Module Development

UKM June 17, 2013

Learning Outcomes
Describe why it is important to cater for individual differences when designing learning materials Describe learning theories for developing learning materials Describe an acceptable model for module development Work as a team to script a sample module

Your Experience
Think back to when you were a student. What two strategies the teacher/instructor/professor used to help you learn?

If learning modules are welldesigned, all students will achieve mastery (100%) all of the time.

Why students fail

Instruction not geared to the student learning style Not motivated, lack of confidence, lack of interest, unclear objective Individual brings personal problems to the training situation Information unclear, lack of resources, too much, too little or wrong information Not enough time to process information, wrong method, lack of hands-on Wrong conclusions, lack of goal setting, conflicting information The test does not measure the learning objectives

Individual Differences
Students learning preference during the learning process. This include student learning style and the way students approach the learning process.

Past Measures for Individual Differences

Phrenology head-bump reading Graphology handwriting analysis Astrology
Not very helpful to determine individual differences

Individual Differences
Intelligence Creativity Personality Extrovert and Introvert Motivation Learning Style Cognitive Style Interests Cultural

Intelligence (Howard Gardner, Harvard University)

Interpersonal Intelligence: interaction with other people and understand their feelings. Intrapersonal Intelligence: to know ones self in terms of strengths, motivation level, goals, and feelings. Linguistic Intelligence: use of language effectively to express ideas and communicate.

Intelligence
Logical-Mathematical Intelligence: ability to think logically, use numerical concepts, solve scientific problems, and see patterns and relationships between concepts and things. Spatial Intelligence: ability to think visually and orient oneself spatially and to graphically represent visual and spatial ideas.

Intelligence
Bodily-Kinesthetic Intelligence: use of ones body as a means of expression and to use and create objects. Musical Intelligence: ability to appreciate a variety of musical forms and use of music as a vehicle of expression.

Albert Einstein
Reading problems in schools. A genius visualizing the fundamentals of physics. Very high in spatial cognition.

Learner Preference and Appropriate Activities

Learn effectively from text (provide textual materials) Learn effectively from lectures (use audio-visual presentations) Learn from visuals such as, diagrams, illustrations, or charts (use visuals to support text) Learn by doing (provide practical activities, feedback, and demonstration) Like to be challenged (suggest additional activities)

Learner Preference and Appropriate Activities

Learn anytime (make materials available for access anytime) Learn anywhere (distribute using a medium that is portable) Like to work with other students (provide online group activities) Need motivation to build interest (activity to gain learners attention) Learn by applying in real life (activities to apply in real life learn in context)

Strategies for Developing Quality Learning Modules

Instructional Systems Design

Proper instructional systems design models must be used to develop learning materials. ADDIE Model
Analysis Design Development Implementation Evaluation

Dick and Carey Model

1. Instructional Goals conduct needs and gap analysis. 2. Instructional Analysis conduct task analysis to reach goals. 3. Entry Behaviors and Learner Characteristics determine skills and abilities learners bring to the module course. Also, learning style and personality traits. 4. Performance Objectives prepare detailed performance objectives. 5. Criterion-Referenced Test Items - to evaluate performance. 6. Instructional Strategy - to achieve the performance objectives. 7. Instructional Materials Select existing materials or develop new materials. 8. Formative Evaluation - to improve the learning materials. 9. Summative Evaluation - to determine the effectiveness of the learning materials.

Kellers ARCS Model

Keller proposed a motivation model for learning that includes four components. Attention: grab and maintain the learners attention throughout the learning process. Relevance: Use activities to make the lesson relevant for learners by using concrete language and familiar examples. Confidence: provide opportunities for learners to build and maintain confidence by encouraging success. Satisfaction: provide opportunities for learners to apply what they learn in their own environment to promote meaningful learning.

Cater for Different Learning Styles

Learning style is defined as a combination of cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment.

Diverger
Combination of concrete experience and reflective observation Strengths lie in an imaginative ability Interested in people and emotional elements Have broad cultural interests

Diverger (Why) Skills

Brainstorming Listening Speaking Interacting Knowing oneself Appreciating others

Assimilator
Combination of abstract conceptualization and reflective observation Like to create theoretical models More concerned with abstract concepts rather than with people. They are good at planning

Assimilator (What) Skills

Observing Analyzing Classifying Seriating Drawing conclusions Theorizing Seeing patterns and connections Conceptualizing

Converger
Combination of abstract conceptualization and active experimentation. Like to apply ideas Tend to be unemotional Prefer to work with things rather than with people They have narrow technical interest

Converger (How) Skills

Experimenting Manipulating materials and ideas Making things work Testing reality Tinkering Trying and failing

Accommodator
Combination of concrete experience and active experimentation Like to do things and involve themselves in new experiences Very adaptable to new situations Tend to solve problems intuitively Rely on others for information Like to work with people

Accommodator (If) Skills

Modifying Shifting Adapting Risking Intuiting Acting Innovating Creating

Learning Theories to Design Quality Learning Materials

Behaviorists
Learning is a change in behavior caused by external stimuli in the environment and the behavior is observable. Some educators claimed that not all learning is observable and that there is more to learning than a change in behavior. Shift away from the behaviorist school of thought to cognitive learning theories.

Behavioral Psychology: Implications

Learners should be told the outcome of the learning so that they can set expectations and can judge whether they have achieved the learning outcome. The learning materials must be sequenced to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application.

Cognitivists
Learning involves use of memory, motivation, thinking, and reflection Learning is an internal process and the amount learned depends on:
Processing capacity of the learner Amount of effort expended during the learning process Depth of processing The learner existing knowledge structure.

Cognitive Psychology: Implications

Strategies should be used that allow learners to perceive and attend to the information so that it can be transferred to working memory. Learners should be told why they should take the
lesson so that they can attend to the information throughout the training session. The difficulty level of the material must match the cognitive level of the learner so that the learner can attend to the material.

Cognitive Psychology: Implications

Strategies should be used to allow learners to retrieve existing information from schema to help make sense of the information.
Use advance organizers to activate existing cognitive
structure or to provide the information to incorporate the details of the materials (Ausubel, 1974). Provide conceptual models to help learners retrieve existing mental models or to store to learn the details of the materials.

Cognitive Psychology: Implications

Use of pre-test questions to set expectations and activate exiting knowledge structure. Questions presented before the training could motivate learners to find the solution rather than go through the training. Use of pre-requisite test questions to activate prerequisite knowledge structures required for learning the new materials.

 Information should be chunked to prevent overload of working memory. According to Miller (1956) working memory or attention span is limited to seven plus or minus 2 (7 2 chunks of information. Information maps should be used to help learners identify the main concepts and the relationships between the concepts (Ally, 1990).

Transfer of Learning
Strategies that facilitate transfer of learning should be used to encourage application in different and real life situations. Simulation of the real situation real life cases should be part of the lesson. Learners should be given the opportunity to complete assignments and projects that utilize real life examples and information.

Constructivists
Learners interpret the information and the world according to their reality Learn by observation, processing, and interpretation Learners are active rather than passive Knowledge is not received from the outside or from someone but it is the individual learner interpretation of what is received through the senses The learner is the center of the learning with the tutor playing an advising and facilitating role

Constructivists - Implications
Learning should be an active process. Learners should construct their own knowledge rather than given by the tutor. Collaborative and cooperative learning should be encouraged. Working with other learners will give learners real like experience of working in a group and will allow them to use their meta-cognitive skills.

Constructivism - Implications
Give learner control of the learning process. There should be a form of guided discovery where the learner is allowed to made decision on learning goals but there should be guidance from the tutor. Give learners time to reflect. Make the learning meaningful to learners. Learning should be based on the context in which it will be used.

Interactivity in Learning using E-learning and

Mobile Learning
(Schwier, R.A. & Misanchuk, E. 1993)

Object interactivity (proactive inquiry) - objects (buttons, people, things) are activated by using a mouse or other pointing device. Linear interactivity (reactive pacing) - the user is able to move (forwards or backwards) through a predetermined linear sequence. Support interactivity (reactive inquiry) generalized and context-sensitive support (help messages and tutorial supports).

Interactivity (contd)
Update Interactivity - individual application components or events in which a dialogue is initiated between the learner and computer-generated content (practice with feedback) Construct Interactivity - the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals (assemble an apparatus). Reflective Interactivity - text responses to prompts or questions where learners can reflect on their response and make their own judgment as to its accuracy or correctness.

Interactivity (contd)

Simulation Interactivity - extends the role of the learner to that of controller or operator, where individual selections determine the learning sequence. Hyperlinked Interactivity (proactive navigation) - the learner has access to a wealth of information, and may "travel" at will through that knowledge base.

Interactivity (contd)
Non-Immersive Contextual Interactivity - extends the various interactive levels into a complete virtual learning environment (mutual elaboration) in which the learner is able to work in a meaningful, jobrelated context. Immersive Virtual Interactivity - provides an interactive environment in which the learner is projected into a complete computer-generated world which responds to individual movement and actions.

Design Model
Give the Big Picture (Content map) Connect to the learner and gain interest (Rationale) Set expectations for learning (Objectives) Check for readiness (Prerequisites) Check for prior knowledge (Self-assessment)

Design Model (contd)

Provide opportunities for learning Activities to Motivate the Learners Activities to give learners access to the learning materials Activities to Use the Materials to Improve Performance and the learn by discovers Activities to Transfer the Knowledge and Skills to New Situations

Design Model (contd)

Give learners the opportunity to practice and provide feedback Bring Closure to the Learning Experience by summarizing Check for Achievement of Objectives Provide Opportunities for Real Life applications