Overview | Objectives | Resources | Events

Overview

Instruction is defined as a “deliberate arrangement of events to facilitate a learner’s acquisition of some goal” (Driscoll, 1994, p. 21). The problem is that in many current forms of instruction, the “deliberate arrangement of events” is often based on the teacher’s or instructional designer’s past experiences, opinions, fads and/or political agendas. Take a moment to reflect on the training and coursework you’ve taken over the years.

How often have you been presented with same instructional method throughout a course or training program? Were you ever exposed to different events and activities based on the desired learning outcome(s)?

Although teachers and instructional designers are exposed to research and theory during their academic preparation, such knowledge often flies out the window when they get into the classroom or start working on a design project with a tight timeline. They are on “survival mode,” and with little time, training or incentives, they typically revert to what they know best.

Training and educational materials often fail to take into account what we know about teaching and learning.

One of the basic principles of instructional systems design is that instruction should be designed based on a combination of experience, theory and research. In Unit 6, you will examine alternative “grounded” instructional strategies and events, select a strategy that is appropriate for meeting your instructional goal(s), and apply the strategy to continue designing your instructional unit. A discussion on how to select a strategy and integrate appropriate events for your instructional unit will be facilitated in class and on the course bulletin board system.

Note: The online readings associated with this unit is more extensive than other units. In addition, it may take your design and development team 15-20 hours to complete this unit. So, please be sure to review the due dates posted on the course calendar and allocate a sufficient amount of time to complete all related activities.

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Objectives

Terminal Objective. Given a set of instructional objectives and learner assessments, generate an instructional strategy for achieving the objectives by designing and sequencing a set of research-based instructional events that meets criteria specified for the assignment.

Enabling Objectives. You should be able to:

• contrast SME and systematic
  approaches to instructional design;
• distinguish instructional events from instructional strategies;
• describe various experiences, interactivities, and grounded events that are based on theory and research;
• recognize considerations for selecting instructional strategies;
• recognize steps for generating an instructional strategy; and
• select and apply appropriate events and strategy based on specified learning objectives and your educational beliefs.

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Required Resources

• Your list of performance objectives for your instructional unit; and
• A copy of your learner and context analyses.

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Recommended Instructional Events

1. Read Dick, Carey and Carey (2022) Chapters 8 – Planning the Instructional Strategy: Theoretical Basis and 9 – Planning Logistics and Management for the Instructional Strategy.
2. Complete the practice items provided at the end of Chapters 8 and 9 using feedback in textbook to check your own work.
3. Scan Assignment #2 and get a picture of the product you are expected to generate at the end of this unit;
4. As you explore the supplemental readings (linked below), post and respond to questions and comments on the course bulletin board system;
5. Examine Hirumi (2023) Grounded Instructional Strategies. Consider which strategy you would like to apply to facilitate achievement of learning objectives specified for your instructional unit;
6. Read Hirumi (2013) Three Levels of Planned eLearning Interactions: A Framework for Grounding Research and the Design of eLearning Programs;
7. Complete 6.0 to self-assess and monitor your own acquisition of key concepts.
8. Participate in on-line and in-class discussion on how to select and operationalize an instructional strategy, apply grounded events, and address ID Principles;
9. Draft an Instructional Strategy on your own; and
10. Discuss individual drafts with your teammates. Either select or generate one that represents your team’s best efforts for Assignment 2 (Instructional Treatment Plan).

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Last Updated 08/19/23