Perspectives on the Individual and Instructional Design

“Perspectives on the Individual” and Instructional Design Paul Younghouse Center for Teaching and Learning with Technology

What Is Instructional Design? Application of learning theory to development of courses and course materials Training effort during World War II Efficient Comprehensive Standardized

Learning Theory Behaviorist Inductive, associationist

Cognitivist Hypothetico-deductive, schematic

Constructivist Problem-oriented

(Connectionist)

Instructional designs Behaviorist Highly structured, incremental

Cognitivist Modeling, competence

Constructivist Problem-solving, analysis-bysynthesis

The ADDIE Model Analysis Design Development Implementation Evaluation

Analyze

Evaluate

Implement

Design

Develop

Analysis Assess Learning Goals Conduct Needs Analysis Identify Knowledge Gap Conduct Audience Analysis Develop Learning Objectives

Design Identify ID Strategy

Select Delivery Method Establish Evaluation Method

Develop Planning Materials

Andrew Churches, Bloom’s Digital Taxonomy http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Development

Create Prototypes Run Pilot Studies

Implementation

Launch/Upload the Instructional Materials

Evaluation

Collect Performance Data Review Effectiveness Report Results

Bloom’s Taxonomy

IDEA Objectives

Which Learning Objectives? “We consider the effects of internal conflict, totalitarian states, and social prejudice and the ways they pose challenges to the very survival of a sense of self, but such challenges show the courage of individuals as they struggle to survive and to grow.”

Which Learning Objectives?  “The purpose of this course is to stimulate personal reflection by carefully examining situations in which:  individuals seek to find meaning in the consciousness of their own mortality.  individuals struggle to come to grips with some very important features of self— integrity, authenticity, autonomy.  individuals forge an understanding of themselves through consciousness of their relation to nature and to society.”

Which Learning Objectives?

“Upon completion of the course, students will be able to: 1. Explain with examples how an individual's values and ethics are open to challenge by competing systems of values and ethics and by the individuals who express them. 2. Describe the ways in which the narratives of selected representative individuals have, or have not, affected their own self-understanding. 3. Identify significant elements of the relationship between personal identity as a given (biological, materialist, metaphysical, etc.) and personal identity as a construction (social, ideological, or through personal decisions and choices). 4. Explain how the formation of the individual can be damaged by political power, family, and psychological forces.”

Focusing QuestionsGilgamesh  Heroes provide one perspective on the individual, since heroes serve as exemplary individuals or models of conduct. Gilgamesh is one of the first heroes in world literature. How does he exemplify heroic behavior?  Other perspectives on the individual are provided by consideration of those factors that shape our identities. Enkidu first appears in Gilgamesh as a wild man, totally outside human society. How is he socialized into human society? What role does his friendship with Gilgamesh play in Enkidu's socialization?  As Enkidu lies dying he bitterly complains that the temple prostitute "Made me see things as a man, and a man sees death in things"(49). To what extent is awareness of mortality a distinctive human train?

Focusing QuestionsGilgamesh  In their adventures together, Gilgamesh and Enkidu defeat the monster Humbaba. Exactly what is Humbaba? Do you think this figure, at least in some respects, symbolizes some natural phenomenon? You may wish to reread the descriptions of Humbaba on pages 29 and 38.  As Gilgamesh and Enkidu approach Humbaba's forest, Gilgamesh is described as being "revitalized by danger"(35). To what extent is a person's individual development enhanced by confronting danger or adversity? Are challenges and hardships essential to building character?  The death of Enkidu drives Gilgamesh into a frenzy of grief. To what extent do extreme pain or bereavement isolate or "desocialize" an individual?

Focusing QuestionsGilgamesh  Gilgamesh's search for Utnapishtim and the secret of immortality is an early example of the heroic quest. While there are possible elements of areal journey in Gilgamesh's quest, it is easy to see this quest as a symbolic journey that brings Gilgamesh to a deeper understanding of human mortality. Which elements of the journey seem to you to be the most realistic? Which elements seem the most symbolic? Little is said in the text about Gilgamesh's behavior and actions after his return. How would you imagine him to have been changed by this journey?  The story of Utnapishtim is clearly similar to the biblical account of Noah and the Ark. What are the similarities between the two stories? What important differences are there?  What can you infer from Gilgamesh about the religious beliefs of the ancient Mesopotamians? What attitudes to the Mesopotamian gods appear in the story? See, for example, Utnapishtim's comments to Gilgamesh on pages 78-79. What beliefs, if any, about an afterlife seem to be implied in the story?

Evaluation

The IDEA Center http://www.theideacenter.org/s earch/site/objectives

Selecting IDEA Objectives Idea Center and Bloom’s Taxonomy http://www.theideacenter.org/i deablog/2012/08/2-importantways-use-idea-data-planfaculty-development