英语教学设计理论与实践-1.ppt

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1、英语教学设计理论与实践英语教学设计理论与实践 任务型教学设计任务型教学设计主讲：尹国杰（副教授）2013年3月20日星期三Instructional Design“Design” of teaching?Instructional DesigndesignscientificartisticInstructional Design What is instructional design?the practice of creating instructional experiences which make the acquisition of knowledge and skill mor

2、e efficient, effective, and appealing. Instructional Design 1. Development of instructional design: 1940s - The Origins of Instructional Design, World War II 1946 Edgar Dales Cone of Experience Mid-1950s through mid-1960s - The Programmed Instruction Movement Early 1960s - The Criterion-Referenced T

3、esting Movement 1965 - Domains of Learning, Events of Instruction, and Hierarchical Analysis 1967 - Formative Evaluation The 1970s - Growing of Interest in the Systems Approach The 1980s - Introduction of Personal Computers into the Design Process The 1990s - A Growing Interest in Constructivist The

4、ory and the Importance of Performance The 2000s - Rise of the Internet and Online Learning 2010 and forwardInstructional Design 1940s - The Origins of Instructional Design, World War II During the war a considerable amount of training materials for the military were developed based on the principles

5、 of instruction, learning, and human behavior. Tests for assessing a learners abilities were used to screen candidates for the training programs. After the success of military training, psychologists began to view training as a system, and developed various analysis, design, and evaluation procedure

6、s. Instructional DesignInstructional Design Mid-1950s through mid-1960s - The Programmed Instruction Movement Skinner: effective instructional materials should include small steps, frequent questions, immediate feedback, and allow self-pacing. Robert Mager: how to write objectives including desired

7、behavior, learning condition, and assessment. Benjamin Bloom: taxonomy of three domains of learning: Cognitive, Psychomotor and Affective. Instructional DesignInstructional Design Early 1960s - The Criterion-Referenced Testing MovementRobert Glaser: first user of the term “criterion-referenced measu

8、res” in 1962. a criterion-referenced test is designed to test an individuals behavior in relation to an objective standardInstructional Design 1965 - Domains of Learning, Events of Instruction, and Hierarchical Analysis Robert Gagne: five domains of learning outcomes and nine events of instruction i

9、n “The conditions of Learning (1965). Gagnes work in learning hierarchies and hierarchical analysis led to an important notion in instruction to ensure that learners acquire prerequisite skills before attempting superordinates ones. Instructional Design 1967 - Formative EvaluationMichael Scriven: th

10、e need for formative assessment e.g., to try out instructional materials with learners (and revise accordingly) before declaring them finalized. Instructional Design The 1970s - Growing of Interest in the Systems Approach Many instructional design theorists began to adopt an information-processing-b

11、ased approach to the design of instruction. David Merrill for instance developed Component Display Theory (CDT), which concentrates on the means of presenting instructional materials (presentation techniques). Instructional Design The 1980s - Introduction of Personal Computers into the Design Proces

12、s little evolution of ID in schools or higher education personal computer as a new tool: PLATO (Programmed Logic for Automatic Teaching Operation) growing interest in how cognitive psychology can be applied to instructional design. In the late 1980s and throughout the 1990s cognitive load theory beg

13、an to find empirical support for a variety of presentation techniques. Instructional Design The 1990s - A Growing Interest in Constructivist Theory and the Importance of Performance Constructivists: learning experiences should be “authentic” and produce real-world learning environments that allow th

14、e learner to construct their own knowledge. the recognition of performance improvement as being an important outcome of learning that needed to be considered during the design process. The World Wide Web: a potential online learning tool.Instructional Design The 2000s - Rise of the Internet and Onli

15、ne Learning The Internet: very popular tool for online learning a great increase in the number of online courses offered by higher education institutions. Technology: providing more authentic and realistic learning experiences. Instructional Design 2010 and forwardThe influence of e-tools continues

16、to grow and has seemingly encouraged the growth of informal learning throughout a persons lifetime. The challenge for instructional designers is how to create learning opportunities that now may occur anywhere and anytime. Instructional Design Instructional MediaEraMedia1900s Visual media 1914-1923

17、Visual media films, Slides, Photographer Mid 1920s to 1930s Radio broadcasting, Sound recordings, Sound motion pictures World War II Training films, Overhead projector, Slide projector, Audio equipment, Simulators and training devices Post World War II Communication medium 1950s to mid-1960s Televis

18、ion 1950s-1990s Computer Instructional Design 2. Cognitive load theory and the design of instruction Cognitive load theory developed out of several empirical studies of learners, as they interacted with instructional materials. Sweller and his associates began to measure the effects of working memor

19、y load, and found that the format of instructional materials has a direct effect on the performance of the learners using those materials. Instructional Design 3. Gagns Theory of Instruction Synthesizing ideas from behaviorism and cognitivism, Gagn provides a clear template, which is easy to follow

20、for designing instructional events. Instructional designers who follow Gagns theory will likely have tightly focused, efficient instruction. Instructional DesignInstructional Design A taxonomy of Learning Outcomes Cognitive Domain Verbal information - is stated Intellectual skills - label or classif

21、y the concepts Intellectual skills - to apply the rules and principles Intellectual skills - problem solving allows generating solutions or procedures Cognitive strategies - are used for learning Affective Domain Attitudes - are demonstrated by preferring options Psychomotor Domain Motor skills - en

22、able physical performanceInstructional Design 4. Learning design the description of the teaching-learning process that takes place in a unit of learning (eg, a course, a lesson or any other designed learning event). As summarized by Britain, learning design may be associated with: The concept of lea

23、rning design The implementation of the concept made by learning design specifications like PALO, IMS Learning Design, LDL, SLD 2.0, etc. The technical realisations around the implementation of the concept like TELOS, RELOAD LD-Author, etc. Instructional Design 5. Instructional modelsADDIE processRap

24、id prototyping (快速成型)Dick and CareyInstructional Development Learning System (IDLS)Instructional Design 5.1 ADDIE process Perhaps the most common model used for creating instructional materials is the ADDIE Model. This acronym stands for the 5 phases contained in the model (Analyze, Design, Develop,

25、 Implement, and Evaluate).Instructional DesignInstructional Design 5.2 The Dick and Carey Systems Approach ModelThe model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction. Instructional Design The model addresses instruction as

26、 an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other

27、and work together to bring about the desired student learning outcomes. Instructional Design components of this Model: Identify Instructional Goal Conduct Instructional Analysis Analyze Learners and Contexts Write Performance Objectives Develop Assessment Instruments Develop Instructional Strategy D

28、esign and Conduct Formative Evaluation of Instruction Revise Instruction Design and Conduct Summative EvaluationInstructional Design 5.3 Instructional Development Learning System (IDLS) The model was originally published in 1970 by Peter J. Esseff, PhD and Mary Sullivan Esseff, PhD in their book ent

29、itled IDLSPro Trainer 1: How to Design, Develop, and Validate Instructional Materials. Instructional Design components of the IDLS Model:Design a Task AnalysisDevelop Criterion Tests and Performance MeasuresDevelop Interactive Instructional MaterialsValidate the Interactive Instructional Materials I

30、nstructional Design 6. Motivational DesignMotivation is defined as an internal drive that activates behavior and gives it direction. The term motivation theory is concerned with the process that describe why and how human behavior is activated and directed.Instructional Design The ARCS Model of Moti

31、vational Design created by John Keller based on Tolmans and Lewins expectancy-value theory, which presumes that people are motivated to learn if there is value in the knowledge presented (i.e. it fulfills personal needs) and if there is an optimistic expectation for success. four main areas: Attenti

32、on, Relevance, Confidence, and Satisfaction.Instructional Design Review:Concept of “instructional design”Development of instructional design (including instructional media)Gagnes theory of instructionInstructional modelsMotivational designInstructional Design Further thought:Instructional design vs. curriculum designInstructional design vs. teaching planInstructional design vs. instructional technologyInstructional Design HomeworkWhat is a “task” in task-based instruction?Instructional DesignInstructional Design