27/10/2018
Aligning goals,
instruction and
evaluation
1 Aligning goals, instruction and evaluation
1.1
Reiser, R. A. (2001).
A history of instructional design and technology: Part II: A
history of instructional design.
1.2 Clarà, M. & Barberà, E. (2013).
Learning Online: Massive Open Online Courses (MOOCs),
Pellegrino, J. W., DiBello, L.V., & Goldman, S. R.
1.3 (2016).
A framework for conceptualizing and evaluating the validity of instructionally
relevant assessments,
, 27/10/2018
A history of instructional
design and technology: Part II:
A history of instructional
design.
Reiser, R. A. (2001).
1.1 Historical perspective ID field
• WWII: assessment of skills for screening and selecting
• Programmed instruction movement: instruction in small steps,
learner self-pacing, formative evaluation
• Learning objectives
• Criterion-referenced testing movement: measure irrespective of others
• Gagné’s nine events of instruction
• Formative evaluation: Sputnik draft before final form
• instructional design enters business
• constructivism: own role in knowledge construction process, complex
and realistic problems
• rapid prototyping
, 27/10/2018
1.1 theories of learning
behaviorism cognitivism constructivism
knowledge is teaching reality interpreting reality constructing reality
aim of learning reproduce behavior remember and apply knowledge construction
is knowledge from LTM and applying
learning repeating and reinforcing refining mental models carrying out authentic
process is behaviour tasks
guidelines for behavioral objectives build up complexity of authentic whole tasks.
instruction Bloom’s taxonomy learning tasks. Gagné’s 5 performance tests.
toddler’s Reward Chart categories of learning; 9 Mayer’s principles:
Direct Instruction (skinner) events of instruction. multimedia for e-learning
(! Overlap with Bloom) Merril (2002): activate>
criterion-based tests demonstrate >apply
>integrate
1.1 Paradigm changes
• selection to expertise development,
• teacher to learner centered learning,
• standardized instruction to adaptive instruction,
• norm-based testing to criterium-based testing,
• learning individually to learning collaboratively.
, 27/10/2018
1.1 Design models
• There is no one best model: choose the right one for the job.
Design as an iterative process.
orientation classroom product system
output few hours of self- course /
instruction instructional curriculum
package
resources very low high high
who? individual usually team team
tryout and revision low-medium very high medium to high
Learning Online: Massive
Open Online Courses
(MOOCs)
Clarà, M. & Barberà, E. (2013)
Aligning goals,
instruction and
evaluation
1 Aligning goals, instruction and evaluation
1.1
Reiser, R. A. (2001).
A history of instructional design and technology: Part II: A
history of instructional design.
1.2 Clarà, M. & Barberà, E. (2013).
Learning Online: Massive Open Online Courses (MOOCs),
Pellegrino, J. W., DiBello, L.V., & Goldman, S. R.
1.3 (2016).
A framework for conceptualizing and evaluating the validity of instructionally
relevant assessments,
, 27/10/2018
A history of instructional
design and technology: Part II:
A history of instructional
design.
Reiser, R. A. (2001).
1.1 Historical perspective ID field
• WWII: assessment of skills for screening and selecting
• Programmed instruction movement: instruction in small steps,
learner self-pacing, formative evaluation
• Learning objectives
• Criterion-referenced testing movement: measure irrespective of others
• Gagné’s nine events of instruction
• Formative evaluation: Sputnik draft before final form
• instructional design enters business
• constructivism: own role in knowledge construction process, complex
and realistic problems
• rapid prototyping
, 27/10/2018
1.1 theories of learning
behaviorism cognitivism constructivism
knowledge is teaching reality interpreting reality constructing reality
aim of learning reproduce behavior remember and apply knowledge construction
is knowledge from LTM and applying
learning repeating and reinforcing refining mental models carrying out authentic
process is behaviour tasks
guidelines for behavioral objectives build up complexity of authentic whole tasks.
instruction Bloom’s taxonomy learning tasks. Gagné’s 5 performance tests.
toddler’s Reward Chart categories of learning; 9 Mayer’s principles:
Direct Instruction (skinner) events of instruction. multimedia for e-learning
(! Overlap with Bloom) Merril (2002): activate>
criterion-based tests demonstrate >apply
>integrate
1.1 Paradigm changes
• selection to expertise development,
• teacher to learner centered learning,
• standardized instruction to adaptive instruction,
• norm-based testing to criterium-based testing,
• learning individually to learning collaboratively.
, 27/10/2018
1.1 Design models
• There is no one best model: choose the right one for the job.
Design as an iterative process.
orientation classroom product system
output few hours of self- course /
instruction instructional curriculum
package
resources very low high high
who? individual usually team team
tryout and revision low-medium very high medium to high
Learning Online: Massive
Open Online Courses
(MOOCs)
Clarà, M. & Barberà, E. (2013)
