Foundations of instructional design idc1 questions and answers already passed

Foundations of instructional design idc1 questions and answers already passed What is the primary purpose of conducting a Needs Analysis? To identify a gap between the acquired goal and the actual status of that goal. By using this data a goal statement can be written that identifies what needs to be taught. Also a needs analysis provides the cause of the problem to guide the most effective instruction. You have been asked to conduct a Needs Analysis (topic of your choice) for an organization-wide problem at your place of employment (current, past, or hypothetical). List the people you would ask to participate in a focus group and explain why. As many people as possible to help us learn more about the problem: students, teachers, and the principal. Even the parents are an asset to help guide the analysis. Are Likert scale questions quantitative or qualitative? Why? The questions are qualitative because they are not measurable in and of themselves. The scale itself is of a quantitative form although it is used to measure qualitative data. Linkert scales are used to create a method to measure qualitative data by ascribing a scale of quantitative means. Will an interview ever have more than one respondent? Yes there can be more than one respondent. Interviews can be used to gather data from groups of people and the data can be compared. What are the four components of a complete goal statement? A complete goal statement should describe the following: • The learners • What learners will be able to do in the performance context • The performance context in which the skills will be applied • The tools that will be available to the learners in the performance context According to your Dick and Carey e-text, what are the three criteria for writing a goal statement? 1. Will the development of this instruction solve the problem that led to the need for it? 2. Are these goals acceptable to those who must approve this instructional development effort? 3. Are there sufficient resources to complete the development of instruction for this goal? Why do we write goal statements? By writing the goal statement out it helps the instructor in being able to analyze the goal and write clear, precise descriptions of what the target goal is and how it can be achieved. Writing goal statements aids the instructor in analyzing who the learners are, what they need to be able to accomplish and what tools they need in order to be successful. What is the value of conducting a Learner Analysis?* ...The data that is collected on a learner analysis directs the design of the instruction so that it is appropriate for the learner. A learner analysis aids the instructor in understanding how a student learns and what style of learning is preferred and then will possibly produce a better outcome of the objectives. Why is it important to identify entry-level skills? ...It is important to identify entry-level skills because in it guides the instruction on where to begin. In order for a student to be able to add coins they need to know what each coin is and what it worth. They would need to be able to identify these coins. Therefore, in order to instruct a student on adding coins an instructor needs to be sure that these entry level skills of even knowing how to identify its worth. ...initial building blocks for instruction Which type of assessment measures entry-level skills? ...Pre-requisite or an entry level test. These assessments test the basic level of a skill to check for comprehension of the basic of an objective or goal to ensure that the instruction begins in the appropriate position. Why is it important to measure prior knowledge? ...Prior knowledge supplies the teacher with what the student already knows and if there are any misconceptions about a skill. It is never to safe to assume that a student already has the skills. Which type of assessment measures prior knowledge? ...A pre-test is an assessment that measures prior knowledge. It aids in providing what skills a student may have and also what they do not know, which will aid in guiding instruction. What is a task analysis (task analysis is used interchangeably with goal analysis and instructional analysis)? ...A task analysis involves taking a task and analyzing it into smaller parts in order to teach them as well as ensure that the individual task is appropriate for a learner. What are the parts of Mager's three-part performance objectives? Give an example of each. ...Performance - It describes what the learner will be doing when demonstrating mastery of an objective. Ex. Be able to draw a picture of a duck. Conditions- description of the circumstances under which the performance will be carried out. Ex. Using a ruler measure the desk in inches. Criterion- lets students know how well they will have to perform to be considered proficient. Ex solve 100 addition problems correctly within 5 minutes. Conditions (CN) - the tools and resources that will be available to the learner when performing the skill Behavior (B) - the skill including actions, content, and concepts Criteria (CR) - acceptable performance of the skill Examples: 1. In a workteam meeting (CN), manage the line of discussion (B) so the meeting stays on track (CR). 2. Using a web search engine (CN), use Boolean operators (B) to narrow the number of relevant hits by half (CR). 3. From memory (CN), describe the emergency response procedure when a gas detection indictor goes off (B), exactly as detailed in the company policy manual (CR). Identify the part of the performance objective from the descriptions below (condition, behavior, criteria). a. Measurable action verb b. Minimum level of mastery c. Parameters for behavior and/or resources needed for performance* a. Measurable action verb-behavior/performance b. Minimum level of mastery-Criterion c. Parameters for behavior and/or resources needed for performance-conditions 18. What is the scope of instruction? How do you determine an appropriate scope for an instructional unit? ...how much content to cover within a given amount of time. You can use all of your analyses to help you determine an appropriate scope. Scope is what is going to be taught. 1. What is sequence of instruction? How do you determine an effective sequence for an instructional unit? ...The sequence of instruction is the organization of how the objectives, tasks and assessments are organized and designed in a method that best suits the learner to obtain the goal. Once a learner analysis has been completed then the order of tasks and steps to be accomplished can be organized. Each task should be analyzed to determine if the previous or entry level skills have already been acquired. Sequence is the when it will be taught. 22. What is Cognitivism? When is it appropriate to use instructional strategies that support Cognitivism? ...While cognitivism aligns with behaviorism it focuses on practice and feedback, and the mental processes that lead up to a response. This theory also focuses on how the information is processed and then stored into memory, breaking down the process into smaller storage units such as short term to long term etc. as well as with how learners come to acquire knowledge. This theory believes that knowledge is made up of building blocks that have been analyzed, decomposed and simplified. It is appropriate to use this theory when relating new information to something that that the learner always knows. This helps the learner create a connection to known material (schema) into the new material that is to be learned. What is the difference between objectivism and Constructivism?* ...Objectivism, which encompasses the behaviorist and cognitivism theories, works as specific instruction that involves the instruction being teacher led, relying on transmitting the information from the teacher to the student to work individually to understand the objective that is being taught. While constructivism involves the student's thinking and problem solving as part of the instruction as well as the students working in groups to comprehend objectives and build on their problem solving skills using an array of different methods. What is the difference between directed instruction and Constructivism?* ...Direct instruction focuses on individual work with goals that are the same for all students. Whereas constructivism is based on cooperative work with goals that differ for each student having students generalize their knowledge. Direct instruction follows the same instructional structure of process, encode and store, and transfer of knowledge using traditional methods and assessments that hold the student accountable to meet the required standards. Whereas constructivism provides students with activities that demonstrate knowledge in varying ways with problem solving, multimedia and non-traditional assessments such as student portfolios graded with self-reports instruments like rubrics requiring the student to be able to think critically and creatively. what are gagnes nine events? 1. gaining learner attention 2. motivating learner 3. stimulating recall of prior knowledge or past experiences 4. providing overview of lesson informing learner of objectives 5. presenting, explaining, or demonstrating knowledge/skills 6. practicing with supervision 7. summarizing information to be learned 8. assessing learning providing feedback and performance correctness 9. enhancing retention and transfer The five major learning components of the Dick, Carey, and Carey model include the following: -preinstructional activities (motivate and arouse interest, establish purpose, gain attention, and stimulate prior knowledge) -content presentation (discovery, exploration, lecture, and examples) -learner participation (meaningful interaction with new knowledge/skills, feedback, and interaction) -assessment -follow-through activities (enhance retention and transfer of learning) What are generative topics? Generative Topics are somewhat similar to what are generally considered "units" in a curriculum. They are big ideas and topics that make up the major portions of a curriculum. Many teachers do not currently teach with Generative Topics, although teachers who use "themes" to organize their curriculum will see similarities to this idea. ARCS Model of Motivational Design (Keller) key terms are: Attention, Relevance, Confidence, Satisfaction (ARCS) What is criterion-based assessment?* A test or other type of assessment designed to provide a measure of performance that is interpretable in terms of a clearly defined and delimited domain of learning tasks. constructivism A learning theory in which learning is viewed as an internal process of constructing meaning by combining existing knowledge with new knowledge gained through experiences in the social, cultural, and physical world. Constructivism emphasizes the processes and social interactions in which a student engages for learning. cognitivism A learning theory in which learning is viewed as active mental processing to store new knowledge in memory and retrieve knowledge from memory. Cognitivism emphasizes the structure of knowledge and external conditions that support internal mental processes. examples of cognitive stratigies A more complex cognitive strategy is figuring out how to organize, cluster, remember, and apply new information from a chapter that will be included on a test. Now consider the very complex combination of ill-structured problems and cognitive strategies used by a civil engineer in laying out a section of farmland for housing development: 1. The engineer must have command of a vast array of physical and intellectual tools, such as computer-assisted design; geographic information system databases; land surveying, soil analysis; hydrology; and water, sewer, and electrical utilities systems. 2. The engineer must have command of a variety of "textbook" engineering strategies for the range of problems encountered in a land-development project. 3. For a large project, the engineer must manage cooperative team efforts for in-house and consulting specialists in environmental, legal, and architectural matters. 4. The engineer must organize, manage, and apply all of those tools, solution strategies, and collaboration skills in a formerly unencountered environment. Some tools are useful; some are not. Some solutions work; others are rejected or modified. Some project team members will contribute quickly and reliably; others might require more direction and maintenance. In the end, the final site development is a one-of-a-kind product of the engineer's ability to orchestrate a variety of resources toward the solution of a unique problem. 5 important features about construcvism that contributes to putting learners in control of their learning: - students points of view - incorporating student knowledge - make curriculum more relevant - address the big picture to make show relevence - continuous assessment The macrostrategy is the total delivery of the instruction and is usually created by and delivered by a teacher or instructor. Macrostrategies include defining the performance objectives, writing lesson plans and tests, motivating learners, presenting content, engaging the student in learning, and administering the assessments. steps to developing instructional strategies: 1. identify the sequencing of the content as identified in the instructional analysis. 2. determine how much information will be presented in a unit. 3. careful consideration of learner characteristics and entry-level skills to determine what you will do before the content is presented how it will be presented and what the learners will do with the content.