Educational Technology: An Instructional Designer’s Perspective

1. Educational Technology:An Instructional Designer’s Perspective George Hack, Ph.D. http://www.hscl.ufl.edu/George/MEME/MEME.ppt

2. Educational TechnologyDefined What is Education? What is Technology?

3. The Ed. Tech. Debate “…mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” Richard Clark

4. The Ed. Tech. Debate

5. Learning Paradigms • Behaviorist • Information Processing • Constructivist

6. Name the behavioral scientist most known for his salivating dog. • Name the behavioral scientist most known for coining the term “reinforcement”. • Name the behavioral scientist known for his work on the “Little Albert” experiment.

7. Behaviorist • Classical Conditioning • Operant Conditioning • Schedules of Reinforcement • Concerned with reactions to external reality • Flow Theory

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11. Information Processing Paradigm Long-Term Memory Sensory Register Input Short-Term Memory Lost Lost Lost

12. Information Processing • Uses the computer as an analogy • Concerned with how stimulus is processed • Still concerned with an external reality

14. Constructivist • Concerned with how learners construct unique realities • Elevates the role of Hermeneutics • Promotes grounded or situated learning activities • Recognizes the gaps

15. Paradigm Continuum BEHAVIORIST CONSTRUCTIVIST INFORMATION PROCESSING

16. Instructional Design • Highly influenced by Systems theory • Bridges theory with practice • Takes an Engineering type of approach to the design of instruction or instructional technologies

17. Core Components of ID • Students • Objectives • Methods • Evaluation

18. Students • Experiential Level • Motivational Level • Content Knowledge • Learning Styles

19. Students Learning Styles • Visual, Auditory, Kinesthetic • Peers, Authority, Individual • Reasoning • Factual • Differences • Relationships • Appraisal • Deductive

21. Objectives • Describe a proposed change in a learner • Should be observable • Are either Terminal or Enabling

22. Objective Domains • Cognitive • Psychomotor • Affective

23. Cognitive Domain

24. Psychomotor Domain

25. Affective Domain

26. Methods • Presentations • Small Group Interactions • Independent Study

27. Methods • Gain Attention • Stimulate Recall • Model • Provide Feedback

28. Methods • Distributed Practice • Address Prerequisite Knowledge • Case Study • Simulation

29. Evaluation • Diagnostic • Formative • Summative

30. Evaluation With Technology • Computer Adaptive Testing • Simulation Interactions • Asynchronous Assessment • Self Assessment • Formative Assessment of Virtual Discussions

31. Instructional Design Model Design Strategies Establish Goals State Objectives Evaluate Analyze Learners Revise

32. Instructional Design Model

33. Curricular Development Model Logistics Task Analysis Needs Analysis Curricular Goal Management Institutional Req. Instructional Design FacultyDevelopment Evaluation

34. A Technology Story TOW (Tube-launched, Optically-tracked, Wire-guided) missile developed by Hughes Aircraft.

40. Lessons Learned • Educators are best positioned to determine technology’s use in academic settings • An environment of shared decision making must exist when major technology decisions are made • Technology must serve instruction and not vice versa

41. Thank You. George Hack, Ph.D. hackg@ufl.edu 273-8437