Showing papers on "Instructional design published in 1987"

Development and use of the ARCS model of instructional design

Abstract: The ARCS Model of motivation was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation. The resulting model contains a four category synthesis of variables that encompasses most of the areas of research on human motivation, and a motivational design process that is compatible with typical instructional design models. Following its development, the ARCS Model was field tested in two inservice teacher education programs. Based on the results of these field tests, the ARCS Model appears to provide useful assistance to designers and teachers, and warrants more controlled studies of its critical attributes and areas of effectiveness.

The systematic process of motivational design

Abstract: It is true that motivation is a challenge, and from one point of view you can't really motivate anybody. You know the old saying, \"You can lead a horse to water, but you can't make him drink.\" However, it is possible to create conditions that will stimulate people's desire to be interested and involved in their surroundings and to achieve their best. Many trainers, coaches, and other leaders do it regularly.

Instructional Alignment: Searching for a Magic Bullet

Abstract: When critical features of instructional stimuli match those of assessment, effect sizes routinely reach 1.2 to 3 sigma. An instructional psychologist recasts this classic problem of stimulus control as instructional alignment. This paper describes results of alignment studies that have dramatic Implications for researchers and practitioners. One implication embraces the obvious validity of teaching to the test, but poses what is worth testing as instructional design’s most awesome challenge.

The Kolb Model Modified for Classroom Activities

Abstract: (1987). The Kolb Model Modified for Classroom Activities. College Teaching: Vol. 35, No. 4, pp. 141-146.

The new Component Design Theory: instructional design for courseware authoring

Abstract: This paper outlines extensions of Component Display Theory to provide the type of design guidance needed for experiential computer based instructional systems. The new Component Design Theory (CDT) extends the original theory in several significant ways. Content types are extended to content structures. These content structures include experiential as well as structural representations. Primary presentation forms are extended to primary presentation functions and the display is replaced by the transaction. Various types of transactions are identified for both structural and experiential representations. Course organization, previously described as Elaboration Theory, is included as part of the new CDT. Consistency rules are extended to include: (a) goal-content representation consistency; (b) goal/content representation-transaction consistency; and (c) goal/content representation-course organization consistency. Intervention rules are included for intra-transaction guidance, inter-transaction selection and sequence (strategy), inter-content representation selection and sequence (sequence) and control (who makes the guidance, strategy and sequence decisions, the learner or the system?). Finally a set of cardinal instructional principles is identified and the sets of rules which comprise the new CDT are suggested as prescribed procedures for implementing these cardinal principles. 1. The preparation of this paper was supported in part by funds provided by The Army Research Institute via Human Technology, Inc. The views expressed are those of the author and do not necessarily reflect the views of the sponsoring organization or Human Technology, Inc. 2. Mark Hopkins was a powerful teacher and President of William College of Massachusetts (1836–1872). It is said that the best instructional technique ever devised was Mark Hopkins on one end of a log and a student on the other.

The Quest for Excellence in University Teaching

Abstract: Although excellent teaching is a main goal for institutions of higher education [49], how to define, promote, and develop such excellence is not clear [30]. Some authors [4, 13] avoid definitions in favor of multiple examples from which a concept of "excellence" may emerge. Others attack the issue more directly. For example, Yoakam and Simpson [65] suggest that quality teachers are "progressive," take into account students' past experiences, diagnose difficulties, permit remedial activities, and liberate learners. Treiber [62], Hamacheck [28], Jackson [38] and Sorason, Davidson and Blatt [60] attribute excellence to the ability to adapt teaching behaviors and techniques to the capabilities of students. Because definitions and examples like these do not identify satisfactorily the qualities of excellent teaching, we examined the literature on college teaching, instructional design and, when these were insufficient, the research on school teaching to generate a conception of teaching excellence in higher education. At first it appeared this would be an easy task because the college teaching and instructional design literature seem to imply that instructors who do all the "right things" (plan systematically, use objectives, provide frequent feedback, for example) should be excellent. However, this does not appear to be the case. It is clearly possible to improve as a teacher [43], but improving does not always result in excellence. Thus, there appear to be qualities and/ or conditions that separate excellent teachers from those who are very good, competent, or incompetent.

Towards an Instructional Theory: the Role of Student's Misconceptions*

Abstract: L During the past decade we have witnessed a new trend in cognitive research emphasizing expert systems. A great deal of effort has been dedicated to the study of experts' performance in various fields of knowledge .. My presentation today deals with the question: what kind of expertise is needed for instruction? Researchers in the field agree that the process of learning necessarily combines three factors: the student, the teacher and the subject to be learned In addition, it seems obvious that to teach a given subject matter we need at least two kinds of expertise: the subject matter expert who can knowledgeably handle the discipline to be learned, who can see the underlying conceptual structure to be learned with its full richness and insights; and there is also, obviously, the expert teacher whose expertise is in successfully bringing the student to know the given subject matter by various pedagogical techniques that make him the expert in teaching. In this framewmk of experts' systems, what is, then, the role of the student? what does he contribute to the learning situation? And though it might seem absurd, I would like to suggest that the student's "expertise" is in making errors; that this is his contribution to the process of learning My talk consists of three main parts First, I will focus on the contribution of performance errors to the process of learning. I will, then, demonstrate that enors do not occm randomly, but originate in a consistent conceptual framework based on earlier acquired knowledge I will conclude by arguing that any futme instructional theory will have to change its perspective from condemning errors into one that seeks them .. A good instructional program will have to predict types of errors and purposely allow for them in the process of learning But before we reach such an extreme conclusion let me build the argument and clarify what these "welcomed" enors are

Instructional design, cognition, and technology: Applications to the teaching of scientific concepts

Abstract: The effective educational use of information technologies depends crucially on good instructional design based on an adequate understanding of cognitive processes. To teach flexible intellectual performance, such design must ensure that the knowledge acquired by students be explicit, coherent, reliably interpretable, and testable. For example, the ability to use scientific or mathematical concepts requires both explicit general interpretation procedures and knowledge about various special cases. Detailed observations indicate that good scientists have these kinds of knowledge, but that students exhibit many mistakes traceable to knowledge that is fragmented and unin-terpretable. Instructional guidelines, based on such cognitive considerations, were tested in an experiment where students were taught an explicit procedure specifying the concept “acceleration,” and then diagnosed and corrected mistakes committed by themselves or others. Such teaching greatly improved students' concept interpretations and blocked previous misconceptions. Computers can provide powerful tools for research on instructional design and for implementing more effective teaching.

Instructional strategies and tactics for the design of introductory computer programming courses in high school

Abstract: This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches.

Effects of instructional Design Variables on Vocabulary Acquisition of LD Students A Study of Computer-Assisted Instruction

Abstract: Two computer-assisted instructional vocabulary programs were used to teach definitions of 50 words to 25 learning disabled high school students. These students were matched on pretest scores and then randomly assigned to one of two computer-assisted instructional programs. The major differences between the programs were (a) the size of the teaching sets and (b) the procedures for cumulative review. One program provided teaching and practice exercises on small sets of words and cumulative review exercises on words the students learned in the program. The other program provided exercises on a large set of 25 words at a time and no cumulative review. Students received computerassisted vocabulary instruction for a maximum of eleven 20-minute sessions. The major finding was that significantly more students who were taught with the small teaching set program reached mastery within 11 sessions than students in the comparison group. Students in both programs learned as much (as measured by the criterion-referenced test) and retained as much, as measured by the maintenance test. Yet one group learned the material more efficiently. No significant differences were demonstrated on two transfer measures, an oral test of word meanings and a passage comprehension test.

Direct Instruction Research: The Third Decade

Abstract: Current research on direct instruction is reviewed with a particular emphasis on two strands—studies of instructional design and technology and research on effective staff development. The latter research suggests that three components are essential to the position of instructional supervisor or resource consultant, including a working knowledge of the research on effective teaching and the ability to effectively coach teachers in the classroom setting. Extensive training is required for individuals to become competent in these components. The technology research indicates that the same instructional variables that enhance learner performance with traditional written materials appear to enhance learning with computer-assisted instruction and interactive videodisc instruction. Several examples of technology applications are presented. The article concludes with a discussion of future directions in direct instruction research.

Evaluating Students' Instructional Environments

Abstract: The notion that educators ought to assess the instructional environment for an individual student is not new. Yet, assessment of the instructional environment often is ignored or completed in nonsys-tematic ways. In this paper, basic approaches for planning and evaluating the effectiveness of instruction, factors related to instructional outcomes for exceptional students, and a comprehensive methodology for assessing the instructional environment and planning instructional interventions for an individual student are described.

The Search for Meaningful Reform: A Third-Wave Educational System.

Abstract: It is widely reported that our educational system has some important shortcomings. This paper proposes that such "problems" as lack of teacher incentives, poor student motivation, lack of leadership, and lack of community support are, in fact, just effects of a more fundamental problem. It is thestructure of our educational system that is at the heart of current problems. For example, it is our group-based, lock-stepped, graded, and time-oriented system that has the dubious distinction of effectively destroying the inherent desire to learn in all but a small percentage of our children. Furthermore, micro computers are accelerating the trend toward increased use of nonhuman resources in the education of our children, and the current structure of our educational system cannot adequately accomodate the effective use of these powerful educational tools. This article describes a general approach and a specific strategy for effecting the needed structural changes, and, also describes some initial progress on implementing that strategy. This initial progress is a preliminary "blue-print" outlining the structural characteristics that a "third-wave" educational system should have.

Use of Self-Monitoring of Attention with LD Students: Research and Application.

Abstract: This paper examines the use of self-monitoring of attention with learning disabled (LD) students in academic settings. Three theoretical models of cognitive behavior modification—the operant model, the cognitive-behavioral model, and the cognitive model —are briefly described, followed by a discussion of the methodological considerations which limit the interpretability of self-monitoring research. A review of self-monitoring studies with LD children reveals that although self-monitoring is effective at increasing on-task behavior, concurrent academic gains are not evident. This failure to produce academic gains is discussed in terms of current conceptualizations of attention which suggest that students must be taught not only how to pay attention, but what to pay attention to. Therefore, attention deficits among LD students may reflect an inability to perceive what is relevant in academic tasks rather than a general inability to attend. Implications for instructional design are discussed.

A History of Instructional Design and Its Impact on Educational Psychology

Abstract: The term instructional design has only come into use in education in the past decade. It refers to the process of systematically applying instructional theory and empirical findings to the planning of instruction. It is applied educational psychology in the best sense of the term. There is a clear focus on an instructional goal that represents what the learner will be able to do when the instruction is completed, the present skills of the learner, and how instruction will take place.

The Effects of Variations in Lesson Control and Practice on Learning from Interactive Video

Abstract: The purpose of this study was to examine the effects of variations in lesson control and practice on the learning of facts, procedures, and problem-solving skills during interactive video instruction. Subjects were volunteers from graduate and advanced level undergraduate college classes. The instructional content was a 30-minute videotape. “Project Lifesaver,” which was designed to introduce cardiopulmonary resuscitation [CPR]. Students were randomly assigned to one of three instructional control groups: designer control, learner control, and linear control. A posttest was administered to assess learning of facts, procedures, and problem-solving skills. The results indicated that there were [1] significant differences between practiced and non-practiced information; [2] significant differences on posttest scores among various lesson control groups; and [3] a significant interaction between practice and type of learning.

Learner Interests, Achievement, and Continuing Motivation in Instruction.

Abstract: Learners often feel that instruction lacks personal relevance. Designing instructional materials that account for learners’ interests may be one means of improving motivation in instruction. High school seniors (N=72) participated in an experimental study that investigated the motivational effects of incorporating their reported interests into instruction. Results showed that significantly more learners were willing to return to a task that used their interests (F=5.76, p<.02). Using interests was valuable for both high and low achievers. Interests are discussed.

Characteristics of Cognitive Engineering: The Next Generation of Instructional Systems.

Abstract: *An original abbreviated version of this paper titled "Characteristics of instructional design" was presented by the first author at a seminar (May 1986) sponsored by the North Central Region Educational Laboratory (NCREL), and held at Indiana University, Bloomington. Dr. Larry Friedman was coordinator of the seminar. A shorter version entitled "Characteristics of cognitive instructional design: The next generation" was made at the 1988 AECT Convention in New Orleans by both authors.

Learning Abstract Concepts: The Use of Analogies as a Mediational Strategy.

Abstract: This paper examines the differences between concrete and abstract concepts and the implications of those differences for instructional design and teaching. The use of analogies is suggested as an instructional tool in abstract concept learning. Using the published literature on concept learning and analogies, the authors examine how specific concepts are stored in and retrieved from memory, the particular problems presented in learning abstract concepts, and how analogies mediate between the vague, intangible attributes of abstract concepts and those of a more concrete nature. Finally, they present a possible instructional strategy for teaching abstract concepts.

Simulations in Medical Education: A Review

Abstract: Interest in the use of simulation techniques in education in the medical fields has increased over the past several years because these methods can solve many training problems. Simulations provide...

Simulations in medical education: a review.

Abstract: Interest in the use of simulation techniques in education in the medical fields has increased over the past several years because these methods can solve many training problems. Simulations provide...

Enhancing children's thinking skills: an instructional model for decision-making under certainty

Abstract: Modem society is characterized by rapid change, an overload of information, an interrelation between once distinct fields (science, technology and society) and a growing rec- ognition of the importance of personal and social values. In such a dynamic society the teach- ing of facts becomes less vital while the teaching of thinking skills turns out to be indispensable. Educators have recognized the need for curricula devoted to thinking skills in general and attempts to attain this goal have already been made. However, almost no attention has been given to teaching children the very important and daily used skill of decision- making under certainty. In the present paper we propose a framework for developing school material which cultivates decision-making skills. This framework is a tripartite model which describes (a) the general strategy an ideal decision maker should adopt, (b) the underlying cog- nitive skills needed for that strategy and (c) the educational objectives for the promotion of each cognitive skill mentioned.