What a friendly Match

The final exams is just ending, and hmmmmmmmmmmm!!!!!, it was a friendly match in its own class.

Well even though the exam was in a class of its own, i personally enjoyed every single bit of the course. Back to the exams, the effect it had on me was actually opening me into a field that will be completely new to the designer.

An example of a good instructional design

Even as we gradually come to the end of a simple, intensive and interesting course of designing instructions, I was wondering if we could have an example of a good instruction.

I was still in thought when it suddenly dawn on me that, what i actually set out to find out 'an example of a well designed instruction' was in fact what i was reading.

Prof Moore's instructions were but a piece in its own class. What a design, he so placed it that, the entire 'fat' was covered in a short period. The lazy student was not given any chance to say 'I will not learn' --- if you doubt me, go look at the final exams sample. Learning was structured such that, it was all fun -- even though we did it under muuch pressure from our work.

You know what i personnally admire about the programme, there simply was no 'stupid' student. I vividly remember my good friend ----who was in shock at his scores in the quiz. Not in shock for failin...no..but shoked that, he too can perform like that, in a course he taught he could not follow. The magic was real, he picked up so fast that, i have to now occaissionally consult the person who relied on me at the beginning.

There are other good practices Prof used, discussions for feedback, case studies for peer-to-peer work, and the list can keep going on. Looking at the structure, I am positive all forms of instructions could be made real easy.

In case I left out some qualities -- which i am sure i did, on Prof's work, do let me know about them in your comments.

However, if you disagree with me, why not, let me know why i could be wrong.

Well, keep reading, the exams will soon be here with us.

Instructional Design Theories

What are Theories and Models?

A theory
A theory provides a general explanation for observations made over time.
A theory explains and predicts behavior.
A theory can never be established beyond all doubt.
A theory may be modified.

Theories seldom have to be thrown out completely if thoroughly tested but sometimes a theory may be widely accepted for a long time and later disproved.

What is a model?
A model is a mental picture that helps us understand something we cannot see or experience directly.


Behaviorism, Cognitivism and Constructivism

The Basics
Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.
Cognitivism: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.
Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.

Wondering where I've been.....?

Hmmmm!!
Prof. I am alive and kicking. I have tried hard not to bother you with my challenges. Well since you asked, let me just tell you.

I am still working hard in the background. My absence on blog have been due to the rather tight - if not 'tighter' - schedule i now have. my outfit now runs series of training programmes for research assistants we intend to use for a study into plant medicine. And as it were, the bulk of the job - planning etc has been on me. Coupled with this is the my normal work and the studies/reading i have to do daily. As it were, i close from work at 17:00GMT before settling in for studies for this programme. I relly therefore, much on the internet connectivity in the office for contributions to blogg and the submission of my assignments. As at now, my office has no connectivity and I am actually doing this work from a different Office at 20:24GMT.

To me, this is not an exuse for not beign regular to blog, but as it were, this unfortunately has been my draw-back for this few days. I am terribly sorry for the unfortunate turn of events. I hope to make up for the loss, Prof.

Instruction design and assessment

Hello my dear friends....
How is life? all is cool at my end here.

We were just looking at the posibility of writing workable objectives around which our instruction could be based. But how do we know we are on course. The current phase - phase 4 i believe provides the answer to this.

This phase looks at placing checks that informs us and learners on their progress with the instruction. This usually comes in the form of assessment.

In all, the designer could use any, or a combination of any of the following kinds of assessment:
formative assessmenst
confirmative assessment
and summative assessment
Formative Assessment
This kind of assessment is given during the instructional process. Its purpose is to provide the instructor and learners information they could use to adjust teaching and leaning, while they are happening. It informs teachers and students about students understanding at a point when timely adjustments can be made to ensure that, students achieve, targeted standards-based learning goals within a set time frame. Formative assessment can easily be taught of as "practice".
Summative Assement
This is given periodically to determine at a particular point in time what students know and do not know. It often comes in the form of end of section/topic test, end of term test, end of year test or any other standard tests taken at the end of studies.
Confirmaive Assessment
It is used to determine the degree to which instructional obejectives are being achieved. The difference between this and the summative assessment are that, in the case of the former, it measures how much has been achieved after the training, whilst the later meausres how much is being achieved.

Comparing this to the formative, formative often looks at the process and possible adjustments that can be made and not neccessarily on the achievement levels.

Now how do we assess?
Formative assessment can be conducted regulaly prior to the completion of instruction in the forms of obeservatrion, online transcript analysis, quizzes, achievemnet tests, surveys, interviews, checklists, peer appraisal, student self-assessment.

Sorry, got to be running off for an assignment, hope to meet you soon here again.

Learning Objectives cont....

Yeah, where were we?

Thank God I've gotten access again.

So what verbs can we use for the various levels of objective?

• Knoweldge (deals basically with recalling of infomation)

verbs: arrange, define, duplicate, label, list, match, memorize arrange, name, order, recognize, relate, recall, repeat, reproduce state etc

• Comprehension (interpret information in one's own words)

verbs: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, ....

• Application (use knowledge in a new situation)

verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write......

• Analysis (break down knowledge into parts and show relationships among parts)

verb: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test......

• Synthesis (Bring together parts of knowledge to form a whole and build relationships for new situations)

verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write....

• Evaluation (Make judgement on basis of given criteria)

verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate......

what this means is this, when stating your objectives, these verbs should be used to ensure that, what you intend to do comes out more clearly. In addition to this, choose from all the levels so that, you don't end up training students in only one aspects of the domain.

It was difficult doing, but i so a great improvement in the objectives set and my desire for the project. Why don't you try it.

See more on the Blooms Taxonomy ....another link here

Ref:

1. http://officeport.com/edu/blooms.htm


2. http://faculty.washington.edu/krumme/guides/bloom1.html

Learning Objectives

Hello, you were expecting me last week.

Hmmmm, work load o. However this was compounded with a lot of internet interruptions from my end here. Well I am grateful to God that I could make it today.

Did you also have my experience some?

..... I finished setting my supposed project goals only to realise that, I was almost writing for the sake of writing.

Well, after we were asked to consider classifying our objectives into the main learning domains, i actually found myself wanting. I therefore have to re-phrase all of them to allow me do so.

From the experience, i decided to share a little of what i learnt in that segment of the course.

Basically, I noticed that, all forms of training do one of three things.... It imparts on the learners cognitive, psychomotor or affective domains. It is therefor very important that, when desining instructions, your design to a large extent affect this areas.

How will you know...?
The instructional objectives set will let you know. Here the Blooms taxonomy which i used come to mind. He developed what i call a checklist on what goes into the cognitive domain. To him, cognitive abilities can be classified under simple recall of information and intellectual activities. He identified six levels under which these can be grouped in the order of sophistication:

1. knowledge
2. comprehension
3. application
4. analysis
5. synthesis
6. evaluation

Well, i have started experience problem with the network again. I hope to come back later today or in the early parts of tomorrow with some action verbs we can use when developing objectives around the cognitive domain