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The Instructional Design and eAuthoring Module
This is undoubtedly the most important module in the MSc. in Applied eLearning course. Your expectation as students should be enormous and the possibility to learn about how to use the available technology in education and how to create an effective and attractive elearning course. Through this section you will know about the learning outcomes and the assessment necessary for his module.
As successful students in this module we should be able to fill in these requirements:
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The students must demonstrate and justify their understanding of the theories of learning and instructional design. They must select appropriate tools to create resources/activities that are technically sound and educationally effective.
The Art of Instructional Design
Instructional Design models or theories may be defined as frameworks for developing modules or lessons that increase and/or enhance the possibility of learning, and encourage the engagement of learners so that they learn faster and gain deeper levels of understanding.
Instructional Design (ID) models have a broad scope and typically divide the instruction design process into five phases:
There are three types of strategies within Instruction Design theories (Reigeluth, 1983):
Merrill's Component Display Theory
M. David Merrill's Component Display Theory (CDT) (1983) describes the micro elements of instruction (single ideas and methods for teaching them). It is designed to work in conjunction with Riegeluth's theory.
CDT is comprised of three parts:
Merrill further classifies learning into two dimensions:
Watch a video clip about instructional design with Dr. David Merrill delivered at Utah State University in 1989.
Robert Gagne's Nine Steps of Instruction
According to Robert Gagnè (1985), there are nine events that are needed for effective learning. They include a sequence of events similar to the following:
Reigeluth's Elaboration Theory
What is known as "sequencing" and organizing "epitomes" in Reigeluth's Elaboration theory, is commonly referred to as "chunking" — configuring large amounts of information into smaller units of information that are scaffolded (supportive structures) in order to accommodate memory and learning limitations.
For example, "Instructional Design" is chunked or epitomized into analysis, design, development, Implementation, & evaluation.
Charles Reigeluth was a doctorate student of Merrill. He used a sequencing approach that is consistent with Merrill's Component Display Theory (that is, each theory enhances the other). Reigeluth believes that instruction is made out of layers and that each layer of instruction elaborates on the previously presented ideas. By elaborating on the previous ideal, it reiterates, thereby improving retention. This layering has a zoom lens sequencing approach that runs from simple to complex and repeated general-to-specific:
This zoom lens approach first looks at the subject through a wide-angle lens. That is, the subject matter is general and fundamental. This allows us to deal with the core aspects of the subject. Elaboration begins with an overview of the simplest and most fundamental ideas of the subject.
Then we start to zoom in with the lens so that we pick up some details and specifics about the subject matter. We can also observe the relationships between the wide-angle subject shot and the zoom details. This principle as applied to elaboration theory is called a cognitive zoom.
As we continue to zoom, we go into great detail with each iteration or layering. Note that we are primarily concerned with the sequencing of ideas as opposed to the individual ideas themselves. Each zoom that we make is called a sequence. Sequencing in this case relates to fundamental ideas or core principles. The basic ones are presented first, this in turn, leads to a great layer of specifics. Each sequence of ideas or principles are called epitomes in elaboration theory. The epitome serves as a foundation from which more specific information may be developed.
This simple to complex procedure can take many forms such as an overview, advance organizer, or spiral curriculum. This sequence is one in which the general ideas epitomize rather than summarize, and the epitomizing is organized on the basis of a single type of content:
One of these three contents is chosen to achieve the goals of a lesson or course. Epitomizing is structured as follows: One type of content is chosen (conceptual, procedural, or theoretical). All the organizing content in the course is then listed. The most basic and fundamental ideas are selected and presented at the application level.
Prechunks is the subject matter before the first level of elaboration. Before we epitomize (chunk) the subject matter is in a state of disarray (elaboration). When we postchunck in Instructional Design we put chaos into order when we chunk (epitomize) the subject matter. From this first layer or epitome, we can then elaborate by organizing (the second step) the content.
The second step elaborates upon organizing the content in the first level. This process continues in the same way as the first step of Sequence. The relationships that result between the levels are organized according to content. At each level the expanded epitome is used to create a means to elaborate upon the next level.
Epitomes can be sequenced according to the order of steps:
Each epitome should be examined closely to determine if the learners have the essential knowledge that will allow them to learn the subject matter. If the necessary knowledge is not present, it must be provided.
In order to systematically review what has already been learned, a "summarizer" (defined as a concise generality for each topic presented in the elaboration (Ely & Plomp, 1996)) is created. A summarizer provides a concise statement of each idea, an example. Two types of summarizers are used:
This step integrates and interrelates the ideas taught thus far. The goal is to facilitate deeper understanding, meaningfulness, and retention in regards to the content area.
Analogy is the use of a familiar idea or concept to introduce or define a new idea or concept. Analogies aid the trainer in reaching the learner's field of experience. Presenting analogies throughout the instruction helps the learners to build on their present knowledge or skills.
6) Cognitive-Strategy Activator
There are two categories of cognitive-strategy activators:
7) Learner Control
Learner Control deals with the freedom of the learner to control the selection and sequencing of such instructional elements as content, rate, components (instructional-strategy), and cognitive strategies.
Note that this is a macro strategy of instructional design that focus on the organization and sequencing of subject matter content by addressing the four design problem areas: selection, sequencing, synthesizing, and summarizing.
Elaboration theory is best suited for teaching causal relationships and sequences rather than problem solving or facts. It works in conjunction with component-display theory, which deals with the micro aspects of instruction and works out the details of elaboration.