{"id":111,"date":"2013-12-04T21:26:00","date_gmt":"2013-12-04T21:26:00","guid":{"rendered":"http:\/\/geoffcain.com\/blog\/uncategorized\/detche-cognition-learning-theory-backward-design-the-importance-of-instructional-design\/"},"modified":"2013-12-04T21:26:00","modified_gmt":"2013-12-04T21:26:00","slug":"detche-cognition-learning-theory-backward-design-the-importance-of-instructional-design","status":"publish","type":"post","link":"https:\/\/geoffcain.com\/blog\/detche-cognition-learning-theory-backward-design-the-importance-of-instructional-design\/","title":{"rendered":"DET\/CHE: Cognition, Learning Theory, Backward Design: The importance of instructional design."},"content":{"rendered":"\n\n\n\n
\"Hierarchy<\/a><\/td>\n<\/tr>\n
Hierarchy of Instructional Design (Photo credit: jrhode<\/a>)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Jim Monaghan, AVP Academic Technologies\/Associate Professor, Educational Technology, CSUSB<\/p>\n

Instructional designers take on many roles at campuses. The perspectives of the designers combined with the organizational structure of the campus can greatly impact the results of the instructional design<\/a> process. This presentation examines the importance of instructional design to the construction of high quality learning environments. Topics to be covered include fundamental principles in cognitive science<\/a>, learning theories<\/a> and backward design. Implications for the design of courses which range from technology-enhanced to technology-centric (e.g. fully online courses and MOOC<\/a>\u2019s) will be presented. Applications of instructional design in strategic planning for learning environments as well as practical considerations for implementation of strategies will be discussed. Advantages and disadvantages of a variety of organizational reporting structures will be explored. Specific ideas participants will take away from the session<\/p>\n

<\/div>\n
\u2022 Importance of instructional designers to the development of high quality courses that use educational <\/div>\n
technology<\/div>\n
\u2022 Importance of organizational structure in facilitating instructional design for learning<\/div>\n
\u2022 Overview of cognitive science that applies to the instructional design process<\/div>\n

MOOCs, the model from Thrun,<\/p>\n

Its about design, not technology<\/p>\n

Design Considerations
Why would online video work?
What do we lose when we record a lecture?
How do we allow for substantive interactions?<\/p>\n

He refers to the WASC handbook for interactions online.<\/p>\n

What can tech allow us to do that we couldn’t do otherwise?<\/p>\n

Backward Design
Start with the end in mind – quote from Stephen Covey
Could also be from McTighe<\/p>\n

Key elements of ID<\/p>\n

What do you want your students to know’
How will you know that students have met the objectives
Interaction
Other considerations<\/p>\n

A review of learning theories.
Behaviorism, Constructivism, Constructionism<\/p>\n

He claims that drill and practice has its place. [I disagree with
this, I think you can learn the same with contextual learning.]<\/p>\n

Social constructivism, situated cognition<\/p>\n

Refers to a 1999 paper that applies cognitive science to designing
learning spaces. “Designing Learning: Cognitive science principles for
the innovative organization” Penuel & Roschelle.<\/p>\n

What is the role of instructional designers?<\/p>\n

CSUSB Online Learning Modules Template<\/p>\n

1. Reading
2. Short lecture
3. Discussion
4. Student research
5. Assessment<\/p>\n

Where are instructional designers housed in your organization?
Why does it matter?<\/p>\n

Access to infrastructure
Access to decision makers
Responsiveness
Agility
Strategic or operational focus<\/p>\n

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