case studies, etc. The use of simulation would fall in this event. If it is skill teaching, demonstration of the skill would fall here. 6) Eliciting performance- this gives the learner the opportunity to check his understanding of the material presented. This could be done with questions or with activities encompassing the material. You could also have time set aside at the end of the class time for questions and clarification. Use of the ARS would be helpful here also. This event is another place that simulation fits in. Having the learner practice the skill if it is skill learning is another way to perform this event. 7) Providing feedback- provision of immediate feedback is how the learner is able to learn. With the use of games and activities or the ARS feedback to questions is given immediately and discussion of rationale would be paramount to learner understanding. Debriefing following simulation provides that feedback also. 8) Performance Assessment- this is the formal assessment of learning and comprehension. This would be done with examination or with skills check offs. 9) Enhancement of retention and transfer- this event is where the learner retains the information and gets it ingrained in him. This would be accomplished through simulation and clinical. These sequenced events can be rearranged or combined after one gets accustomed to using them. As you look at this, I am sure you will see that you already have used these nine events in the delivery of your material to students. I have used all of the events and it seems to work well with students. This type of instructional design can be used with beginning students all the way to last semester students.
Carie-You are correct in saying that once we look at this theory we can see that we utilize these nine events of instruction within our teaching. I believe we do this without thinking about the theory or the process. At least this is how I have done this instructional design theory. I look forward to utilizing this theory in greater depth and including more thought into the development. Thank you for sharing.
Well done with your discussion Carie! I like how Gagne’s Nine Events of Instruction enhances students' learning. Through my teaching experience, I used to use most of these events to keep the student engaged with the learning material. This instructional theory is helpful for both educators and students. Educators will be able to overcome the learning material and identify students’ learning needs and progress. On the other hand, students would be able to connect the previous information with the current information and learn through the real engagement with the class. I am planning to use this instructional design in depth with adult nursing class.
Excellent description of theory. As you said, we have all used it. The most difficult step is to "enhance retention and transfer". Any thoughts on how to accomplish this task effectively?
To enhance retention and transfer the information, educators should set their teaching and learning objectives, prepare themselves for the class, prepare class requirements, having sufficient time, having class evaluation tools, build a positive relationship with students, and identify students’ learning needs and styles. So, the educators will have the strengthening factors that help to succeed teaching and learning process.
2nd instructional design Flexibly Adaptive Instructional Design (FAID) is a design that is based on the basic principles of learning but is flexible and can be customized to the instructor and the student. This design has a problem based design to help the students with problem solving through collaboration and communication. There has been a software shell (Software Technology for Action and Reflection-STAR) that was developed to implement this design but it is not necessary for the implementation of the design. There are seven steps in the STAR software but instructors can work through those steps, or some of them, without the software. These steps will be discussed: 1) Look Ahead and Reflect Back- this step allows students to see what it is they are going to learn and looks at existing knowledge of the student. Utilizing and unfolding case study would work well with this design. Use of the ARS would facilitate this step. 2) The Challenges- this step is where the increasingly complex parts of the case study come into play. The student would build on past material and glean more information regarding the “patient” and start to make some diagnoses based on the information. 3) Generate Ideas- students will use the information they have received and make inferences to classmates and discuss their thought processes. This step utilizes collaboration and communication to help with the successful diagnosis of the “patient”. 4) Multiple Perspectives- this step would involve having speakers come in to speak with the class so that the students gain different perspectives of different experts to let them see things in a different light than they may have considered. The instructor could use videos of experts also. 5) Research and Revise- with all of the information the students have received, now they can research different sources to come up with a solution to the problem. It is in this step that the students may find evidence to change their initial solution. 6) Test Your Mettle- in this step the instructor reviews the progress of the students and provides feedback as to their progress. Collaboration with the instructor may help clear up and misconceptions or misunderstandings the student may have. 7) Go Public- this step is where the students can give presentations of their progress to the class. This would also assist the rest of the class with problem solving skills as discussion ensues after the presentation. This step fosters communication and collaboration. This type of instruction could be done as group work to help foster collaboration with others. This could also be done in an interdisciplinary collaborative way to allow students the ability to work with other healthcare students and learn communication skills while learning content. In our school, our pharmacology class collaborates with the pharmacy school in working through some scenarios that is beneficial to both schools. We have also worked collaboratively with many of our programs throughout campus and the community and state with our disaster drill. I believe that providing the students with a problem and having them work through that problem systematically provides the students great learning opportunities.
The Flexibly Adaptive Instructional Design theory reminds me, in some ways, of a Hospital Review Board. If you have ever sat in on this type of board at a hospital, the physicians of different specialties talk about one particular patient and examine what treatment/s are being used - what has been successful / what has not. They discuss what should or should have been done first, second and so on. It is a very interesting process to watch. The times I have had an opportunity to observe this type of meeting, there usually an agreement as to how to proceed with treatment. Many times, a new approach is suggested because of the input from various experts.
cGagne’s Nine Events of Instruction: Beckie Yarger
I was interested in Gagne’s nine events of instruction and liked his suggestion that during the very beginning of instruction, you might present startling statistics. This could consist of statistics that relate to WHY the topic is important and WHY the student needs to know this information. He referred to this ‘gaining attention’. I need to be better at this. We can’t just tap a pencil on a glass and tell the learner that it is time to learn something. Presenting startling facts or statistics would be a good attention-getter. I really plan to use this!!!
Ragan and Smith (1999) also proposes starting the instruction with a challenge or a problem in a novel way rather than or in addition to using startling statistics.
Gagne also reminds us to always match content to the objectives. We should pay heed to the written objectives and then focus our instruction in such a way that we clearly meet those objectives.
I liked the fact that Gagne says instructors should use the nine events very carefully at first and then, gradually begin to rearrange them or combine them with other parts of the nine events. Flexibility is good and can make classes more interesting.
Gagne’s instructional design theory is commonly used because it is easy to use in either face-to-face or online settings.
The 4C/ID model by van Merriënoer is described as a learning model that addresses learning materials that are presented in entirety as whole complex task instead of broken into small parts. This model encourages integration of the whole task made up of all its constituent parts requiring coordination of the complex task or skill. The constituent skills categorized as either non-recurrent or recurrent skills. Non-recurrent skills are described as “novel problems…guided by cognitive schemata” (Mastrian, McGonigle, Mahan, & Bixler, 2011, p. 106). The recurrent skills are then described as those necessary for standard problems managed by set rules.
This model is made up of 4 interrelated components that act as an outline, design, or scheme for instructional design. The 4 components are 1) learning tasks that utilize knowledge, skills, and attitudes that promote schematics for the non-recurrent skills as well as the rules for recurrent skills, 2) supportive information that focuses primarily problem solving related to the complex task, 3) procedural information which refers to step-by-step knowledge of rules that are prerequisite for performing the recurrent skills, and 4) part-task practice facilitates automation of recurrent skills when learning tasks have not been repeated sufficiently (Mastrian et al., 2011). Essentially, the 4C/ID model begins with simple but whole task with the four above mentioned components to facilitate learning and then progresses to more complex tasks. As the tasks become more complex they decrease in support. The benefit to this model is it is said to appeal and suit the learning style preferred by the neo-millennial student due to its approach which is looking at the bigger picture (Mastrian et al., 2011).
This approach to me is one that could easily be used in any simulation experience. In simulation students are often given unfolding case studies that progress from simple to complex and the instructor decreases coaching and support to facilitate complex problem solving.
Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Instruction design theories. In A. Sibley, P. Donnelly, R. Shuster, & A. Clerkin (Eds.), Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Publishers.
I agree with you that this approach could be used for simulation labs. I don't see myself being very adept at teaching a science topic such as A&P in this manner, but others could probably accomplish that. This model would see appropriate for the younger set of students possibly in a computer tech type of class. It reminds me of the way I learned to navigate around the internet when I first got a computer.
Janine- I like this model/theory for the simulation setting. Your description is perfect and I can apply this in my clinical simulation settings with the unfolding case studies. I appreciate you explaining this theory and I will keep you posted on how my experiment goes.
Instructional Design Theory Instructional Design (ISD) is a systematic process that contains many components: the learner, environment, teacher/facilitator, and materials (Dick, Carey, & Carey, 2005). An efficient ISD creates instruction that is efficient, engaging, and promotes learning. An Eclectic Approach is an instructional design that is used by many experienced instructors. In this model, one learning theory (and related teaching strategies) may be dominant. However multiple methodologies, teaching strategies, and theories are also implemented to support the flexibility needed to teach adult learners. In addition, situational needs often require multiple approaches to meet student learning outcomes/objectives. The content being taught can align with the instructional design theory when utilizing the Eclectic Approach. This allows the adult learner to have a variety of experiences and fosters full engagement in training programs (Sink, 2008). The learner-centered instructional design theory approach that highlights that learning is not a linear processes and focuses on the needs of the adult learner. According to Melsom (2010) “The model is nonlinear and encourages designers to make all decisions based upon learners’ characteristics” (p. 7). This model differs from traditional methodologies like ADDIE, and allows objectives to be addressed in an order based on the learners need. Changes can be met based on ongoing evaluation and feedback (Melsom, 2010).
Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction. Boston: Pearson/Allyn and Bacon. Melsom, D. A. (2010). The learner-centered instructional design model: A modified Delphi study. (Doctoral report). Retrieved from ProQuest Reports and Theses database. (UMI No. 3395096). Sink, D. L. (2008). Instructional design models and learning theories. In E. Biech (Ed.), ASTD Handbook for Workplace Learning Professionals (pp. 195-212), Baltimore, MA: American Society for Training & Development.
A new theory for discussion. Excellent. I agree we often use multiple design theories with one underlying theory creating the path. Vanessa, can you think of and describe a situation where you have done this?
The Elaboration theory by Charles Reigeluth is a derivative of the Cognitive Learning theory and the precepts of active learning principles. The strategies specific to Elaboration theory are scope and sequencing. Scope speaks to the “nature of the content” that needs teaching while sequencing speaks to ordering of how the content is taught (Mastrian, McGonigle, Mahan, & Bixler, 2011, p. 95).
For sequencing to make the most impact on teaching it is reported that two conditions must be in place 1) strong relationship between components that are termed as “historical, procedural, or hierarchical” and, 2) large amount of instruction requiring several hours to complete (p. 96).
Sequencing is said to be done on a continuum through one of two ways referred to as topical or spiral sequencing. Topical sequencing involves thoroughly and completely covering a topic or content before moving on to teach new content. Spiral sequencing is achieved by teaching basics first and then reiterating content again at a greater depth and repeating until goals are achieved.
Strategies are important before beginning sequencing. The type of expertise or outcome for learning must be established and can be either domain expertise or task expertise. The domain expertise can consists of conceptual elaboration sequencing, or theoretical elaboration sequencing. The task expertise calls for the “simplifying conditions method” when teaching. The simplifying conditions method begins with the “simplest real-world version” of a task progressing to mastery of the skill (p. 96).
The Elaboration theory is said to work best with moderate to complex content or content that is lengthy and large in nature. It was originally intended for linear learners but also noted to work well with gaming or virtual worlds and learning (Mastrian, 2011).
This is another theory that I believe works well with simulation of any type.
Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Instruction design theories. In A. Sibley, P. Donnelly, R. Shuster, & A. Clerkin (Eds.), Integrating technology in nursing education: Tools for the knowledge era (pp. 93-112). Sudbury, MA: Jones and Bartlett Publishers.
The elaborative theory. The elaborative theory is one of the instructional design theories that bases on the cognitive learning theory. It breaks down the difficult information to the easier understand and apply. So, the learner can learn difficult information easily by breaking down the whole elements into simple pieces. There are two concepts that help understanding the elaborative theory. 1-Scope: the scope considers the learning material and the ways of breaking down of a big bunch of information to smaller pieces. 2-Sequence: it considers grouping of the information so that help to understand the material in a logical manner. The learners connect between what they learned with the new information. The consequences could represent the strong historical, procedural, or hierarchical relationship, or when there is a huge number of information that need more hours and time to be delivered to the learners. The types of sequences bases on the types of expertise so, if the expertise is “domain expertise” the topic would be non-skill related. However, if the expertise is “task expertise” the learners master skills and the task begin with the simple steps to more difficult. This theory is more applicable in nursing education, and I used to teach based on the elaborative theory, and this theory will help me to master the instruction that enhance students’ learning. Furthermore, the task expertise is common applicable in fundamental of nursing when the students learn step by step the skill and move from the simple to the difficult. The multiple intelligence theory. The theorist Howard Gardner theorized that there was more than two intelligence that should be considered in instructional design. The first intelligence is the musical that relates to the ability of the learner to practice pitches, rhythm…etc. The second one is the bodily- kinesthetic which refers to the practice or hands-on materials. The third intelligence is the logical mathematic when the learner able to understand and manipulate numbers. The fourth intelligence is the verbal –linguistic which represents the ability of the learners to use verbal and written materials to learn. The fifth intelligence is the visual – special intelligence that represents visual learners who can understand from the picture. The sixth one is interpersonal which shows that the learners have the ability to understand others feeling, mode, and desire. The seventh intelligence is intrapersonal which shows the ability of the learners to understand and aware of their feeling. The last intelligence is the naturalistic when the learner can make the connection with nature. The multiple intelligence theory recommended the following instruction for the educators, the topic should have the criteria for the theory, use different teaching strategies such as games, case study, telling stories, and hand on activates, take the sufficient time and different presentations to facilitate variety of intelligence learning. Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.
Agree that there are more than two types of intelligence. This is why we have different learning styles because people do learn in different ways. The use of different teaching strategies in any setting is important to allow all learners the opportunity to understand and learn in the way that best suits them. I think that if we all thought the same, the world would be a very different place. There is a need for all of the different intelligence, and so there is a need for the different types of instructional design.
Serwan Bakey Initial Response: Instructional Design Theory (Part One) Mastrian, McGonigle, Mahan, and Bixler (2011) presented a significant concept about the difference between learning theories and instructional design theories and said, “the learning theories provide a description of how people learn, but they do not give specific method or strategies”, while, “instructional design theories are based on learning theories, and provide guidance on how to design or create the instruction to enhance learning” (p. 94). This concept really clarifies the difference between both types of aforementioned theories that learning theories describe how people learn and instructional design theories explain how to use the best way to enhance learning. But, both types of theories are interrelated with each other. The two instructional design theories that I prefer to use, as an educator in nursing, are the “Elaboration theory” and 4C/ID model”, which are more related to nursing education. Elaboration theory can be used effectively in education in which it helps learners form cognitive schema for better understanding of complex knowledge and practices through dividing these complex concepts to simple tasks and information. So, students can understand and use information successfully. Scope and sequence are two elements that should be available to use elaboration theory. Scope explains how a complex content should be separated into small and simple contents. Sequence in elaboration theory means how the small and simple contents should be prepared and used in logical order. In other words, it means how contents should be organized in a logical manner and sequence, and what content should be presented before the others. Educators use topical sequence to completely teach one topic before moving to another one; while, they can use spiral sequence to teach students the basics of different topics before giving them the detail concepts of each topic. Moreover, educators can use different types of sequence based on the type of expertise that they need to create in students, including domain expertise in which students become expertise in a specific part of knowledge through gaining knowledge from broader concept to narrower view, and task expertise in which students become experts in specific skills through gaining skills from simplest task to more complex skills. This theory is helpful for nursing education, especially in teaching psychomotor skills and controlling learners during teaching process. Reigeluth's elaboration theory assists students to learn and move from particular simple concepts to more complex concepts (Reigeluth & Carr-Chellman, 2009; Mergel, 1998). Tennyson (2010) said that “elaboration theory is a theory of instructional design aimed at telling people how to teach rather than focusing on why and how people learn. It is concerned with the structure and organization of instructional material (stimuli) rather than the material itself” (p. 8).
Serwan Bakey initial post (part 2) The 4C/ID model can be used by nurse educators to teach students complex tasks as a whole. It is different from the elaboration theory, which is used to divide complex topic to small parts. Constituent skills that learners can acquire through the use of 4C/ID model can be classified in to non-recurrent skills in which learners can use to solve novel problems, and recurrent skills in which learners can use to solve routine problems. Non-recurrent skills can be guided by cognitive skills; while, recurrent skills can be guided by sort of rules. The use of 4C/ID model helps to develop students’ competencies and apply problem solving approaches. The 4C/ID model helps students to learn new tasks through constructing cognitive schema; gain supportive information to be able to apply problem solving approach and critical reasoning; use step-by-step knowledge for better application of skills; and apply part-task practice for complex skills. This model can be used successfully when students gain a lot of information and skills to be able to deal with complex situations and real-life situations. Van Merriënboer and Kester (2008) said that “both novice and advanced learners achieved better whole task performance and better transfer performance if they received the 4C/ID whole-task training” (p. 453). In short, instructional design theories help in guiding the learning process to enhance learning. Different theories can be used and applied based on the learning environment. Elaboration theory can be applied in education for early stage students who have limited information, knowledge base, and skills; while 4C/ID model can be used for more developed students in their progressed years of education. References: Mastrian, K., McGonigle, D., Mahan, W., & Bixler, B. (2011). Integrating Technology in Nursing Education: Tools for the Knowledge Era. Jones & Bartlett Learning. Mergel, B. (1998). Instructional design and learning theory. Retrieved January,4, 2010. Retrieved from http://principals.in/uploads/pdf/CurriculumDesignPlanning/10.1.1.135.5780[1].pdf Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional Design Theories and Models Volume III Building a common knowledge base. New York and London. Tennyson, R. D. (2010). Historical reflection on learning theories and instructional design. Contemporary Educational Technology, 2010, 1 (1), 1-16.[ELECTRONIC VERSION]. Retrieved on May 15, 2011 from http://cedtech. net/articles/11/111. pdf. Van Merriënboer, J. J., & Kester, L. (2008). Whole-task models in education.Handbook of research on educational communications and technology, 3, 441-456. Retrieved from http://itforum.coe.uga.edu/paper118/Chapter35Handbook.pdf
Initial post for instructional design-Angela Martindale: Flexibility Adaptive Instructional Design (FAID) theory is one of my favorite theories to apply in my community clinical course that involves a large group project. In FAID, the principles are based on the principles of learning but are flexible to the needs of the learner and focuses on leading students into a deeper understanding of the subject matter all while encouraging problem solving, collaboration, and communication (Mastrian, McGonigle, Mahan, Bixler, 2011). This is applicable to my community course when they go out to a community health setting such as the community clinic in an impoverished part of the city, do a needs assessment by interviewing clients/patients, collect data, and work as a team to provide an intervention, and then present the project to the community, faculty, and peers. The students are engaged during this learning process and usually ends up being an eye-opening project that the students enjoy-or at least they say so on their evaluations. In addition to the FAID theory there is a seven-step implementation process: (1) Look ahead and reflect back, (2) challenges, (3) generate ideas, (4) multiple perspectives, (5) research and revise, (6) test your mettle, (7) go public (Mastrian, McGonigle, Mahan, Bixler, 2011). These steps are mapped for the students in the form of a rubric and the students turn in the assignments in stages so that each step is utilized throughout the semester.
Self-Directed Learning (SDL) is my second theory also grounded in constructivist learning theory. SDL in an adult learning concept where the learning requires the student to build on past experiences and content and make these relevant to new learning and the faculty guides the students toward the best resources for gaining knowledge (Bonnel & Smith, 2010). My experience with teaching non-traditional students, juniors and seniors in a traditional program, teaching in an online environment, and tutoring students through my business has given me the opportunity to utilize this theory frequently. SDL is not an easy way out for an instructor nor is it putting all of the learning off on the student, this is more of a guidance role of the faculty including learning assessments, benchmarking, and empowerment (Bonnel & Smith, 2010). The faculty guides students into the students’ individual learning style and basically sets the student up for a life-long learning and sustaining approach. The way I begin is with an assessment of the student learning styles and sometimes even a survey about their current knowledge during the first day of class (no going over a syllabus). Based on the survey information then the syllabus is finished (usually not until the 2nd class period) so that benchmarking can be assessed through the course (objectives-outcomes). By the end of the course students have met the objectives and are more confident in applying their experience to future learning.
Mastrian, K., McGonigle, D., Mahan, W., & Bixler, B. (2011). Integrating Technology in Nursing Education: Tools for the Knowledge Era. Jones & Bartlett Learning.
Bonnel, W. E., & Smith, K. V. (2010). Teaching technologies in nursing and the health professions: Beyond simulation and online courses. Springer Publishing.
Bonnel, (2010), elaborates on Self-Directed Learning (SDL), and points out that one of the ways to promote SDL is by providing online calendars with assignment dates in order for the students to plot out their timelines. Another way is to provide students with the choice of assignments from a list of options that meet the course objectives. Does this possibly remind you of our syllabus? It does me. We have assignments with due dates clearly stated. This gives me the ability to plan out how and when I will accomplish each assignment within the instructor's guidelines. We also have an option to pick form various projects that will meet the course objectives. I like having everything lined out like this and having options from which to choose.
Bonnel, W.E., & Smith, K.V. (2010). Teaching technologies in nursing and the health professions: Beyond simulation and online courses. New York, NY: Springer.
Angela, You chose really effective leaning theory. The use of flexibly adaptive instructional design promotes the collaboration among educators, students, and community members, which helps in adapting the educational methodology, learning environment, and other situations to facilitate the development of students’ knowledge, engagement, and even skills (Schwartz, Lin, Brophy, & Bransford, 2013). Moreover, Instructional Design Organization (2013) mentioned that “the theory also asserts that effective learning is context-dependent” (para. 2). This explains that it is essential to modify, adapt, and change the teaching and learning methods based on the context and needs of learners, and this will lead to better learning outcomes. Loyens, Magda, and Rikers (2008) presented a clear definition of the self-directed learning theory, which is “the preparedness of a student to engage in learning activities defined by him- or herself, rather than by a teacher” (p. 416). The SDL theory is fit with adult learners, who can lead their learning process, and this theory helps in improving their problem solving capabilities, which is an essential skill that nursing students have to develop to be more competent in their work. References: Instructional Design Organization. (2013). Cognitive flexibility theory (spiro, feltovitch & coulson). Retrieved from http://www.instructionaldesign.org/theories/cognitive-flexibility.html Loyens, S. M., Magda, J., & Rikers, R. M. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning.Educational Psychology Review, 20(4), 411-427. Schwartz, D., Lin, X., Brophy, S., & Bransford, J. (2013). Toward the development of flexibly adaptive instructional designs. In C. Reigeluth (Ed.). Instructional-design Theories and Models: A New Paradigm of Instructional Theory. (Vol. 2). Routledge.
Angela- I agree that: Flexibility Adaptive Instructional Design (FAID) theory could be a suitable learning process for community course. The FAID theory is to teach a deep understanding of disciplines which promote problem skills by more open-ended project-based learning. I think I can apply this theory in my clinical teaching. On the other hand, self- directed learning, a basic concept, aim to form self-directed skills of learners. I agree with you, it’s not an easy way for teachers to force their students individually through learning activities. In my country: Thailand, SDL is used as a one criteria to measure a quality assurance of education.
Unit II Blog: Instructional Design Theories #1 Elaboration Theory Reigeluth’s elaboration theory is based in the cognitive learning domain. It is a holistic methodology of selecting and sequencing information. The theory is centered on two concepts, scope and sequence. Scope refers to the material to be taught and how it will be separated in smaller pieces of content. Sequence is how the content will be organized for delivery of the material. Topical sequencing involves organizing the material of a single topic and focusing on the topic until effective teaching of the topic is completed. On the other hand, spiral sequencing involves starting with the bigger picture and moving toward a deeper understanding of the topic. There are two types of sequencing. The first type is domain expertise. Domain expertise occurs when the learner is not trying to master a certain skill, but become an expert in a field or subject. Within the domain expertise there is conceptual elaboration sequence and theoretical elaboration sequencing. The second type of sequencing is the task expertise. With task expertise the learner masters a skill. When task expertise is the objective, simplifying conditions method is utilized and starts with simple and advanced to complex. Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning. # 2 Flexibility Adaptive Instructional Design (FAID) Schwartz, Lin, Brophy, and Bransford’s FAID theory is grounded in constructivist learning theory. Based on basic principles of learning, FAID is flexible enough to adapt to the teacher’s or the learner’s needs. FAID is centered on an anchor (case study, simulation, or problem situation) and requires learners to explore the situation in order to gain a deeper understanding of the material. The concept of FAID resembles critical thinking. The goal of FAID is to promote a deep a deeper understanding of a subject through problem-solving, collaboration, and communication. Problem-based learning and project-based learning are key elements in this theory. Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.
The Elaboration and Flexibility Adaptive Instructional Design (FAID) theories (Mastrian, McGonigle, Mahan, & Bixler, 2011) are both theories I believe we use in nursing education. When students begin nursing school they begin their basic courses along with skills lab. They learn new skills and begin to master those skills as they progress. They also begin assimilation into our nursing culture and learn new knowledge along with attitudes. As they progress from junior to senior year, the classes become more complex. The teaching techniques from the FAID theory of simulation, case study, and problem solving are taught at both levels and progress in content and complexity. I see both of these theories as necessary to teaching the nursing process and also accomplishing acculturation into our profession.
Your synthesis of the two theories has been helpful to my understanding. I have experienced teaching and learning with both of these theories. I am happy to add them both to my toolbox for teaching.
Oops, forgot to include my reference, please see below:
Mastrian, K. G., McGonigle, Mahan, & Bixler (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Publishers
I love this instructional design theory and think it acknowledges that each student has individual needs and that as they grow in nursing (Benners' novice to expert) their needs change. Foundation students often need a different instructional approach than Critical Care students. The FAID theory would allow for educators to assess the needs of students and tailor teaching strategies. For example- I currently have two clinical groups of students (one on Thursdays and one Fridays). Although all the students are at the same point in the nursing program, they have very different educational needs. I cannot teach my Thursday group who have a very strong foundation, the exact same way as I teach my Friday group (or vice-versa). This would be boring for the Thursday group or overwhelming for the Friday group!
Mastrian, K. G., McGonigle, Mahan, & Bixler (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Publishers
Wonderful points you make Vanessa and I appreciate how you've connected Benner's novice to expert nursing theory. As I was reading about these theories it also made me think about Bloom's Taxonomy and how we try to design outcomes that are level appropriate.
Unit 2 – Theory and Instructional Design - Beckie Yarger
Instructional design theories are the purposeful and systematic planning of a course or its components. The process begins with deciding what it is you want the learner to learn (learning objectives). The design is based using research that shows the most effective way to present material so that students can learn. (FSU, 2015).
Learning Theories are different from Instructional Design in that they take into consideration the WAY that human beings LEARN. There are many diverse ways that people learn. Behaviorism implies that the external environment is the only important part of learning. Cognitive learning involves learning that takes place when things are learned ‘on the job’ or as they happen. The learner links old knowledge with new. Concept maps can be used for cognitive learning (FSU, 2015).
The Five Steps of Instructional Design. 1. Analysis – information about information to be presented (content) 2. Design – objectives are determined, assessment tools are created, and strategies for delivering the content are formed 3. Development – Instruction is created and activities for promotion of the content are determined 4. Implementation – The instruction is delivered to the proper audience with any needed support 5. Evaluation – Formative and summative evaluations take place to grade the effectiveness of the instruction The most commonly used media used in instructional design are 1. Text – usually, the most professional way to deliver instructional material in an educational setting 2. Graphics – This is a good way to present a topic to the viewer in a way that will increase their retention of the subject matter 3. Animation – can be helpful if you are trying to teach a physical skill. 4. Audio – Visuals may be enhanced by auditory cues. (like a whistle with a locomotive). 5. Video – This is desired when you need to show realistic motion, provide an accurate representation of something, or show human interaction.
(FSU). Retrieved from Ferris State University, 2015. www.Ferris.edu
Mastrian, K.G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating itechnology in nursing education: Tools for the knowledge era. Sudbury, MA.: Jones and Bartlett.
Beckie- your description is perfect that inform the five steps of instructional design and media used instructional design. It can be applied to doing our projects in this course.
Initial Blog Post Two Instructional Design Theories 1. Elaboration theory Elaboration theory is an instructional model which create connection of information to be learned with information that students already know. There are two concepts of scoping and sequencing . Scope speaks to the “nature of the content” that needs teaching while sequencing speaks to ordering of how the content is taught (Mastrian, McGonigle, Mahan, & Bixler, 2011, p. 95). A key idea of elaboration theory is that the learner needs to develop a meaningful context into which subsequent ideas and skills can be assimilated. Elaboration theory proposes seven major strategy components: (1) an elaborative sequence, (2) learning prerequisite sequences, (3) summary, (4) synthesis, (5) analogies, (6) cognitive strategies, and (7) learner control. The elaborative sequence is defined as a simple to complex sequence in which the first lesson epitomizes summarize or abstract the ideas and skills that follow. Epitomizing should be done on the basis of a single type of content, although two or more types may be elaborated simultaneously, and should involve the learning of just a few fundamental or representative ideas or skills at the application level. (http://www.instructionaldesign.org/theories/elaboration-theory.html) Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett learning.
2.Gagne’s Nine Events of Instruction Gagne’s Nine Events of Instruction is known as the condition of learning. Gagne identified five learning outcomes : verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Furthermore, Gagne created nine sequential events of instruction which is a guideline of an effective learning process. 1.Gain attention (reception) – present a story, problem, or a new situation that will grab the learners' attention 2. Inform learners of objectives (expectancy) - this allows the learners to organize their thoughts on what they will learn and perform. 3. Stimulating recall of prior learning (retrieval) – ask for recall previous knowledge or skill 4. Presenting the stimulus (selective perception) –display the content with distinctive features. 5. Providing learning guidance (semantic encoding) – suggest a meaningful organization. 6. Eliciting performance (responding) –ask learner to perform. 7. Providing feedback (reinforcement) – give informative feedback. 8. Assessing performance (retrieval) –require additional learner performance with feedback. 9. Enhancing retention and transfer (generalization) – provide varied practice and spaced review. Although, Gagne believes that most of lessons should follow the sequence of event ,he recognized this order did not absolute. These nine events are based on the external conditions of learning (Driscoll, M. P,2000) Driscoll, M. P. (2000) Psychology of Learning Insrtuction. Retrive from http://ocw.metu.edu.tr/pluginfile.php/9013/mod_resource/content/1/driscoll-ch10%20(1).pdf Retrive from :http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
Unit II Instructional Design Theories In education, specifically in nursing education, there are many different theories and facts related to the teaching process that would be important in advancing the teaching methods, nursing educator should be able to choose one or more theories that he/she sees it convenient. In fact, the learning theories are providing us with a positive impact in teaching process, and many elements available to understand theories of learning, but we should define learning before intrusion to the theories and it is roles in teaching methods; accordingly to Shull “Learning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (Peggy and Newby 2013). So, for making this possible teacher might use the elaboration theory of instructional design, which is a holistic approach to sequence the details and information, and that might best fit the teaching process. All theories of instructional design are processed through detailed experiments that found effective and providing information in a simple way to enrich and to feed the students and the learner’s objectives. Increasingly important, elaboration theory is considered one of the instructional theories that provides knowledge in sequence, which is based on a sequencing strategies, from simple to more complex information, as stated by Mastrian, “ In elaboration theory, topics and tasks are broken up into chunks of information as well as simplified into less-complicated, real-world versions that the learner can understand (Mastrian, et al. 2011:95). Consequently, enhancing ideas and teaching targeted facts are happening through more given details that might includes more duties in simple way at the beginning and then to more complex way, this is what called sequential steps to reach the goal. The field of instructional science is concerned with understanding and improving the methods of instruction so as to make more effective, more efficient, and more appealing.
References: Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning. Peggy A. Ertmer, and Newby J. Timothy.(2013), "Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective." Performance Improvement Quarterly, 26(2), 43-71.
Initial Blog Post
ReplyDeleteTwo Instructional Design Theories
Elaboration Theory
Elaboration theory is a holistic, sequencing approach to instruction that assists the learner to organize information in ways that allow for building knowledge from simple to complex. This allows for a better understanding of information. Information is broken into chunks that allow for logical scoping and sequencing of learning episodes. Scoping is the breaking up of information into smaller pieces called learning episodes. Sequencing consists of the placing of these learning episodes in a logical order that enhances understanding by the learner. The theorist, Reigeluth, believes the sequencing is most impactful when there is a large amount of instructional material and when the components have a strong relationship, either historical, chronological, or hierarchical. The sequencing can be topical or spiral in nature. Topical sequencing comprises of thorough teaching of a topic prior to moving to another topic. Spiral sequencing is repeated teaching of a topic, but going into greater depth each time. The sequencing also depends on the type of expertise desired, either domain or task expertise. Domain expertise includes knowledge of theory and concepts from broad to narrow, while task expertise deals with skill mastery from simple to complex.
Algo-Heuristic Theory
Algo-heuristic theory was originally developed to decrease the time needed for training employees. It breaks down complex processes into simple step-by-step actions and thoughts. A flowchart or algorithm is created along with critical decision-making points. Novice learners use flowcharts to learn processes and rules. With repetition, the novice becomes proficient and able to apply the principles in different situations. The instructor uses guided discovery or expository teaching to help the learner develop the thought process needed for the system of action required to solve problems. Guided discovery is the performance of a task and then developing step-by-step instructions used to solve it. Expository teaching is providing the learner with the problem and the step-by-step instructions to solve it. Either way, practicing the steps until they are memorized is required.
I use elaboration theory when I teach Pharmacology. Meds are taught by drug class with actions, side effects, and adverse reactions taught with each. This method chunks med information in a way that makes it easier to learn than any other way of teaching that I have tried. I use Algo-heuristic theory in teaching some complex skills. The students are given the step-by-step instructions and practice the skill until they no longer need to refer to the instructions.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in
nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning
Sheri,
DeleteElaboration Theory seems like an innate instructional design theory for nurses as it embraces Benner's novice-expert theory, or perhaps is human nature ("you have to walk before you can run"). One way we utilize this instructional design in our program is employing the spiral technique in curriculum. Diabetes is first introduced in adult I, further elaboration on care and co-morbidities of diabetic clients occurs in Adult II, and in critical care we address hyperglycemic crisis (like HHS and DKA). This allows the students to be exposed to the material multiple times and build progressively increase the difficulty level.
Benner, P. E. (2001). From novice to expert: Excellence and power in clinical nursing practice. Pearson.
I agree that we use the elaboration theory throughout life. Starting with baby steps and working up to the more difficult tasks. We could say that this is the theory that is utilized throughout a person's educational journey. We don't start out in our senior year of college, rather we start in kindergarten and work our way up through the ranks in school. In the nursing program, we require students to take anatomy and physiology prior to entering the professional program so the students will have that background to build on with disease processes. I do like how some schools have a pathophys course that is a prerequisite (not mine) that would just put another stepping stone in place prior to entering into the nursing program.
DeleteIt is important to note that elaboration theory always starts broad and narrows down to more specific content, concepts, and ideas.
DeleteThis system (Algo-Heuristic) reminds me of the "Preference Cards" used in Surgical Departments. index cards are created for every procedure that every surgeon is known to perform. On the card, is a step-by-step guide for acquiring equipment and supplies for a particular procedure. Virtually EVERYTHING that could possibly be needed in the room for the patient, the circulator, the scrub tech, and the surgeon is listed. The card even includes the preference of music to be played during the case. So, if a general surgeon performs 30 - 40 different procedures, he has a personal card for each. The cards are changed as the preferences change. Thus, a new employee could feasibly be on call for a physician and need to do an emergency appendectomy for Dr. Ego and could pull the appropriate card and conduct the case adequately and safely. This is practiced time and time again until the employee becomes adept at doing cases with each surgeon. A lot of material is there to learn, but it is learned a little at a time and in a simple step-by-step manner.
ReplyDeleteBecky, your example is a perfect example of how to increase intrapersonal relationship and customer satisfaction. Step by step instruction, in small clusters of info, help students learn complex material. When teaching nursing, I use the example of an orchestra. We teach woodwinds, percussion, and strings in individual components. At the end of the program the student should be able to hear the beautiful music of the orchestra as the pieces come together.
DeleteInstructional Design Theory #2. Beckie Yarger
ReplyDeleteGARDNER’S MULTIPLE INTELLIGENCES THEORY
Gardner and Hatch (1989), proposed the theory of Multiple Intelligences and defined criteria for eight human intelligences.
(1) Musical
(2) Kinesthetic
(3) Mathematical
(4) Linguistic
(5) Spatial
(6) Interpersonal
(7) Intrapersonal
(8) Naturalistic
The Multiple Intelligences Theory proposes that there are more types of intelligence than the usually measured ability, achievement, and IQ tests. The theory identifies eight multiple intelligences and uses a four-step procedure to address these intelligences when creating instruction.
Today, the bodily-kinetic, visual-spatial, and interpersonal intelligences may be even more evident due to students using technology and having interests in gaming.
In order to address Gardner’s different intelligences, Gardner suggests the following procedure:
Select powerful themes to teach in-depth.
Use entry points to gain the students’ interest including: telling stories, using statistics, using works of art, having hands-on activities, or role playing.
Provide examples, analogies, and metaphors to enhance understanding.
Spend a significant amount of time on a subject and use multiple representations of the tope to address the various intelligences.
Although the intelligences are anatomically separated from each other, they very rarely operate independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems.
Teaching implications: The theory of Multiple Intelligences suggests that teachers should teach to a broader range of talents and skills. Another implication is that teachers should structure their presentations in a way to get the attention of most students. Many learning styles can be found within the classroom. Therefore, the instructor should strive to present teaching material in as many styles as possible.
This instructional design theory could be utilized when working with diverse groups- teaching one topic to an entire group possibly made up of all different backgrounds. This design would make it easier to keep all the attendees more involved in learning.
I can see this instructional design being used in a high school class in order to keep the attention of teen-agers. In order to teach ONE topic to a class, the instructor might use maps, pictures, games, videos, music or the combination of a variety of methods of teaching to several different learning styles.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning
http://www.thomas.armstrong.com/Multiple intelligences.htm.
Instructional Design Theory #1. Beckie Yarger
ReplyDeleteREIGELUTH’S ELABORATION THEORY
Reigeluth’s goal seems to have been to integrate everything known on learning and instruction – including behavioral, cognitive and humanistic. The Elaboration Theory organizes instruction so that the learner has some control of the learning.
In Elaboration Theory, teaching should be completed in an organized, increasingly complex order for the best learning. Therefore, when teaching a procedure, the easiest version of the task is present first. Subsequent lessons add additional information until the full range of tasks has been taught. The key theme of the Elaboration Theory is that the learner needs to develop a meaningful context into which additional ideas and skills can be added.
The sequence of instruction begins with the simple and works ever forward adding more complex ideas and skills.
There are seven major components of the Elaboration Theory: (1) an elaborative sequence, (2) learning prerequisites, (3) summary, (4) synthesis, (5) analogies, (6) cognitive strategies, and (7) learner control.
(1) An Elaborative Sequence simple-to-complex sequence in which a basic understanding of the subject might be presented as a knowledge base.
(2) A Learning Prerequisite consists of facts or ideas that MUST be learned before a given idea can be learned.
(3) A summary is the systematic review of what has been learned thus far.
(4) The Synthesis is the systematically integrate what facts or ideas have been taught in order to facilitate a deeper understanding of the topic.
(5) An Analogy makes it easier for the student to understand because new ideas are related to familiar ideas.
(6) Cognitive strategies encourage the student to create mental pictures of what is being taught.
(7) Learner Control is the freedom of the learner to take control of the content to be learned, the rate at which it will be learned, and the ways in which the learner will interact with the instruction.
Once the elaborative sequence is developed, the lessons within each sequence are similarly presented in order. The rules for sequencing are simple:
1. Begin with the most familiar or organizing concepts.
2. Put supporting content immediately after the organizing information.
3. Place learning prerequisites before new content.
4. Group related concepts.
5. Teach principles before procedures.
These five rules are repeated a different levels. The main theme continues to be working from the simple to the more complex. Introduce new material in the order of familiarity. Try to help learners connect new information to material they already know.
Be sure learners know all they need to know before giving them new information. Teach basic principles before procedures that will make use of those principles.
The claim is that the Elaboration Theory approach will result in the formation of more stable cognitive structures and result in better retention.
Elaborative Theory applies to the design of instruction for the cognitive domain and is suitable for use with the novice instructional designer. Limitations of this model include lack of attention to project management and implementation.
Having worked in the Operating Room and teaching new employees various procedures and policies for the different surgical specialties, I can see how the Elaboration Theory of Instructional Design could be used very successfully in the Surgical Department. It is vital to teach new employees in the surgery department the importance of sterile technique in the O.R. Most education in the O.R. begins with sterile technique instruction and builds from there.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating
technology in nursing education: Tools for the knowledge era. Sudbury, MA:
Jones and Bartlett Learning.
Qureshi, E. (2004). Instructional design models.
http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm
I am glad you brought up the "rules" for sequencing. They are very important to successful implementation of this theory. They eventually become something that you automatically use. Do you understand what occurs in each step?
DeleteDr. Frutchey, I believe I understand what occurs in each step. Step 1. (the most familiar concepts) - might include what is already known that is related. Step 2. Might include using examples that elaborate as to "why" the content is being presented. It also might include how this knowledge will be utilized. Step. 3. This might include the student learning how to navigate around a website before trying to get them to actually use it...(?)... Step 4. this sounds simple, to me. I would imagine that related concepts would be 'organized' together in a logical order - making learning easier when the student can 'see' how information is connected to other information. Step 5. This would apply in a simulation lab. If students were to perform a procedure such as a Foley catheter, you might present a review of the urological A&P, and use diagrams to show WHERE the catheter should be placed and what the consequences are for misplacement and the rationale for placing the catheter... It would even be more important in the case of NG tubes, etc. I hope this is a logical description of rules.. I am fairly organized, or try to be, and I like the fact that this Design Theory specifies that there are 'RULES' for presenting everything in ORDER. Your thoughts?
DeleteRules are very prescriptive. I think I like the word "steps" better and as familiarity increases steps lend themselves to the teaching of skills very well. Your description of scenario where this theory might be employed is very accurate and clear. I can see what you are doing in my minds eye. Good job.
DeleteAfter teaching for many years, I have used the elaboration theory as the basis for teaching first semester nursing students. The simple to complex sequencing allows for students with minimal to no experience to connect information together during the lessons and carry that information forward to the next, more complex lesson. This strategy helps the student support new ideas with previous knowledge.
ReplyDeleteMastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating
technology in nursing education: Tools for the knowledge era. Sudbury, MA:
Jones and Bartlett Learning.
Becky and Sheri,
DeleteThe elaboration theory is a great way to teach fundamental information. It is important for students to learn the fundamental components of each topic and form a baseline of understanding the component. Once there is a general understanding of a topic, the student can then start to gain a more complex understanding. It is important to have a solid foundation (Foundations class) before we advance to more complex issues (med-surge). I believe this is an example of the elaboration theory.
Staci - Great point about 'Foundations' followed by 'Med/Surg'. I compare that to the O.R. where Sterile Technique is taught FIRST and every other topic in the O.R. is built upon that. Good one on your part. Beckie
DeleteGagne’s Nine Events of Instruction is one of the most popular instructional design theories that is used in the educational setting. It is based on nine sequential events that are used in instruction which are used in this sequence to assist with learning. These nine events are based on the external conditions of learning. Each of the events will be discussed with examples of how they could be utilized:
ReplyDelete1) Gaining attention- this grabs the learner’s attention at the beginning of instruction. This could be accomplished with the use of audience response systems (ARS)- asking questions over material assigned to be read prior to class.
2) Informing the learner of the learning outcomes- this is to let the learner know the purpose of the instruction for the day. This could also be accomplished with the ARS- the questions posed to the learners would address the content to be covered. Or a list of objectives could be provided.
3) Stimulating recall of previous materials- reminder of information the learner has received previously (A&P content). Again the ARS could evaluate this and stimulate the recall.
4) Presentation of material- this is the “bones” of the teaching time. The content delivery needs to match the objectives and various forms of instruction need to be utilized to meet the diverse needs of the learners. This could be in the form of lecture with the use of power point slides, game playing, using activities to convey the content- case studies, brain mapping, etc.
5) Provision of learning guidance- this would include strategies to help the learner learn the material presented. This could be done with the use of questions posed with the ARS throughout the class time, games that ask questions, unfolding case studies, etc. The use of simulation would fall in this event. If it is skill teaching, demonstration of the skill would fall here.
6) Eliciting performance- this gives the learner the opportunity to check his understanding of the material presented. This could be done with questions or with activities encompassing the material. You could also have time set aside at the end of the class time for questions and clarification. Use of the ARS would be helpful here also. This event is another place that simulation fits in. Having the learner practice the skill if it is skill learning is another way to perform this event.
7) Providing feedback- provision of immediate feedback is how the learner is able to learn. With the use of games and activities or the ARS feedback to questions is given immediately and discussion of rationale would be paramount to learner understanding. Debriefing following simulation provides that feedback also.
8) Performance Assessment- this is the formal assessment of learning and comprehension. This would be done with examination or with skills check offs.
9) Enhancement of retention and transfer- this event is where the learner retains the information and gets it ingrained in him. This would be accomplished through simulation and clinical.
These sequenced events can be rearranged or combined after one gets accustomed to using them. As you look at this, I am sure you will see that you already have used these nine events in the delivery of your material to students. I have used all of the events and it seems to work well with students. This type of instructional design can be used with beginning students all the way to last semester students.
Carie-You are correct in saying that once we look at this theory we can see that we utilize these nine events of instruction within our teaching. I believe we do this without thinking about the theory or the process. At least this is how I have done this instructional design theory. I look forward to utilizing this theory in greater depth and including more thought into the development. Thank you for sharing.
DeleteWell done with your discussion Carie!
DeleteI like how Gagne’s Nine Events of Instruction enhances students' learning. Through my teaching experience, I used to use most of these events to keep the student engaged with the learning material. This instructional theory is helpful for both educators and students. Educators will be able to overcome the learning material and identify students’ learning needs and progress. On the other hand, students would be able to connect the previous information with the current information and learn through the real engagement with the class. I am planning to use this instructional design in depth with adult nursing class.
Excellent description of theory. As you said, we have all used it. The most difficult step is to "enhance retention and transfer". Any thoughts on how to accomplish this task effectively?
DeleteTo enhance retention and transfer the information, educators should set their teaching and learning objectives, prepare themselves for the class, prepare class requirements, having sufficient time, having class evaluation tools, build a positive relationship with students, and identify students’ learning needs and styles. So, the educators will have the strengthening factors that help to succeed teaching and learning process.
DeleteExcellent
Delete2nd instructional design
ReplyDeleteFlexibly Adaptive Instructional Design (FAID) is a design that is based on the basic principles of learning but is flexible and can be customized to the instructor and the student. This design has a problem based design to help the students with problem solving through collaboration and communication. There has been a software shell (Software Technology for Action and Reflection-STAR) that was developed to implement this design but it is not necessary for the implementation of the design. There are seven steps in the STAR software but instructors can work through those steps, or some of them, without the software. These steps will be discussed:
1) Look Ahead and Reflect Back- this step allows students to see what it is they are going to learn and looks at existing knowledge of the student. Utilizing and unfolding case study would work well with this design. Use of the ARS would facilitate this step.
2) The Challenges- this step is where the increasingly complex parts of the case study come into play. The student would build on past material and glean more information regarding the “patient” and start to make some diagnoses based on the information.
3) Generate Ideas- students will use the information they have received and make inferences to classmates and discuss their thought processes. This step utilizes collaboration and communication to help with the successful diagnosis of the “patient”.
4) Multiple Perspectives- this step would involve having speakers come in to speak with the class so that the students gain different perspectives of different experts to let them see things in a different light than they may have considered. The instructor could use videos of experts also.
5) Research and Revise- with all of the information the students have received, now they can research different sources to come up with a solution to the problem. It is in this step that the students may find evidence to change their initial solution.
6) Test Your Mettle- in this step the instructor reviews the progress of the students and provides feedback as to their progress. Collaboration with the instructor may help clear up and misconceptions or misunderstandings the student may have.
7) Go Public- this step is where the students can give presentations of their progress to the class. This would also assist the rest of the class with problem solving skills as discussion ensues after the presentation. This step fosters communication and collaboration.
This type of instruction could be done as group work to help foster collaboration with others. This could also be done in an interdisciplinary collaborative way to allow students the ability to work with other healthcare students and learn communication skills while learning content. In our school, our pharmacology class collaborates with the pharmacy school in working through some scenarios that is beneficial to both schools. We have also worked collaboratively with many of our programs throughout campus and the community and state with our disaster drill. I believe that providing the students with a problem and having them work through that problem systematically provides the students great learning opportunities.
The Flexibly Adaptive Instructional Design theory reminds me, in some ways, of a Hospital Review Board. If you have ever sat in on this type of board at a hospital, the physicians of different specialties talk about one particular patient and examine what treatment/s are being used - what has been successful / what has not. They discuss what should or should have been done first, second and so on. It is a very interesting process to watch. The times I have had an opportunity to observe this type of meeting, there usually an agreement as to how to proceed with treatment. Many times, a new approach is suggested because of the input from various experts.
DeletecGagne’s Nine Events of Instruction:
ReplyDeleteBeckie Yarger
I was interested in Gagne’s nine events of instruction and liked his suggestion that during the very beginning of instruction, you might present startling statistics. This could consist of statistics that relate to WHY the topic is important and WHY the student needs to know this information. He referred to this ‘gaining attention’. I need to be better at this. We can’t just tap a pencil on a glass and tell the learner that it is time to learn something. Presenting startling facts or statistics would be a good attention-getter. I really plan to use this!!!
Ragan and Smith (1999) also proposes starting the instruction with a challenge or a problem in a novel way rather than or in addition to using startling statistics.
Gagne also reminds us to always match content to the objectives. We should pay heed to the written objectives and then focus our instruction in such a way that we clearly meet those objectives.
I liked the fact that Gagne says instructors should use the nine events very carefully at first and then, gradually begin to rearrange them or combine them with other parts of the nine events. Flexibility is good and can make classes more interesting.
Gagne’s instructional design theory is commonly used because it is easy to use in either face-to-face or online settings.
4C/ID Model
ReplyDeleteJanine Kelley
1st Theory
The 4C/ID model by van Merriënoer is described as a learning model that addresses learning materials that are presented in entirety as whole complex task instead of broken into small parts. This model encourages integration of the whole task made up of all its constituent parts requiring coordination of the complex task or skill. The constituent skills categorized as either non-recurrent or recurrent skills. Non-recurrent skills are described as “novel problems…guided by cognitive schemata” (Mastrian, McGonigle, Mahan, & Bixler, 2011, p. 106). The recurrent skills are then described as those necessary for standard problems managed by set rules.
This model is made up of 4 interrelated components that act as an outline, design, or scheme for instructional design. The 4 components are 1) learning tasks that utilize knowledge, skills, and attitudes that promote schematics for the non-recurrent skills as well as the rules for recurrent skills, 2) supportive information that focuses primarily problem solving related to the complex task, 3) procedural information which refers to step-by-step knowledge of rules that are prerequisite for performing the recurrent skills, and 4) part-task practice facilitates automation of recurrent skills when learning tasks have not been repeated sufficiently (Mastrian et al., 2011).
Essentially, the 4C/ID model begins with simple but whole task with the four above mentioned components to facilitate learning and then progresses to more complex tasks. As the tasks become more complex they decrease in support. The benefit to this model is it is said to appeal and suit the learning style preferred by the neo-millennial student due to its approach which is looking at the bigger picture (Mastrian et al., 2011).
This approach to me is one that could easily be used in any simulation experience. In simulation students are often given unfolding case studies that progress from simple to complex and the instructor decreases coaching and support to facilitate complex problem solving.
Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Instruction design theories. In A. Sibley, P. Donnelly, R. Shuster, & A. Clerkin (Eds.), Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Publishers.
I agree with you that this approach could be used for simulation labs. I don't see myself being very adept at teaching a science topic such as A&P in this manner, but others could probably accomplish that. This model would see appropriate for the younger set of students possibly in a computer tech type of class. It reminds me of the way I learned to navigate around the internet when I first got a computer.
DeleteJanine-
DeleteI like this model/theory for the simulation setting. Your description is perfect and I can apply this in my clinical simulation settings with the unfolding case studies. I appreciate you explaining this theory and I will keep you posted on how my experiment goes.
One of my choices for simulation as well. But based on Mastrian et al it would not be a good choice for a skills lab. Any thoughts?
DeleteInstructional Design Theory
ReplyDeleteInstructional Design (ISD) is a systematic process that contains many components: the learner, environment, teacher/facilitator, and materials (Dick, Carey, & Carey, 2005). An efficient ISD creates instruction that is efficient, engaging, and promotes learning. An Eclectic Approach is an instructional design that is used by many experienced instructors. In this model, one learning theory (and related teaching strategies) may be dominant. However multiple methodologies, teaching strategies, and theories are also implemented to support the flexibility needed to teach adult learners. In addition, situational needs often require multiple approaches to meet student learning outcomes/objectives. The content being taught can align with the instructional design theory when utilizing the Eclectic Approach. This allows the adult learner to have a variety of experiences and fosters full engagement in training programs (Sink, 2008).
The learner-centered instructional design theory approach that highlights that learning is not a linear processes and focuses on the needs of the adult learner. According to Melsom (2010) “The model is nonlinear and encourages designers to make all decisions based upon learners’ characteristics” (p. 7). This model differs from traditional methodologies like ADDIE, and allows objectives to be addressed in an order based on the learners need. Changes can be met based on ongoing evaluation and feedback (Melsom, 2010).
Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction. Boston: Pearson/Allyn and Bacon.
Melsom, D. A. (2010). The learner-centered instructional design model: A modified Delphi study. (Doctoral report). Retrieved from ProQuest Reports and Theses database. (UMI No. 3395096).
Sink, D. L. (2008). Instructional design models and learning theories. In E. Biech (Ed.), ASTD Handbook for Workplace Learning Professionals (pp. 195-212), Baltimore, MA: American Society for Training & Development.
A new theory for discussion. Excellent. I agree we often use multiple design theories with one underlying theory creating the path. Vanessa, can you think of and describe a situation where you have done this?
DeleteElaboration theory
ReplyDeleteJanine Kelley
2nd theory
The Elaboration theory by Charles Reigeluth is a derivative of the Cognitive Learning theory and the precepts of active learning principles. The strategies specific to Elaboration theory are scope and sequencing. Scope speaks to the “nature of the content” that needs teaching while sequencing speaks to ordering of how the content is taught (Mastrian, McGonigle, Mahan, & Bixler, 2011, p. 95).
For sequencing to make the most impact on teaching it is reported that two conditions must be in place 1) strong relationship between components that are termed as “historical, procedural, or hierarchical” and, 2) large amount of instruction requiring several hours to complete (p. 96).
Sequencing is said to be done on a continuum through one of two ways referred to as topical or spiral sequencing. Topical sequencing involves thoroughly and completely covering a topic or content before moving on to teach new content. Spiral sequencing is achieved by teaching basics first and then reiterating content again at a greater depth and repeating until goals are achieved.
Strategies are important before beginning sequencing. The type of expertise or outcome for learning must be established and can be either domain expertise or task expertise. The domain expertise can consists of conceptual elaboration sequencing, or theoretical elaboration sequencing. The task expertise calls for the “simplifying conditions method” when teaching. The simplifying conditions method begins with the “simplest real-world version” of a task progressing to mastery of the skill (p. 96).
The Elaboration theory is said to work best with moderate to complex content or content that is lengthy and large in nature. It was originally intended for linear learners but also noted to work well with gaming or virtual worlds and learning (Mastrian, 2011).
This is another theory that I believe works well with simulation of any type.
Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Instruction design theories. In A. Sibley, P. Donnelly, R. Shuster, & A. Clerkin (Eds.), Integrating technology in nursing education: Tools for the knowledge era (pp. 93-112). Sudbury, MA: Jones and Bartlett Publishers.
The elaborative theory.
ReplyDeleteThe elaborative theory is one of the instructional design theories that bases on the cognitive learning theory. It breaks down the difficult information to the easier understand and apply. So, the learner can learn difficult information easily by breaking down the whole elements into simple pieces. There are two concepts that help understanding the elaborative theory.
1-Scope: the scope considers the learning material and the ways of breaking down of a big bunch of information to smaller pieces.
2-Sequence: it considers grouping of the information so that help to understand the material in a logical manner. The learners connect between what they learned with the new information. The consequences could represent the strong historical, procedural, or hierarchical relationship, or when there is a huge number of information that need more hours and time to be delivered to the learners. The types of sequences bases on the types of expertise so, if the expertise is “domain expertise” the topic would be non-skill related. However, if the expertise is “task expertise” the learners master skills and the task begin with the simple steps to more difficult.
This theory is more applicable in nursing education, and I used to teach based on the elaborative theory, and this theory will help me to master the instruction that enhance students’ learning. Furthermore, the task expertise is common applicable in fundamental of nursing when the students learn step by step the skill and move from the simple to the difficult.
The multiple intelligence theory.
The theorist Howard Gardner theorized that there was more than two intelligence that should be considered in instructional design. The first intelligence is the musical that relates to the ability of the learner to practice pitches, rhythm…etc. The second one is the bodily- kinesthetic which refers to the practice or hands-on materials. The third intelligence is the logical mathematic when the learner able to understand and manipulate numbers. The fourth intelligence is the verbal –linguistic which represents the ability of the learners to use verbal and written materials to learn. The fifth intelligence is the visual – special intelligence that represents visual learners who can understand from the picture. The sixth one is interpersonal which shows that the learners have the ability to understand others feeling, mode, and desire. The seventh intelligence is intrapersonal which shows the ability of the learners to understand and aware of their feeling. The last intelligence is the naturalistic when the learner can make the connection with nature.
The multiple intelligence theory recommended the following instruction for the educators, the topic should have the criteria for the theory, use different teaching strategies such as games, case study, telling stories, and hand on activates, take the sufficient time and different presentations to facilitate variety of intelligence learning.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating
technology in nursing education: Tools for the knowledge era. Sudbury, MA:
Jones and Bartlett Learning.
Agree that there are more than two types of intelligence. This is why we have different learning styles because people do learn in different ways. The use of different teaching strategies in any setting is important to allow all learners the opportunity to understand and learn in the way that best suits them. I think that if we all thought the same, the world would be a very different place. There is a need for all of the different intelligence, and so there is a need for the different types of instructional design.
DeleteHave any of you developed any lectures that utilized the Theory of Multiple Intelligence? Please describe it for us.
DeleteI did not, but might use it in the future.
DeleteSerwan Bakey Initial Response: Instructional Design Theory (Part One)
ReplyDeleteMastrian, McGonigle, Mahan, and Bixler (2011) presented a significant concept about the difference between learning theories and instructional design theories and said, “the learning theories provide a description of how people learn, but they do not give specific method or strategies”, while, “instructional design theories are based on learning theories, and provide guidance on how to design or create the instruction to enhance learning” (p. 94). This concept really clarifies the difference between both types of aforementioned theories that learning theories describe how people learn and instructional design theories explain how to use the best way to enhance learning. But, both types of theories are interrelated with each other. The two instructional design theories that I prefer to use, as an educator in nursing, are the “Elaboration theory” and 4C/ID model”, which are more related to nursing education.
Elaboration theory can be used effectively in education in which it helps learners form cognitive schema for better understanding of complex knowledge and practices through dividing these complex concepts to simple tasks and information. So, students can understand and use information successfully. Scope and sequence are two elements that should be available to use elaboration theory. Scope explains how a complex content should be separated into small and simple contents. Sequence in elaboration theory means how the small and simple contents should be prepared and used in logical order. In other words, it means how contents should be organized in a logical manner and sequence, and what content should be presented before the others. Educators use topical sequence to completely teach one topic before moving to another one; while, they can use spiral sequence to teach students the basics of different topics before giving them the detail concepts of each topic. Moreover, educators can use different types of sequence based on the type of expertise that they need to create in students, including domain expertise in which students become expertise in a specific part of knowledge through gaining knowledge from broader concept to narrower view, and task expertise in which students become experts in specific skills through gaining skills from simplest task to more complex skills. This theory is helpful for nursing education, especially in teaching psychomotor skills and controlling learners during teaching process. Reigeluth's elaboration theory assists students to learn and move from particular simple concepts to more complex concepts (Reigeluth & Carr-Chellman, 2009; Mergel, 1998). Tennyson (2010) said that “elaboration theory is a theory of instructional design aimed at telling people how to teach rather than focusing on why and how people learn. It is concerned with the structure and organization of instructional material (stimuli) rather than the material itself” (p. 8).
Serwan Bakey initial post (part 2)
ReplyDeleteThe 4C/ID model can be used by nurse educators to teach students complex tasks as a whole. It is different from the elaboration theory, which is used to divide complex topic to small parts. Constituent skills that learners can acquire through the use of 4C/ID model can be classified in to non-recurrent skills in which learners can use to solve novel problems, and recurrent skills in which learners can use to solve routine problems. Non-recurrent skills can be guided by cognitive skills; while, recurrent skills can be guided by sort of rules. The use of 4C/ID model helps to develop students’ competencies and apply problem solving approaches. The 4C/ID model helps students to learn new tasks through constructing cognitive schema; gain supportive information to be able to apply problem solving approach and critical reasoning; use step-by-step knowledge for better application of skills; and apply part-task practice for complex skills. This model can be used successfully when students gain a lot of information and skills to be able to deal with complex situations and real-life situations. Van Merriënboer and Kester (2008) said that “both novice and advanced learners achieved better whole task performance and better transfer performance if they received the 4C/ID whole-task training” (p. 453).
In short, instructional design theories help in guiding the learning process to enhance learning. Different theories can be used and applied based on the learning environment. Elaboration theory can be applied in education for early stage students who have limited information, knowledge base, and skills; while 4C/ID model can be used for more developed students in their progressed years of education.
References:
Mastrian, K., McGonigle, D., Mahan, W., & Bixler, B. (2011). Integrating Technology in Nursing Education: Tools for the Knowledge Era. Jones & Bartlett Learning.
Mergel, B. (1998). Instructional design and learning theory. Retrieved January,4, 2010. Retrieved from http://principals.in/uploads/pdf/CurriculumDesignPlanning/10.1.1.135.5780[1].pdf
Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional Design Theories and Models Volume III Building a common knowledge base. New York and London.
Tennyson, R. D. (2010). Historical reflection on learning theories and instructional design. Contemporary Educational Technology, 2010, 1 (1), 1-16.[ELECTRONIC VERSION]. Retrieved on May 15, 2011 from http://cedtech. net/articles/11/111. pdf.
Van Merriënboer, J. J., & Kester, L. (2008). Whole-task models in education.Handbook of research on educational communications and technology, 3, 441-456. Retrieved from http://itforum.coe.uga.edu/paper118/Chapter35Handbook.pdf
Initial post for instructional design-Angela Martindale: Flexibility Adaptive Instructional Design (FAID) theory is one of my favorite theories to apply in my community clinical course that involves a large group project. In FAID, the principles are based on the principles of learning but are flexible to the needs of the learner and focuses on leading students into a deeper understanding of the subject matter all while encouraging problem solving, collaboration, and communication (Mastrian, McGonigle, Mahan, Bixler, 2011). This is applicable to my community course when they go out to a community health setting such as the community clinic in an impoverished part of the city, do a needs assessment by interviewing clients/patients, collect data, and work as a team to provide an intervention, and then present the project to the community, faculty, and peers. The students are engaged during this learning process and usually ends up being an eye-opening project that the students enjoy-or at least they say so on their evaluations. In addition to the FAID theory there is a seven-step implementation process: (1) Look ahead and reflect back, (2) challenges, (3) generate ideas, (4) multiple perspectives, (5) research and revise, (6) test your mettle, (7) go public (Mastrian, McGonigle, Mahan, Bixler, 2011). These steps are mapped for the students in the form of a rubric and the students turn in the assignments in stages so that each step is utilized throughout the semester.
ReplyDeleteSelf-Directed Learning (SDL) is my second theory also grounded in constructivist learning theory. SDL in an adult learning concept where the learning requires the student to build on past experiences and content and make these relevant to new learning and the faculty guides the students toward the best resources for gaining knowledge (Bonnel & Smith, 2010). My experience with teaching non-traditional students, juniors and seniors in a traditional program, teaching in an online environment, and tutoring students through my business has given me the opportunity to utilize this theory frequently. SDL is not an easy way out for an instructor nor is it putting all of the learning off on the student, this is more of a guidance role of the faculty including learning assessments, benchmarking, and empowerment (Bonnel & Smith, 2010). The faculty guides students into the students’ individual learning style and basically sets the student up for a life-long learning and sustaining approach. The way I begin is with an assessment of the student learning styles and sometimes even a survey about their current knowledge during the first day of class (no going over a syllabus). Based on the survey information then the syllabus is finished (usually not until the 2nd class period) so that benchmarking can be assessed through the course (objectives-outcomes). By the end of the course students have met the objectives and are more confident in applying their experience to future learning.
Mastrian, K., McGonigle, D., Mahan, W., & Bixler, B. (2011). Integrating Technology in Nursing Education: Tools for the Knowledge Era. Jones & Bartlett Learning.
Bonnel, W. E., & Smith, K. V. (2010). Teaching technologies in nursing and the health professions: Beyond simulation and online courses. Springer Publishing.
Bonnel, (2010), elaborates on Self-Directed Learning (SDL), and points out that one of the ways to promote SDL is by providing online calendars with assignment dates in order for the students to plot out their timelines. Another way is to provide students with the choice of assignments from a list of options that meet the course objectives. Does this possibly remind you of our syllabus? It does me. We have assignments with due dates clearly stated. This gives me the ability to plan out how and when I will accomplish each assignment within the instructor's guidelines. We also have an option to pick form various projects that will meet the course objectives. I like having everything lined out like this and having options from which to choose.
DeleteBonnel, W.E., & Smith, K.V. (2010). Teaching technologies in nursing and the health professions: Beyond simulation and online courses. New York, NY: Springer.
Angela,
DeleteYou chose really effective leaning theory. The use of flexibly adaptive instructional design promotes the collaboration among educators, students, and community members, which helps in adapting the educational methodology, learning environment, and other situations to facilitate the development of students’ knowledge, engagement, and even skills (Schwartz, Lin, Brophy, & Bransford, 2013). Moreover, Instructional Design Organization (2013) mentioned that “the theory also asserts that effective learning is context-dependent” (para. 2). This explains that it is essential to modify, adapt, and change the teaching and learning methods based on the context and needs of learners, and this will lead to better learning outcomes. Loyens, Magda, and Rikers (2008) presented a clear definition of the self-directed learning theory, which is “the preparedness of a student to engage in learning activities defined by him- or herself, rather than by a teacher” (p. 416). The SDL theory is fit with adult learners, who can lead their learning process, and this theory helps in improving their problem solving capabilities, which is an essential skill that nursing students have to develop to be more competent in their work.
References:
Instructional Design Organization. (2013). Cognitive flexibility theory (spiro, feltovitch & coulson). Retrieved from http://www.instructionaldesign.org/theories/cognitive-flexibility.html
Loyens, S. M., Magda, J., & Rikers, R. M. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning.Educational Psychology Review, 20(4), 411-427.
Schwartz, D., Lin, X., Brophy, S., & Bransford, J. (2013). Toward the development of flexibly adaptive instructional designs. In C. Reigeluth (Ed.). Instructional-design Theories and Models: A New Paradigm of Instructional Theory. (Vol. 2). Routledge.
Angela-
DeleteI agree that: Flexibility Adaptive Instructional Design (FAID) theory could be a suitable learning process for community course. The FAID theory is to teach a deep understanding of disciplines which promote problem skills by more open-ended project-based learning. I think I can apply this theory in my clinical teaching.
On the other hand, self- directed learning, a basic concept, aim to form self-directed skills of learners. I agree with you, it’s not an easy way for teachers to force their students individually through learning activities. In my country: Thailand, SDL is used as a one criteria to measure a quality assurance of education.
Unit II Blog: Instructional Design Theories
ReplyDelete#1 Elaboration Theory
Reigeluth’s elaboration theory is based in the cognitive learning domain. It is a holistic methodology of selecting and sequencing information. The theory is centered on two concepts, scope and sequence. Scope refers to the material to be taught and how it will be separated in smaller pieces of content. Sequence is how the content will be organized for delivery of the material. Topical sequencing involves organizing the material of a single topic and focusing on the topic until effective teaching of the topic is completed. On the other hand, spiral sequencing involves starting with the bigger picture and moving toward a deeper understanding of the topic.
There are two types of sequencing. The first type is domain expertise. Domain expertise occurs when the learner is not trying to master a certain skill, but become an expert in a field or subject. Within the domain expertise there is conceptual elaboration sequence and theoretical elaboration sequencing. The second type of sequencing is the task expertise. With task expertise the learner masters a skill. When task expertise is the objective, simplifying conditions method is utilized and starts with simple and advanced to complex.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in
nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.
# 2 Flexibility Adaptive Instructional Design (FAID)
Schwartz, Lin, Brophy, and Bransford’s FAID theory is grounded in constructivist learning theory. Based on basic principles of learning, FAID is flexible enough to adapt to the teacher’s or the learner’s needs.
FAID is centered on an anchor (case study, simulation, or problem situation) and requires learners to explore the situation in order to gain a deeper understanding of the material. The concept of FAID resembles critical thinking.
The goal of FAID is to promote a deep a deeper understanding of a subject through problem-solving, collaboration, and communication. Problem-based learning and project-based learning are key elements in this theory.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in
nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.
The Elaboration and Flexibility Adaptive Instructional Design (FAID) theories (Mastrian, McGonigle, Mahan, & Bixler, 2011) are both theories I believe we use in nursing education. When students begin nursing school they begin their basic courses along with skills lab. They learn new skills and begin to master those skills as they progress. They also begin assimilation into our nursing culture and learn new knowledge along with attitudes. As they progress from junior to senior year, the classes become more complex. The teaching techniques from the FAID theory of simulation, case study, and problem solving are taught at both levels and progress in content and complexity. I see both of these theories as necessary to teaching the nursing process and also accomplishing acculturation into our profession.
DeleteYour synthesis of the two theories has been helpful to my understanding. I have experienced teaching and learning with both of these theories. I am happy to add them both to my toolbox for teaching.
Oops, forgot to include my reference, please see below:
DeleteMastrian, K. G., McGonigle, Mahan, & Bixler (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Publishers
Staci and Janine,
DeleteI love this instructional design theory and think it acknowledges that each student has individual needs and that as they grow in nursing (Benners' novice to expert) their needs change. Foundation students often need a different instructional approach than Critical Care students. The FAID theory would allow for educators to assess the needs of students and tailor teaching strategies. For example- I currently have two clinical groups of students (one on Thursdays and one Fridays). Although all the students are at the same point in the nursing program, they have very different educational needs. I cannot teach my Thursday group who have a very strong foundation, the exact same way as I teach my Friday group (or vice-versa). This would be boring for the Thursday group or overwhelming for the Friday group!
Mastrian, K. G., McGonigle, Mahan, & Bixler (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Publishers
Wonderful points you make Vanessa and I appreciate how you've connected Benner's novice to expert nursing theory. As I was reading about these theories it also made me think about Bloom's Taxonomy and how we try to design outcomes that are level appropriate.
DeleteUnit 2 – Theory and Instructional Design - Beckie Yarger
DeleteInstructional design theories are the purposeful and systematic planning of a course or its components. The process begins with deciding what it is you want the learner to learn (learning objectives). The design is based using research that shows the most effective way to present material so that students can learn. (FSU, 2015).
Learning Theories are different from Instructional Design in that they take into consideration the WAY that human beings LEARN. There are many diverse ways that people learn. Behaviorism implies that the external environment is the only important part of learning. Cognitive learning involves learning that takes place when things are learned ‘on the job’ or as they happen. The learner links old knowledge with new. Concept maps can be used for cognitive learning (FSU, 2015).
The Five Steps of Instructional Design.
1. Analysis – information about information to be presented (content)
2. Design – objectives are determined, assessment tools are created, and strategies for delivering the content are formed
3. Development – Instruction is created and activities for promotion of the content are determined
4. Implementation – The instruction is delivered to the proper audience with any needed support
5. Evaluation – Formative and summative evaluations take place to grade the effectiveness of the instruction
The most commonly used media used in instructional design are
1. Text – usually, the most professional way to deliver instructional material in an educational setting
2. Graphics – This is a good way to present a topic to the viewer in a way that will increase their retention of the subject matter
3. Animation – can be helpful if you are trying to teach a physical skill.
4. Audio – Visuals may be enhanced by auditory cues. (like a whistle with a locomotive).
5. Video – This is desired when you need to show realistic motion, provide an accurate representation of something, or show human interaction.
(FSU). Retrieved from Ferris State University, 2015. www.Ferris.edu
Mastrian, K.G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating itechnology in nursing education: Tools for the knowledge era. Sudbury, MA.: Jones and Bartlett.
Beckie- your description is perfect that inform the five steps of instructional design and media used instructional design. It can be applied to doing our projects in this course.
DeleteInitial Blog Post
ReplyDeleteTwo Instructional Design Theories
1. Elaboration theory
Elaboration theory is an instructional model which create connection of information to be learned with information that students already know. There are two concepts of scoping and sequencing . Scope speaks to the “nature of the content” that needs teaching while sequencing speaks to ordering of how the content is taught (Mastrian, McGonigle, Mahan, & Bixler, 2011, p. 95). A key idea of elaboration theory is that the learner needs to develop a meaningful context into which subsequent ideas and skills can be assimilated. Elaboration theory proposes seven major strategy components: (1) an elaborative sequence, (2) learning prerequisite sequences, (3) summary, (4) synthesis, (5) analogies, (6) cognitive strategies, and (7) learner control. The elaborative sequence is defined as a simple to complex sequence in which the first lesson epitomizes summarize or abstract the ideas and skills that follow. Epitomizing should be done on the basis of a single type of content, although two or more types may be elaborated simultaneously, and should involve the learning of just a few fundamental or representative ideas or skills at the application level. (http://www.instructionaldesign.org/theories/elaboration-theory.html)
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett learning.
2.Gagne’s Nine Events of Instruction
Gagne’s Nine Events of Instruction is known as the condition of learning. Gagne identified five learning outcomes : verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Furthermore, Gagne created nine sequential events of instruction which is a guideline of an effective learning process. 1.Gain attention (reception) – present a story, problem, or a new situation that will grab the learners' attention
2. Inform learners of objectives (expectancy) - this allows the learners to organize their thoughts on what they will learn and perform.
3. Stimulating recall of prior learning (retrieval) – ask for recall previous knowledge or skill
4. Presenting the stimulus (selective perception) –display the content with distinctive features.
5. Providing learning guidance (semantic encoding) – suggest a meaningful organization.
6. Eliciting performance (responding) –ask learner to perform.
7. Providing feedback (reinforcement) – give informative feedback.
8. Assessing performance (retrieval) –require additional learner performance with feedback.
9. Enhancing retention and transfer (generalization) – provide varied practice and spaced review.
Although, Gagne believes that most of lessons should follow the sequence of event ,he recognized this order did not absolute. These nine events are based on the external conditions of learning (Driscoll, M. P,2000)
Driscoll, M. P. (2000) Psychology of Learning Insrtuction. Retrive from http://ocw.metu.edu.tr/pluginfile.php/9013/mod_resource/content/1/driscoll-ch10%20(1).pdf
Retrive from :http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
Unit II Instructional Design Theories
ReplyDeleteIn education, specifically in nursing education, there are many different theories and facts related to the teaching process that would be important in advancing the teaching methods, nursing educator should be able to choose one or more theories that he/she sees it convenient.
In fact, the learning theories are providing us with a positive impact in teaching process, and many elements available to understand theories of learning, but we should define learning before intrusion to the theories and it is roles in teaching methods; accordingly to Shull “Learning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (Peggy and Newby 2013).
So, for making this possible teacher might use the elaboration theory of instructional design, which is a holistic approach to sequence the details and information, and that might best fit the teaching process. All theories of instructional design are processed through detailed experiments that found effective and providing information in a simple way to enrich and to feed the students and the learner’s objectives. Increasingly important, elaboration theory is considered one of the instructional theories that provides knowledge in sequence, which is based on a sequencing strategies, from simple to more complex information, as stated by Mastrian, “ In elaboration theory, topics and tasks are broken up into chunks of information as well as simplified into less-complicated, real-world versions that the learner can understand (Mastrian, et al. 2011:95). Consequently, enhancing ideas and teaching targeted facts are happening through more given details that might includes more duties in simple way at the beginning and then to more complex way, this is what called sequential steps to reach the goal. The field of instructional science is concerned with understanding and improving the methods of instruction so as to make more effective, more efficient, and more appealing.
References:
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating
technology in nursing education: Tools for the knowledge era. Sudbury, MA:
Jones and Bartlett Learning.
Peggy A. Ertmer, and Newby J. Timothy.(2013), "Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective." Performance Improvement Quarterly, 26(2), 43-71.