Unit 1 (Instructional Design)

MARKLE - PREFACE, CHAPTERS 1-4 25) Page 94: What are the 3 steps in deciding whether there is a need for an instructional solution?

1. A head count of those who need to know. 2. determining whether those who need to know already know 3. determining whether a gap between ideal and actual performance is: -a gap in competence (don't have proper knowledge) -a gap in performance (rules make no difference if you do the task or not)

MARKLE - PREFACE, CHAPTERS 1-4 10) Page 1: What are the three basic principles of instructional programing? To get credit for this question, you will need to fully describe the types of behaviors that occur and that are measured in regards to the First Principle. You will also need to fully describe the philosophical stance implied by the Second Principle. You must also articulate what the Third Principle was an extension of and the ideas that have and have not held up for this principle.

1. Active Responding -covert processes occur inside the learners head but you need to measure overt behavior to verify that learning is progressing. 2. "Errorless" learning -the only person who can do the learning is the active learner, but it is the designer's responsibility to foster such outcomes via the best possible designs 3. Immediate feedback -extension of reinforcement theory to ID. Has held up: --Immediate reinforcement is fundamental to operant techniques for shaping animal and human behavior. --the idea that some kind of feedback improves learning Has not held up: --The idea that "seeing a correct answer" is a true example of reinforcer with effects parallel to food on animal behavior has not held up

MARKLE - PREFACE, CHAPTERS 1-4 24) Page 92: Outline the basic process in developing an effective training package. If you prefer, you can just write the steps in list form out rather than diagramming (don't fret about listing a specific number of separate steps, just make sure all the information is there in the proper sequence). What are the 5 keys to effectiveness?

1. Is training for this problem worth it? 2. Develop training objectives with a master performer -develop test of training effectiveness (final exam) 3. Test final on good and untrained performers -arrange field support -develop learning materials 4. test on one or two people -revise materials 5. Validate on representative Population -revise materials -package and distribute

ZEMKE & ARMSTRONG (1997) 2) Page 57 of the Zemke article: According to Markle, what are the 5 key talents an Instructional Programmer must possess? Explain the various talents in detail. How are the first and fourth talents related?

1. Sophistication in the Subject matter to be programmed -formulate objectives of the program -arrange the order of introducing concepts and skills, -generate examples -relate one segment of the task to others -determine adequacy and truth of statements made about the subject. 2. Communication Skills -Particular necessities: good writing & artistic use of the medium. this means precision and clarity which gets to the student, not "typical" artistic design to be appreciated by connoisseurs. 3. Sophistication in behavioral analysis and instructional techniques -the range of techniques now available to a programmer due to the exploration of these fields allows many choices when designing instruction 4. Diagnostic Skills -the programmer must be able to observe the learning of the first students that they try the instruction in one-on-one sessions in order to diagnose errors in said instruction and correct them 5. Experimental Sophistication in the final validation process -programmers should understand sound experimental design, test-construction principles and sampling procedures in order to validate their instruction with data. 1st & 4th: in order to do the first effectively, they need the fourth in order to diagnose when there are kinks in the program and fix them.

MARKLE - PREFACE, CHAPTERS 1-4 17) Page 34: What are the two lean programming principles?

1. do not include instruction on any prerequisite knowledge or skill that learner could already know 2. include only the minimum amount of practice

MARKLE - PREFACE, CHAPTERS 1-4 20) Page 52: According to Geis, what are the three requirements to call instruction validated? As an aside: from my perspective, these requirements help distinguish true instructional design from other types of training/telling.

1. it is the result of an empirical process of development which guarantees the eventual effectiveness of the instructional system 2. the terminal behaviors of the instructional system are isomorphic with, or correlated with, the real-world performance 3. the content of the instruction is technically accurate

MARKLE - PREFACE, CHAPTERS 1-4 22) Page 79: What reasons might there be for including material that the learner doesn't need to respond to?

1. motivational/enrichment purposes 2. overviews/summaries to suggest where one is going/has been 3. asides to particular subgroups of learners who might think of a certain point not apparent or relavent to others 4 to satisfy one's colleagues that their favorite topic is there (is this a Markle Joke?)

MARKLE - PREFACE, CHAPTERS 1-4 28) Page 152: What qualities does an efficient design for teaching discriminations have?

1. require the learner to actually observe the key aspects of the stimulus by choosing carefully selected matches or reproducing the stimulus 2. task as lean an approach as in agreement with learner ability, going as rapidly as possible to the finest discriminations required by the objective 3. employ a "fine-tuning" approach to teaching discriminations beyond the recognition level or precision to save learner time in trial-and-error if the learner must learn to produce the stimulus

MARKLE - PREFACE, CHAPTERS 1-4 26) Page 113: What are 4 reasons Markle provides for requiring an overt response?

1. when motor responses are being learned 2. when the programer needs feedback about the success of instruction 3. as a "secretarial" record when a step is complex 4. a measure of self-control for the learner, it is so easy to "think" answers sloppily

MARKLE - PREFACE, CHAPTERS 1-4 21) Page 61: Markle discusses how instructors can use embedding to test multiple items simultaneously, rather than having a test for each item. Be prepared to develop an embedded test item if supplied with instructional objectives.

?????any tips/tricks we can write here to study??????? -thanks for the help guys wow what would I do without you think of ikea instructions, it assumes that you know how to use the tools and weird screws/stuff that you don't see with most furniture

ZEMKE & ARMSTRONG (1997) 3) Page 57 of the Zemke article: According to Gilbert, what does efficient instructional design need to identify? Note that a one-word answer would not be acceptable. What is Gilbert's mathetics approach for developing instruction?

A. Efficient instructional design does not break learning into tiny steps, but finds the largest meaningful wholes (operants) that a learner can master B. assumes that all human learning is made of three basic activities: 1. making discriminations 2. making generalizations 3. learning chains of behaviors effecient I.D. finds the largest meaningful operants that a learner can master. It starts with the end knowledge/behavior and works backwards, splitting the info/behavior into the fewest number of teaching sequences needed to show mastery. Three steps to the approach: demonstration, prompt, and release.

VARGAS (2014) 7) Page 13: Describe the blackout ratio technique, including details on the procedures and the rationale for its use. Also describe what it means to have a high and low blackout ratio. What is the relevance of this technique for modern educational innovations such as xMOOCs?

Blacking out parts of instruction and then answering the question using only the text that is left. Procedure: black out parts of the text and see if a correct answer can still be given. Rationale: if you could respond correctly with parts of instruction blacked out, the obscured material was not controlling your answer. High: if an answer can be made while most of the instructional material is blacked out, that material does not exert discriminating control over responding Low: if an answer cannot be made while most of the instructional material is blacked out, that material does exert discriminating control over responding thus less material can be blacked out lessons that are no better than or = to just reading the same material have high blackout ratios, so they fail to be controlled by the relevant properties of the topic, so they can respond correctly for the wrong reasons. this is important for modern educational techniques to consider so they actually improve on instruction and learning vs. just reading/lecturing like they are meant to. Otherwise it defeats the purpose. Blackout ratio - If the learner could respond correctly with parts of the text blacked out, the obscured material was not controlling your answer, and the more material that was blacked out, the less the content was controlling your answer (antecedent/discriminative control) High blackout ratio - all instruction is blacked out, only the answer is not blacked out, if someone can answer it correctly then that shows the instruction did not control their response. However, someone can still respond correctly for the wrong reasons Low blackout ratio - Nothing is blacked out, shows the instruction has discriminative control over a learner's response Relevance to xMOOCs - If you consider the talk from a lecturer as the instruction that could be blacked out in a blackout design, it could be used that way, but this isn't true for xMOOC designers. It's harder for them to identify features of their explanations that exert discriminative control over student performance

MARKLE - PREFACE, CHAPTERS 1-4 27) Page 145: What is a divergent pair of examples? What is a matched pair of example/non-example? For now, just simply using rote memorization of the definitions will be fine; I am not asking you to apply these concepts for this unit (I will in a subsequent unit).

Divergent pair of examples: the two examples differ on every possible variable attribute of any importance Matched pair of example/non-example: a non-example is considered to be matched to an example if it is: -not only a close-in non-example lacking only one critical attribute, but also -one showing as nearly as possible the same values of the VARIABLE properties

MARKLE - PREFACE, CHAPTERS 1-4 16) Page 33: Explain lean programming, including details on the procedures used to produce a lean program.

Instead of assuming what learners already know, how fast they can go, etc. the programmer designs very tough lessons and let the first learners show by errors where the assumptions are wrong. Procedures: In the first draft: -Start with big chunks --small steps may reduce error but inefficient for adult learners -assume learner know everything except the task to be learned --teaching what learner already knows is inefficient for adult learners -reduce practice to absolute minimum without eliminating it --providing a ton of practice based on your "guess" of how much is enough is inefficient

VARGAS (2014) 4) Page 8: Describe MOOCs, cMOOCs, and xMOOCs.

MOOC's: Massive Open Online Courses -an online course open to the general public engaging students via blogs and social media, offering readings as well cMOOC: a MOOC that involves students learning via discussions with each other xMOOC: A university MOOC -designed like typical university courses; start/end on certain dates, present content via lecture or demonstration, give exercises, and evaluate with quizzes/tests but there is no personal contact with main instructor due to the class size. interaction btw students via blog, email, etc. and certificate of completion from major university's xMOOC doesnt earn the same credit as a course taken as a regularly enrolled student.

MARKLE - PREFACE, CHAPTERS 1-4 12) Pages 6-7: Provide a definition of meaningful responding. Note that Markle does not explicitly provide such a definition, so you are going to have to develop one and this may require pieces of information from the entire chapter.

Overt motor acts that accomplish some goal, doing so according to your instructions shows that the learner "processed" (thought about, made good use of) your input. This type of responding is only really meaningful if the instruction is written in a way that evokes meaningful processing (meaningful covert behavior) to the learner.

MARKLE - PREFACE, CHAPTERS 1-4 18) Page 39: Explain what the peek factor is. How do textbooks often compensate for this and what is the shortcoming with this compensation?

Peek factor: learners essentially checking the KCR(Knowledge of Correct Response) first and then copying what they see, l making every frame a copy frame instead of trying to solve the problem themselves, assuming the instruction doesn't already mainly consist of copy frames as in such cases it wont make much difference anyway in terms of learning. Textbooks often put the answers on different pages/locations, scramble them, put them upside down, or mask them. These compensations cannot control for the motivation of the learner/their self control, they can still find the answer before filling out the question.

VARGAS (2014) 6) Page 12: Describe the typical programmed instruction textbook that emerged during the 1960s explosion. How did Skinner's programmed instruction differ? Be sure to mention the points related to the treatment of errors and the source of Skinner's design.

The book simply removed a few words here and there in the text and had learners fill them in, there was no understanding of behavioral principles in the structure. Skinner's PI had frames that the student would fill content into, built in units so the problems became more and more complex. This PI was presented via machine that covered answers, the student filled in the blanks, used the machine to move the work under glass, and the answer was revealed. they then marked if they got it right or wrong before the next frame appeared. Errors were defects in the sequencing of instruction, not of the student. They revised the program frame by frame until sequences shaped responding to the desired proficiency. there were no mass produced machines like this so it was moved to paper form, meaning students could peek at answers before responding.

MARKLE - PREFACE, CHAPTERS 1-4 11) Pages 3-6 and 30: Provide a definition of a copy frame design. Note that Markle does not explicitly provide such a definition, so you are going to have to develop one (this may require extracting information from throughout the chapter). You should be prepared to recognize and label examples of copy frames. Answers should include details on what type of activity is evoked by a copy frame and what type of activity is not evoked.

This design in a (hoped for) conditioned stimulus that evokes a conditioned response. A meaningful response is not evoked.

MARKLE - PREFACE, CHAPTERS 1-4 9) Page ii: According to Markle, what is implied by training for the instructional designer? What is implied by programed?

Training: know what the outcome must be, and you can't miss knowing when you haven't taught it Programed: you are committed to trying out and revising your designs until you get there

MARKLE - PREFACE, CHAPTERS 1-4 19) Page 49: According to Markle, what is the first rule for subject matter experts when looking at a program?

YOU CANNOT TELL BY LOOKING AT IT WHETHER IT WORKS

MARKLE - PREFACE, CHAPTERS 1-4 23) Page 82: What is a serious instructional design drawback to allowing a high degree of learner control in the selection of topics?

You as the designer are not in a position to make use of the learner's growing sophistication by increasing the density of information and the size of step required by the response request, as you don't know what the learner has chosen to work on.

VARGAS (2014) 8) Page 16: What sources of data are typically consulted when determining the effectiveness of a course? Although Vargas is discussing this within the context of xMOOC courses, I would suggest the point applies more broadly (e.g., traditional face-to-face university courses, training workshops, etc.). What purposes can such information serve and not serve?

average sign-in and drop-out rates, minutes spent online, educational levels and nationality of enrollees and opinions of the students. -Serves marketing purposes more than improvement of instruction

MARKLE - PREFACE, CHAPTERS 1-4 13) Page 7-8 and 141-142: Markle often talks about how learners may make a correct response but still learn the wrong lesson. Be prepared to inspect a series of response requests and diagnose potential faulty rules a learner may have acquired. As a general guideline, one of the best ways to achieve this is to look for common, but irrelevant, properties among correct or incorrect answers. This is an important skill to refine when developing training or teaching materials, as it will help you take the learner's perspective in regards to understandable but inaccurate discoveries.

copy-frame design: copying a term or symbols to answer a question ????? other faulty design names??????

MARKLE - PREFACE, CHAPTERS 1-4 14) Page 17-19: Explain the "Principle of Small Steps" and some potential hazards with misapplying this principle.

instead of presenting a unified chunk of information about a concept, each step is broken down into smaller steps, each of which requires a (meaningful) response request. -the learner may have a hard time figuring out how the pieces fit together -may make the task too tedious -require too many frames, make information boring or "lost" to the reader -may take too much time -may make the reader lose the "bigger picture" of the instruction -steps may be too small to make sense

MARKLE - PREFACE, CHAPTERS 1-4 15) Page 31: What learning history likely produced a behavioral repertoire in which two competing and incompatible responses both possess a high probability of being emitted to the same prompt? Markle gives the examples of its/it's and rhythm/rythm.

rote memory procedures with lots of error in early practice trials.

VARGAS (2014) 5) Page 9: How are typical xMOOCs different from and similar to typical textbooks that students could study independently?

xMOOCS: -video lecture --moving arrows/writing appear as words are spoken -assignments outsource teaching to the student --figure out through assignments/help from peers, no individual guidance from teacher. -mistakes reveal failure of presentation to teach skills needed Books: -accessed individually when student prefers -student can interact with others when needed NEITHER CAN BE COUNTED UPON TO GUARANTEE MASTERY Similar: -diagrams/models simulate procedures/show structures of objects - Lecture: may emulate IRL class lecture --no responding required during presentation -provide exercises, most with answer keys/xMOOCs let you retry problems -interact with student when needed, xMOOCs have a board, textbooks are IRL