Design for Learning- Principles, Processes, and Praxis, 2021a

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49(4), 3–17. Stolterman, E., McAtee, J., Royer, D., & Thandapani, S. (2009). Designerly tools. https://edtechbooks.org/-BqAK Tracey, M. W., Hutchinson, A., & Grzebyk, T. Q. (2014). Instructional designers as reflective practitioners: Developing professional identity through reflection. Educational Technology Research and Development, 62(3), 315–334. https://edtechbooks.org/-aSU Yanchar, S. C., South, J. B., Williams, D. D., Allen, S., & Wilson, B. G. (2010). Struggling with theory? A qualitative investigation of conceptual tool use in instructional design. Educational Technology Research and Development, 58(1), 39–60. https://edtechbooks.org/-ApYi Design for Learning 266
14 Instructional Design Evaluation Cheryl Calhoun, Shilpa Sahay, & Matthew Wilson Editor's Note This is a remixed version of an earlier chapter on evaluation in instructional design that can be found at the ADDIE Explained website, and is printed here under the same license as the original. Evaluation sits at the center of the instructional design model. It provides feedback to all other stages of the design process to continually inform and improve our instructional designs. In this chapter we will discuss the Why, What, When, and How of evaluation. We will explore several of the most cited evaluation models and frameworks for conducting formative, summative, and confirmative evaluations. It is important to note that instruction can occur in formal instructional settings or through the development of instructional products such as digital learning tools. Throughout this chapter we will discuss interchangeably instructional programs and/or products. Effective evaluation applies to all of these forms of instructional design. Figure 1 Design for Learning 267
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Design for Learning Principles, Pro
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Table of Contents Introduction ....
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Introduction Jason K. McDonald & Ri
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fill out these surveys as they will
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Part I Instructional Design Practic
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1 Becoming a Learning Designer Elle
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designers take when designing lesso
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to work? How will we engage learner
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All variants of Design Thinking emb
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prototypes and wireframes, graphic
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As Simon envisioned this role, the
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Mobile app design Social and collab
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may manifest. However, there are cu
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uild a survey, and conducting marke
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key principles and various helpful
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2 Designing for Diverse Learners Su
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equipment for access of computer-ba
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designers should not stop there but
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Visual Thinking and Animal Behavior
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Considerations Hearing difficulties
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Design for Learning 42
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Each of these dimensions will be di
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Differences Between UDL and DI With
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environments should support varied
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those on the fringes of dominant cu
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4. 5. 6. Observe universal design.
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Gay, G. (2002). Preparing for cultu
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diverse classrooms (3rd ed.). ASCD.
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When to Use Qualitative and Quantit
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3. 4. Dependability (reliability) i
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in interviewing, it’s not always
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4. 5. not?” Follow up by asking,
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Report Findings The final step is t
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acquisition, and c) foreign languag
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The study plan matrix operationaliz
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or teacher. Essentially, questions
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Definition of Effective Implementat
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obvious thing the invite should inc
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effects of known variables. ANCOVA
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6. transformations or computing of
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Even though there is a science fill
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influencing learner performance can
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Are we sure that instruction is goi
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Figure 1 provides an overview of ho
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from Tessmer & Richey (1997 While c
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Method of Analysis Needs Analysis D
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instructional designers will have a
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Level of Scale Low (1-2 weeks) Medi
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INSTRUCTIONAL DESIGN PROJECT INTAKE
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Cennamo, K., & Kalk, D., (2019). Re
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groundbreaking classic on human per
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5 Conducting a Learner Analysis Jos
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knowledge, and their demographics,
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or that has no connection to studen
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designing the best learning environ
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Fact-finding - Most conflicts are r
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Objective Define the purpose/vision
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Note. Persona example from https://
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Note. Persona example from https://
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go beyond the physical location and
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https://edtechbooks.org/-Snvzp Ambr
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knowledge influences memory in olde
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6 Problem Framing Vanessa Svihla Is
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An Example of How the Same Initial
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Figure 2 Problem Structure, Complex
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“framing agency” is a hallmark
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What Tools Help Designers Frame Pro
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designers coherently link the task
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easons for reframing are likelier t
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National Science Foundation. Refere
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7 Task and Content Analysis Levi Po
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analyzing interpersonal skills. Con
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facts, concept, and principles). On
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Length of nails 10-penny or less is
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content area. A course on home repa
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a. b. c. d. e. f. Tactile cue: Feel
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Conclusion Task/content analysis is
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8 Documenting Instructional Design
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Decision Typologies as They Relate
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Decisions Type of Decision- Making
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Naturalistic Decision-Making Exampl
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their design process to log and ref
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Conclusion While decision-making is
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knowledge and experience to solve i
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Luo, T., & Baaki, J. (2019). Gradua
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Tracey, M. W., & Hutchinson, A. (20
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Creating Creating practices are tho
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Many ideation techniques focus on g
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Noel Oh! Sorry. The PASS model—I
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Noel Nice. And we should make the j
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Table 1 Common Structured Ideation
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Contrast the two techniques you tri
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with no instructions and putting th
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Additional Readings and Resources T
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Daly, S. R., Seifert, C. M., Yilmaz
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initial investigation of expert pra
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10 Instructional Strategies Joshua
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Learning Domain Strategies Each lea
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muscular actions. When teaching psy
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specific to general You could teach
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values or needs. Relevance is also
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well-defined learning goals; instru
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11 Instructional Design Prototyping
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psychology has established that the
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Table 1 Prototyping Stages and Goal
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Note. Many of the examples provided
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other design contexts such as indus
Page 216 and 217: Note. CC-BY from Rosenfeld Media, a
Page 218 and 219: they reach a product that will acco
Page 220 and 221: This approach is believed to be les
Page 222 and 223: prototype, you can learn about the
Page 224 and 225: doi.org/10.1080/1463922X.2015.10140
Page 226 and 227: Merrill, M. D., & Wilson, B. (2007)
Page 228 and 229: Evaluating Evaluating practices hel
Page 230 and 231: Defining Critique Used throughout t
Page 232 and 233: Design for Learning 232
Page 234 and 235: on the work itself and not on the d
Page 236 and 237: Any critique develops both the crit
Page 238 and 239: Group Critique (illustration by the
Page 240 and 241: Design for Learning 240
Page 242 and 243: 2010). Studios are based on the ide
Page 244 and 245: can be paired or grouped as need be
Page 246 and 247: which are overwhelmingly negative o
Page 248 and 249: 176-177). Mahwah: Erlbaum. Dannels,
Page 250 and 251: 13 The Role of Design Judgment and
Page 252 and 253: instructional module to be delivere
Page 254 and 255: The second is instrumental judgment
Page 256 and 257: concerned with design tools—every
Page 258 and 259: (Tracey et al., 2014). It is usuall
Page 260 and 261: the design should be focused on. To
Page 262 and 263: appreciate public libraries. We lik
Page 264 and 265: References and Suggested Readings B
Page 268 and 269: ADDIE Model of Design (Fav203, 2012
Page 270 and 271: Reaction In order to have effective
Page 272 and 273: “When the cook tastes the soup th
Page 274 and 275: Summative Dick et al. (2015, p. 320
Page 276 and 277: implementation of a design. Moseley
Page 278 and 279: One-to-One The one-to-one evaluatio
Page 280 and 281: Field Trial Summative Evaluation Th
Page 282 and 283: Stake’s Model Stake in 1969 creat
Page 284 and 285: the goal-free evaluator. Younker pr
Page 286 and 287: Conclusion Evaluation is the proces
Page 288 and 289: 2. 3. 4. Draw a diagram of the iter
Page 290 and 291: References Boston, C. (2002). The c
Page 292 and 293: Youker, B. W. (2013). Goal-free eva
Page 294 and 295: these data. Historically, any neede
Page 296 and 297: student learning in a specific cont
Page 298 and 299: Build: Designing for Data, Instrume
Page 300 and 301: An open source software implementat
Page 302 and 303: assessments require students to App
Page 304 and 305: A Worked Example Lumen Learning, a
Page 306 and 307: learning outcome. This activity pro
Page 308 and 309: Part II Instructional Design Knowle
Page 310 and 311: 16 Learning Theories Beth Oyarzun &
Page 312 and 313: evokes a specific functional reacti
Page 314 and 315: For example, if the desired learnin
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example of a cognitive constructivi
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Yourself (DIY) forum. You may also
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self-efficacy. Social cognitive the
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motivators can enhance self-determi
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Keller’s ARCS Model Within the mo
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and models helps guide your design
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Dewey, J. (1938). Experience and ed
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designers through the lenses of dif
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Formally linking instructional desi
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The instructional theory framework
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3. 4. 5. Precision, which reflects
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Using the Instructional Theory Fram
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Value Learning Experience Design Fu
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experience may undergo any number o
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Respect the Instructional Design Ir
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obsolete, to today’s mobile game-
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understand these terms, one’s des
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subject testing. Performance & Impr
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Research and Development, 62(1), 53
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Instructional-design theories and m
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19 The Nature and Use of Precedent
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that the benefits of this form of e
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employees to learn," or "minimal sc
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cases, there may be little to indic
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configurations, in which the design
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idea; "what if we put together some
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developing instruction, consider th
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The Noticing Journal The beginning
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simple, they were not called out in
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practice. European Journal of Marke
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Zimmerman, E. (2003). Play as resea
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Competency and Standard In this sec
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Instructional Design and Technology
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competencies to practitioners, rese
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2. 3. 4. 5. 6. 7. 8. 9. 10. Take a
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AECT certifies graduate certificate
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Authors Audience Research Method Te
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Application Exercises 1. 2. 3. 4. H
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the educational technologist multim
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21 Design Thinking Vanessa Svihla E
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advantage of them? If design thinki
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Additional Reading For another grea
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When designing with end-users, we g
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implications for the agency, and ev
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Risks and Pitfalls Associated with
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instance, consider the various appr
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ID models, approaches, practices an
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References Adams, R. S., Daly, S. R
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Muller, M. J., & Kuhn, S. (1993). P
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22 Robert Gagné and the Systematic
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Laboratory. He held multiple academ
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An example would be classifying mus
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of prior learning allows learners t
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had a process to follow, a blueprin
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consisting of the final evaluation
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each skill into its smallest step b
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War II to the rise of the systemati
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Heinich, R., Molenda, M., Russell,
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with an extensive knowledge and ski
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competencies (i.e., the integration
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highly‐structured knowledge, or c
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y employing modelling examples and
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to carry out those tasks up to stan
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To conclude, dealing with current a
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Janssen‐Noordman, A. M. B., van M
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24 Curriculum Design Processes Buck
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Curriculum design is a team sport.
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learning strategies that connect to
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Standards and competency frameworks
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Visit http://www.lxcanvas.com/ for
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Visit https://edtechbooks.org/-TTeu
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Figure 8 Conceptual Illustration of
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Learning Environment Modeling—A M
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In addition to curriculum design be
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essential skill for emerging educat
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feedback. This kind of static list
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ealize the key components of the ag
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Scrum Basics and Roles Watch on You
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Note. "The Agile PM Game (Aug '11)"
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process. There are many similaritie
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An Example of Scrum in Practice At
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with similar user stories. Tripp an
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Links and Resources Scrum Guide (A
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how your design may need to incorpo
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guide to scrum: The rules of the ga
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26 Designing Technology- Enhanced L
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technologies, such as a computer or
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Learning experiences are now design
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Collaborativism (Online Collaborati
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instructional methods with intentio
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Pedagogical Intent—A Set of Core
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PICRAT. However, a new model has be
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PICRAT for Effective Technology Int
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The research on CTML is quite exten
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Challenge #4: Time/Cost/Efficiency
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Bransford, J. D., Brown, A. L., & C
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Koehler, M., & Mishra, P. (2009). W
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27 Designing Instructional Text Sha
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Towards a Theoretical Perspective T
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Principle 1: Simplify: Reduce Extra
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cameras, lecture recording, and liv
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Purpose and Placement of Instructio
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and norms. Figure 6 provides an exa
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emails are done with a short turnar
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Numbering Numbering aids in sequenc
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other”(p. 7). White space is nece
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This is 8px This is 10px This is 12
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Application Exercises Exercise 1 Re
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Education, 23(2), 243-265. Garrison
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28 Audio and Video Production for I
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Audio The most common lossless audi
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would be the highest quality. The b
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microphone. Condenser microphones h
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until you get to know your micropho
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The larger the room, the greater th
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Note. The top track is a voice trac
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yourself will help you work with pr
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Note. A more complete collection of
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Video Editing Tools Once the video
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the task on screen typically narrat
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transitions, it can be tempting to
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29 Using Visual and Graphic Element
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the manner in which they cause the
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An Organizational Picture Illustrat
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A Transformational Picture Using Mn
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the instructional techniques employ
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Google Image Search and the Usage R
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information is presented, such as s
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30 Simulations and Games Jeff Batt
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Video 1: How to Create a Watch Simu
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from their mistakes. The key here i
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Providing a theme has a couple of r
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This type of progression tool is al
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If the learner gets the question co
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information from one screen to anot
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Video 5: Using Triggers Watch on Vi
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Video 6: Understanding Conditions W
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31 Designing Informal Learning Envi
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If we use this as a guide to identi
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exploration and even learning throu
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Principle 4: Leverage the Benefits
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competition fueled their natural in
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Application Exercise For your refle
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ule/ Cordova, D. I., & Lepper, M. R
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32 The Design of Holistic Learning
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design way: Intentional change in a
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proposed that all instructional pro
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[the student] be changed by it). Ap
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Application Exercise Using the same
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33 Measuring Student Learning Lisa
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helps instructional designers incre
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Example Assessment Alignment Table
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Multiple-Choice Best Practice Guide
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Tips for Writing Higher Order Think
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High-Quality Examples 1. Proof 1: G
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Rubrics As discussed earlier in the
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descriptors below. Numerical Descri
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esults help instructional designers
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Table of Specifications Template Us
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34 Working With Stakeholders and Cl
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are using that process. It's also i
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Scope of Work When beginning work o
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Once you agree on a file hosting se
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Not communicating expectations earl
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Catching plagiarism early is vital.
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Conclusion In this chapter we discu
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35 Leading Project Teams Ashley Smi
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The Initiation phase encompasses al
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impact on the project. In many case
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There are always tradeoffs for ever
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(Rath, 2007, p. i). I have found wh
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Effective Strategies in Leading a T
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Communicating Effectively Don’t k
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Managing Conflicts Have crucial con
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from https://ebookcentral.proquest.
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design process, however. Designers
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The Stages of Roger's Implementatio
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definition of “long-term” can b
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Relative Advantage The concept of r
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Application Exercise You are an ins
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Design for Learning 676
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Jason K. McDonald Dr. Jason K. McDo
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Richard E. West Dr. Richard E. West
Page 682:
McDonald, J. K. &West, R. E.(2021).
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