Instructional Design and Technology / Johnson by Jim Johnson

Instructional Design and History

2.1 THEORETICAL FOUNDATIONS AND INSTRUCTIONAL DESIGN / EDP632 / JOHNSON

IINSTRUCTIONAL DESIGN

CONTEXT

THEORY

Robert Reiser, “Instructional design is deﬁned as a systematic process that is employed to develop education and training programs in a consistent and reliable fashion”. Behaviorism Education facilitating behavior based on responses to stimulus and mechanisms rather than mental activities.

Cognitivism Education facilitating mental processing through the management of how information is disseminated and stored.

Constructivism Education facilitating constructed knowlege through personalized and social learning experieinces

● Industrial revolution ● Need for standarized workforce ● Education as a psychological science ● Creation of public schools ● Scientific theory based on observation

● Advancement of computers ● Training for WW2 ● Advancement of radio, ﬁlm, and television ● Growth of global corporations

● Advancement of internet ● Globalization ● Personal computers and mobile phones ● Personalized commerce

Systematized learning ●Standardization of curricula ●Standardization of administration ●Mass marketing of books and tests ●Institutional grades and credits

Multimodal learning ●Organized and sequenced lessons ●Delivery through time-based media ●Established learning goals and methods of evaluation ●Advancement of instructional design

Interactive learning ●Personalized learning paths ●Socialized learning ●Eperiential learning ●Learning how to learn ●Multisensory input

Evolving educational theories are based on research into how people think, communicate, learn, and assess. Instructional design uses these theories to develop eﬀective, reliable, and eﬃcient learning environments.

THEORY Behaviorism Education facilitating behavior based on responses to stimulus and mechanisms rather than mental activities.

Cognitivism Education facilitating mental processing through the management of how information is disseminated and stored.

Constructivism Education facilitating constructed knowledge through personalized and socialized learning experiences

Multimodal learning ●Organized and sequenced lessons ●Use of time-based media ●Established learning goals and methods of evaluation ●Advancement of instructional design

Interactive learning ●Personalized learning paths ●Socialized learning ●Experiential learning ●Learning how to learn ●Multisensory input

INSTRUCTIONAL DESIGN Systematized learning ●Standardization of curricula ●Standardization of administration ●Mass marketing of textbooks and testing materials. ●Institutional grades and credits

2.1 Reﬂections on Instructional Design and History EDP631 Johnson

Behaviorism - Overview Influencers

Behaviorism emerged in the mid to late 1800’s as a result of increased interest in applying scientiﬁc methodology to psychology and physiology. The theory was based on early studies regarding behavioral responses to external stimuli. Experiments on animals demonstrated how desired behaviors are developed through a conditioned response triggered by signals associated with positive or negative stimulus. This theory was justiﬁed by the premise that mental activity could not be observed, and therefore could not be measured. Context ● Industrial revolution ● Need for standardized workforce ● Education as a psychological science ● Creation of public schools ● Scientific theory based on observation

Ivan Pavlov 1849 - 1936 Pavlov was a Russian scientist who was awarded the Nobel Prize in Science for his work on the conditioned response of the gastric function of dogs. This triggering response is often referred to as a “Pavlovian Response.” John Watson 1878 - 1958 John Watson popularized the scientific theory of Behaviorism and the learning process by laying down the scientific foundation for educational psychology. He also worked for industry by providing employee exams and testing. Edward Thorndike 1874 - 1949

Thorndike conducted extensive animal research in reinforcement theory and behavior analysis. His Law of Effect had great influence in the classroom by promoting the use of instructor praise or negative reinforcement.

Behaviorism - Instructional Design Application Behaviorism led to an educational system using observable behaviors as a key indicator of success. Positive and negative reinforcement were used to obtain desired results. The standardization of the educational ecosystem guaranteed uniform results in an eﬃcient manner. Behaviorism predates what is considered the professional practice of Instruction design. However, Behaviorisim instituted many processes related to subject matter, method of instruction, and assessment. Subject matter included generalized studies and pragmatic skills such as home economics and woodworking. Educational institutions employed administrators to regulate the sorting of students through IQ testing and advancement into grade categories. Mass produced textbooks and standardized tests became the norm.

Cognitivism - Overview Influencers

The 1940s and 50s introduced Cognitivism; the exploration into a theoretical framework of how information is processed by the mind. Cognitivism recognizes that knowledge and skills are best acquired through proper sequencing of speciﬁc stimulus. The power of inquiry allows for knowledge to be assembled, analyzed, and integrated into existing mental models so that new constructs can be created. Cognitivists believe observation is a result of what happens in the mind, therefore thought plays an important role. Tools help learners discover and process new information.

Jean Piaget 1896 - 1980

Piaget focused on the cognitive development of children and believed that intelligence was built through ongoing reorganization of mental models. This meaning was constructed from experiences of the world around them, Lev Vgotsky 1896 - 1934 Vgotsky is known for his discovery of the Zone of Proximal Development, which identifies the difference between what can be achieved by an individual and what the accomplished with the help of others. Bloom 1913 - 1999

Context ● Advancement of computers ● Training for WW2 ● Advancement of radio, ﬁlm, and television ● Growth of global corporations

Bloom developed a taxonomy for the levels of cognitive achievement and how each level is associated with learning goals. The levels are hierarchical and sequential, with the highest level associated with mastery demonstrated through the creation of original work.

Cognitivism - Instructional Design Application Cognitivism recognizes the intrinsic desire of a learner for exploration and discovery. The instructor provides a structured environment that challenges the student to reach speciﬁc goals through increased competency. As a result, the instructor becomes a more of a facilitator than a purveyor of information. Cognitivism occurred during the growth of time-based media in the form of radio, ﬁlm, and television. These new forms of communication exposed students to multi-sensory experiences and discoveries. The growth of computers and neuroscience carried over the concepts of programmatic thinking to education.

Constructivism - Overview Constructivism has similarities to Cognitivism in that knowledge is acquired and integrated into existing knowledge. Constructivism relies heavily on a students’ ability to construct knowledge based on past and present experiences. Contructivism uses the mental and physical aspects of experiential learning to personalize education and promote self development. Constructivism also relies heavily on socialized learning and requires students to gain feedback from their peers so they can understand the world from diﬀerent perspectives.

Influencers Jerome Brunner 1915 - 2016 Brunner was a cognitive psychologist who built upon research into the effects of sequenced information during the learning process. He advocated a scaffolding approach to how topics are introduced and lesson material is delivered. His theories influenced a more humanistic approach to educational systems. Carl Rogers 1902 - 1987 Rogers was a noted psychologist who promoted a personalized approach to learning and development. This is achieved through instruction facilitating self development. This development requires being open

to concepts that vary from one's own.

Context ● Advancement of internet ● Globalization ● Personal computers and mobile phones ● Personalized commerce

Seymour Papert 1928 - 2016 Papert combined Constructivism and the use of emerging technologies through his work at MIT. He proposed that the best way to construct knowledge was through the act of creation. Papert believed that all students should learn to code in order to build things for modern society.

Constructivism - Instructional Design Application Constructivism was facilitated through the advancements in adaptive technology and the globalization of the internet. The content and context of learning environments could be personalized to the needs of the student through self-selection. Learning Management Systems delivered lesson material through laptops and mobile phones enabling anytime and anywhere access. These new interfaces led to an emphasis on User Experience Design and interactive educational platforms. Self-directed learning and the use of technology for socialization enabled educators to adjust classroom activities to maximize their time spent together.

Connectivism - Overview Connectivism is derived from the growth in network connections, both digital and social. The internet has created ubiquitous access to information and exponential growth of knowledge. Connectivism shifts the educational focus from how learning occurs to evaluating the value of learning and determining where it can be found.

Influencers George Siemens 1970 George Siemens is a professor of psychology who played a role in the early development of Massive Online Open Courses (MOOCs). His research focuses on the understanding of individual behavior

in social networks.

Access to knowledge occurs through connections to the world around us. These connection sets take on more importance than the state of knowing. This value comes from connections to diverse opinions, connectivity to current sources, the ability to see unexpected connections, making connections as part of decision making, and connectivity by learning with others. Context ● Network theories ● Open education ● Collaborative change

Stephen Downes 1959 Downes is a Canadian philosopher and commentator who has explored and promoted the educational use of online technologies since 1995.

Resources

Connectivism - Instructional Design Application Design and delivery Birthed from the web and Massive Open Online Courses, Connectivism relies heavily on access to the internet and all forms of technology. Real-time data exchanges would provide feedback on activity, engagement, and efﬁcacy. Storing and documenting information would require digital asset management design. Emphasis and evaluation would focus on the value of information and the ecosystem from which it is acquired. The gaming ecosystem is a form of competitive connectivism.

Khan Academy

Advangages ● Leveraging existing behaviors and emerging technology ● Cross-cultural exchange and awareness. ● Immediate feedback ● Distributed learning with global impact Potential pitfalls ● Lack of physical human contact ● Access to technology ● Management of ecosystem

Humanism - Overview Humanism is centered on the theory of person-centered education and development. Self actualization and the fullest use of talents and interest are identified as the highest order of need and the ultimate goal. The student plays an active role in deciding their learning path while the instructor provides emotional support and guidance. Self-direction learning is used to encourage engagement and intrinsic motivation. Reflection on experiences helps identify the personal values influencing decision making. Context ● Intrinsic motivation ● One-to-one connections ● Inquiry based learning

Influencers Carl Rogers 1902 - 1987 Rogers personalized approach to learning and self development inspired Constructivism as well as Humanism. His work with troubled children helped inform his theories on how environment and personal connections influence identity and achievement.

Abraham Maslow 1908 - 1970 Maslow was an American psychologist and educator who pioneered research into psychological health based on a hierarchical structure of intrinsic human needs. The highest order of need being self actualization.

Humanism - Instructional Design Application Design and delivery Due to the personal nature of Humanism, individualized lesson plans and self-selected inquiry would be a foundational component of instructional design. The learning objectives would lead to a higher order of self development and creativity. The learning environment would need to reinforce emotional and personal connections between individuals through empathy and openness. BLOOM’S TAXONOMY

Creating Evaluating

MASLOW’S HIERARCHY OF NEEDS

Self Actualization Esteem

Analyzing Applying

Love and Belonging

Understanding

Safety Needs

Remembering

Physiological Needs

Advangages ● High level of intrinsic motivation ● Development of values and creative conﬁdence ● Ability to navigate new environments Potential pitfalls ● Dependency on human resources ● Skill development of instructors ● Scaling to meet the needs of many ● Challenges with subjective evaluation and assessment

Centerism - Overview of a New Educational Theory Centerism is an educational theory for the development of entrepreneurship. It is a mashup of Humanism and Connectivism in that it starts with personal development and expands into connections, collaborations, and network systems. The educational theory is based on the need to prioritize self development and awareness in order to effectively interact and learn from your environment. Understanding of self expands to an understanding of others and the world at large. Centerism takes into consideration the increasing need to develop critical thinking skills and enable difficult and decision making in a volatile and complex work environment. Context ● Infinite versus finite games ● Value-driven leadership ● Continuous innovation

Influencers Carol Dweck 1946 Dweck is an American psychologist who has

pioneered the field of metal attitudes towards self efficacy and development. Her work on “Growth Mindsets” identifies the importance of a students’ belief in their ability to achieve beyond preconceived limitations. Brenee Brown 1965 Brown is an America educator and researcher who advocates vulnerability as a form of bravery and the choice of courage over comfort. Her research in social psychology has impacted current practices in corporate leadership.

Centerism - Instructional Design Application Design and delivery The learning objectives and lesson material would begin with individual exploration into past experiences, personal values, and future goals. Personal development would involve activities designed to expand on current skills in order to meet future needs. The greater collective would involve team project work and encourage diversity, collaboration, and problem solving. Systems mindset operationalizes the previous stages in order to expand their use.

Advangages ● High level of intrinsic motivation ● Development of values and creative conﬁdence ● Ability to navigate new environments ● Impact on others Potential pitfalls ● Dependency on human resources ● Unproven theory ● Limited academic application

Vision and values. A directional tool requiring the user to employ curiosity and autonomy in discovering their path to fulﬁll a vision. Self development. An ecosystem that includes "experimentation, and a willingness to fail and start over. The greater collective. Bringing your ideas into the greater collective so that change and resources are drawn from participants as needed. Systems mindset. Creating an "omnidisciplinary" solution to solve complex problems in an ongoing manner.

Instructional System Development

“Instructional design is defined as a systematic process that is employed to develop education and training programs in a consistent and reliable fashion”. Robert Reiser. If instructional design is a systematic process, then the system and the process must be identified. And if the criteria for success is consistency and reliability, then the design process must take into consideration all factors influencing learning and how they interact to create a complete instructional experience. “Systems theory caused educators to examine how the various factors that influence learning interact to create a complete instructional experience. How the learner thinks, what the learner knows prior to the instructional event, what motivates the learner, how the teacher teaches, what the consequences of evaluation are, and many other factors became objects of consideration. This once-innovative approach to instruction has become the modern standard” (2016, Brown, Green).

Consistent and reliable solutions often come from well structured problem spaces. A problem space is a representation of a problem by its solver. It consists of an initial state and a desired future state. When problem spaces are well-structured, all steps relating to achieving a deﬁned Desired Future State are speciﬁed. The process and the solutions are predictable and reliable. Initial State

Paint-by-number art is a good example of well-structured problem space.

(2007, P. Stokes, Using Constraints to Generate and Sustain Novelty) (2016, A. Brown, T. Green, The Essentials of Instructional Design, Third Edition) *Volitile, Uncertain, Complex, Ambiguous

Desired Future State

3 - Develop Development of content following the design of the course with the integration of e-learning technologies. 4 -Implement Applying procedures for training the facilitators and the learners regarding method of delivery and testing. The simplicity of the ADDIE model represents the essential elements of more complex ISD approaches, such as the Dick and Carey model and the Kemp model.

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Identifying how to achieve optimal courseware design and systematic program development.

5 -Evaluate and adjust

2 - Design

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1 - Analyze Analysis of the details the instructional challenge such as the learning objectives and learner skill level.

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The ADDIE model is one of the most widely used processes for developing instructional design. It consists of ﬁve steps with the ﬁth step (Evaluate) being interspersed within the others.

As s im ess pr a ov nd e

As s im es pr s a o v nd e

The ADDIE model and the Creative Problem Solving Process

The Creative Problem Solving Process (CPS) is a method of soliving a problem with a creative solution that is novel and useful. CPS is supported by the Creative Education Foundation and is used by Miami University for business problem solving. Like ADDIE, it consists of four steps. 1. Clariﬁcation - Researching and reframing the problem. 2. Ideation - Identifying possible solutions 3. Development - Development of the solution 4. Implementation - Putting the solution into practice.

Dick & Carey Instructional Systems Design The Dick and Carey model is more detailed than ADDIE and includes analyzing the learners and the educational environment. emphazies the importance of examining and reﬁning the instruction. Like ADDIE and CPS, it emphazies the importance of asessessing and reﬁning the instruction during development and after. (2016, Brown, Green)

The Dick & Carey Model does not include a step for implememtation, but has formative and sumnative evaluations of the instruction.

ANALYZE & CLARIFY IDEATE & DESIGN DEVELOP EVALUATE & ADJUST

CONDUCT INSTRUCTIONAL ANALYSIS

IDENTIFY INSTRUCTIONAL GOALS

WRITE PERFORMANCE OBJECTIVES

ANALYZE LEANERS AND CONTEXTS

REVISE INSTRUCTION

DEVELOP ASSESSMENT INSTRUMENTS

DEVELOP INTSRUCTIONAL STRATEGY

DEVELOP AND SELECT INSTRUCTIONAL MATERIALS

DESIGN AND CONDUCT FORMATIVE EVALUATION OF INSTRUCTION

DESIGN AND CONDUCT SUMNATIVE EVALUATION

Kemp, Morrison, and Ross Instructional System Design The Kemp, Morrison, and Ross model has nine elements organized within an oval environment rather than steps organinzed in a sequential manner. The intent is to allow any of the elements to be addressed during development. Some of the objects could fall into either the design or development phase identiﬁed in the ADDIE model.

ANALYZE & CLARIFY IDEATE & DESIGN DEVELOP

Planning Revision Instructional Problems Evaluation Instruments

Learners Characteristics

Instructional Delivery

Task Analysis

Designing the Message

Instructional Objectives

Instructional Strategies

Content Sequencing

IMPLEMENT Formative Evaluation EVALUATE & ADJUST

Project management

Sumnative Evaluation

Of interest is the inclusion of support services and project management. This would allow for the integration and involvement of distance learning and tech support.

Support Services

The intent of the Kemp model is to focus on the whole learner through the design process so their concerns and needs are taken into consideration. The interdependent relationship of the elements provide a more organic and ﬂuid learning experience than other models allow.

Allen’s Successive Approximation Model (SAM) The Successive Approximation Model was developed by Dr. Michael Allen. The model is a simpliﬁed version of ADDIE which is recursive rather than linear. The sequencing of iterative steps enables short-cycle development based on immediate feedback and follows agile design principles with ongoing rapid prototyping. The basic SAM model consist of Preparation, Iterative Design, and Iterative Development with each step informing the next.

Implement

Prototype

Design

Review

Develop

Evaluate

Preparation Background and Information Gathering

Iterative Design Phase

ANALYZE & CLARIFY IDEATE & DESIGN DEVELOP IMPLEMENT EVALUATE & ADJUST

https://dli.kennesaw.edu/resources/idmodels/sam.php

Iterative Development Phase

Connecting ISD with educational theory While any of the Instructional System Designs could work with multiple educational theories, some models are more appropriate to the theory being utilized. Here is my analysis of how models might best be connected with system design.

THEORY Behaviorism Education facilitating behavior based on responses to stimulus and mechanisms rather than mental activities.

Cognitivism Education facilitating mental processing through the management of how information is disseminated and stored.

Constructivism Education facilitating constructed knowlege through personalized and socialized learning experieinces

INSTRUCTIONAL SYSTEM DESIGN Dick & Carey The sequential development structure of Dick & Carey would provide a clear and systematic method for identifying the stimulus and desired behavioral response.

Kemp, Morrison, and Ross While the Dick & Carey model would work with cognitivism, the ﬂuid and connected approach of the Kemp model could allow for more modiﬁcations or adjustments based on the results of open-ended inquiry.

Allen Successive Approximation Model The SAM model takes into account the availability of technology and digital LMS platforms to provide immediate feedback along with social interaction. Adjustments can be personalized within short time frames.

Teaching creativity in a Post Modern VUCA* world. What ISD would work? What if consistency and standardization of instructional design was not the objective? What if the goal was the development of the students’ creative mindsets: embracing ambiguity, curiosity, divergence, risk, failure, and resilience? What Postmodern design process could be used to develop the learning goals of personlized creativity?

Societal factors in a Postmodern society as described by Brown and Green De (2016) ● Society is past the point where there are a limited number of authorities available to a classroom student. ● No longer can there be an agreed-upon, single type of well-educated individual. ● Constructivism—does not recognize or advocate a traditional, linear educational sequence. ● No single, objective truth exists. The truth—also known as “the right answer”—may change depending on the context and the individuals involved. Desired Future State

Our students are facing a VUCA* world. How do we prepare them for ill-structured problem space where there is no “right answer”? ILL-STRUCTURED PROBLEM SPACE Ill-structured problems do not supply all the information needed to ﬁnd a Desired Future State, which is often complex and indeﬁnite (2007, Stokes). Ill-Structured Problem Spaces occur when seeking out a Desired Future State that is novel and useful, the attributes of creativity.

Initial State

Any problem requiring a creative Desired Future State has three characteristics: ● It is ill-structured or incompletely speciﬁed ● The Desired Future State requires the selection of paired constraints. ● These constraints preclude reliable expected responses and promote risky and surprising ones.

Credits (2007, P. Stokes, Using Constraints to Generate and Sustain Novelty) (2016, A. Brown, T. Green, The Essentials of Instructional Design, Third Edition) https://dli.kennesaw.edu/resources/idmodels/sam.php *Volitile, Uncertain, Complex, Ambiguous

NON-DETERMINISTIC SOLUTIONS THAT ARE ORIGINAL AND USEFUL

ESP103 - Creativity, Innovation, and Entrepreneurial Thinking Curriculum analysis

Needs Analysis: ESP103 - Creativity, Innovation, and Entrepreneurial Thinking is a course designed to promote students’ ability to develop creative solutions to business problems and professional communications that are effective for audience, purpose, context, and media. ESP103 is one of four courses within the First-Year Integrated Core (FYIC), an innovative semester-long mandatory program for all students enrolled in Farmer School of Business. Using Smith and Ragan’s innovation need assessment model, we identify the nature of change, the associated learning goals, and the required learning environment. Miami identified the needs of future employers based on academic and practitioner literature, discussions with valued business partners, and research into the other top 50 business schools. The FYIC learning goals were established to help students meet industry needs as they transition from high school. Foundational skills for success in college and in their careers are achieved through an integrated, highly interactive, and experiential first-year program. As a result, FYIC students learn communication, collaboration, critical thinking, creative thinking, computational thinking and coding, and ethical thinking. Students move through four classes in teams concurrently, working together from the beginning of the semester to the end. ESP103 and the FYIC curriculum require collaboration and alignment of academic leadership, administrators, and over 24 faculty. The student experience culminates in a real client challenge where they present their creative, computational, and analytic findings to senior executives.

Learner Analysis: The Dick, Carey, and Carey model emphasizes the learners’ attitudes toward content and delivery when conducting analysis (Brown & Green, 2020, p. 80). This model is appropriate for ESP103 due to incoming students’ choice concern about their creativity. Surveys of students entering ESP 103 indicate apprehension about their creative abilities and some skepticism regarding the course in general. Yet, they firmly accept the need for creativity within a business environment. First-year students enrolled in ESP103 are academically motivated, with an average GPA of 3.78. As such, they highly value grades as a measure of achievement. A vast majority of the students are between 18 to 19 years of age, with 65% male and 35% female. In addition, the student population is predominantly white, representing approximately 80% of the enrollment. Each student is provided the results of their Herrmann Brain Dominance Instrument analysis, and a majority of them demonstrate strength in the analytical and organizational quadrants. The lesson material is often self-directed and relies on intrinsic motivation to achieve personal excellence. Assessment does not focus on “right” or “wrong” answers but on the ability to find creative ways to solve problems through creative mindsets. Conversations with students and course evaluations confirm some frustrations with the open-ended nature of the instruction and their perception of the subjective nature of grading. Despite these concerns, post-class surveys indicate many students embrace and appreciate the learning experience and express a higher level of creative confidence.

Task Analysis - Divergence The Smith and Ragan approach to task analysis begins by identifying the learning goal and the type of learning required. Goal: Students must demonstrate affective and procedural knowledge through divergent thinking skills and divergent actions during problem-solving. The following steps identify the information-processing analysis and a prerequisite analysis of the goal. To develop divergence, students must first acknowledge the existence of formulaic thinking and the value of divergent thinking. They must then experience and develop their mental agility by generating a high volume of ideas, finding connections between seemingly unrelated concepts, and reframing problem statements. Divergent thinking is applied to divergent actions by requiring students to seek out experiences that challenge their preconceptions and push them out of their comfort zone. They are challenged to go to new places, break old habits, meet people different from them, and reflect on the meaning of these experiences. The Smith and Ragan approach is used based on the information-processing analysis needed for changing perspectives and developing divergence. With this model of analysis, the objectives of each task are identified and delivered sequentially. Smith and Ragan state that when instructional designers conduct an information-processing analysis, they are attempting to identify the mental and/or physical steps an individual needs to go through to complete the learning task (Brown & Green, 2020, p. 64).

Learning Objectives - Divergence At the end of this module, students will be able to: ● Generate a large number of answers or ideas based on a prompt ● Describe the beneﬁts of divergence related to business and personal growth. ● Explain how divergence leads to innovative solutions ● Determine their personal Zone of Proximal Development for divergence ● Assess how divergence impacts their perceptions ● Create a compelling story about the meaning of their divergent activities

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ASSIGNMENT 3.3 - Integrating Gagne’s Nine Events of Instruction https://docs.google.com/presentation/d/1jUcbRKNlGQBIBTNzUs47hi5Xu_uZ7QL2 04d0dMqpEOQ/edit?usp=sharing

References: Brown, A., & Green, T. D. (2020). Chapter 4 - Task Analysis. In The Essentials of Instructional Design: Connecting Fundamental Principles with process and practice. essay, Routledge, Taylor & Francis Group.

Skill acquisition for the age of intelligent technologies. A problem-based learning approach to being beyond ready.

LESSON PLAN: Skill acquisition for the age of intelligent technologies. A problem-based learning approach to being beyond ready.

CONTEXT AND SUBJECT A problem facing educators and students is the urgent need to be ready for a workplace soon dominated by intelligent technologies. Recent studies by Accenture and McKinsey & Company have brought to light the challenge of developing new skillsets and the changes needed in education to provide them. Accenture identiﬁes the need to "design experiences into lifelong learning programs." McKinsey indicates that self-leadership will play an essential role in future success. The mission of Farmer School of Business and the Entrepreneurship Department is to enable students to be “Beyond Ready” for whatever the future holds. This can be accomplished by inspiring students to take ownership of their ongoing education and skill development. The objective of this PBL is to activate students' interest in entrepreneurial mindsets and have them develop solutions for lifetime, self-directed learning. The PBL will be integrated into the ESP103 Creativity, Innovation, and Entrepreneurial Thinking lesson plan and occupy the sixth through the tenth week of a ﬁfteen-week semester.

LESSON PLAN: Skill acquisition for the age of intelligent technologies. A problem-based learning approach to being beyond ready.

TARGET LEARNERS ESP103 is a foundational course within the First-Year Integrated Core program. Students enrolled in ESP103 are mostly ﬁrst-year students adjusting to higher education and the process of becoming adults. They are academically motivated, with an average entry GPA of 3.78. PROBLEM AND LEARNING OBJECTIVE The problem is skill development for a workplace impacted by intelligent technologies. At the end of this module, students will be able to: ● Describe the skills predicted to be needed in the near future. ● Explain the potential impact of intelligent technologies on future skill needs. ● Describe and evaluate barriers to skill development. ● Analyze and prioritize personalized skill development methodologies. ● Hypothesize a wide range of possible solutions. ● Develop novel and useful solutions for future skill development. ● Present a convincing argument for their proposal

STEPS AND STAGES Problem briefing - Students would be presented with a briefing document representing a hypothetical challenge from a prestigious consulting firm, an entrepreneurial non-profit organization (G20 Young Entrepreneurs Alliance), or perhaps the President of Miami Univesity. The brief would identify the problem to be solved, the target audience, desired outcome, deliverables, measures of success, and constraints. Identifying knowledge gaps - Students would be put into teams (preferably no more than six teams of 4 or 5) and asked to formulate questions that need to be answered in order to solve the problem using the Question Formulation Technique. ●Teams would categorize, prioritize, and share their questions with the class. ●Potential resources for answers would be identified and discussed. ●Individuals would be assigned questions to investigate by their respective teams. Information gathering - Each student would be required to research the problem based on their assigned question. They must identify a minimum of six reputable sources and a summary of findings and what the student found surprising. Students would post the research on a discussion board for sharing and commenting.

LESSON PLAN: Skill acquisition for the age of intelligent technologies. A problem-based learning approach to being beyond ready.

STEPS AND STAGES Problem analysis - Original team members would diagram the problem to identify problem categories and influencing factors using the research. The class would share diagrams to determine the top six to eight categories. Problem selection - Students would self-select one problem category from the selected eight based on interest and relevance. Teams would be formed based on problem categories and work together for the remainder of the project. Problem clarification and reframing - Teams would organize their efforts to clarify the problem category through ongoing research and interviews with experts, the target audience, and influencers. They would then identify the rational and emotional factors in order to fully understand the issue. With this information, teams would rearticulate the problem with great detail to identify their audience, their objective, and the barriers they face. The problem clarification needs to be evaluated and approved by the instructor before teams can advance to the next stage. Generation of Ideas - Based on a clear articulation of the need, teams would generate a large number of ideas using brainstorming methodologies. Selection of top ideas - Teams would prioritize and select their top three ideas based on criteria for success. The top three ideas would be shared with the class via a discussion board for feedback.

LESSON PLAN: Skill acquisition for the age of intelligent technologies. A problem-based learning approach to being beyond ready.

STEPS AND STAGES Development of ideas - Ideas would be developed into solutions and represented as a prototype for research with the target audience and experts. Modiﬁcations to the solutions would be made based on the feedback. Development of preferred solution - The preferred solution would be fully developed, visualized, and described for presentation. Pitch and presentation - Teams would give a professional presentation to the class with their analysis of the problem, their audience, and their preferred solution based on its desirability, viability, and feasibility. In addition, the teams would turn in a 90-second pitch video and research document describing their process. The proposed class schedule would allow for weekend research. Due to the interactive nature of the process, the schedule may change slightly at various points.

Week 1

Problem Brieﬁng

Information Gaps and Gathering

Week 2

Problem Analysis and Selection

Problem Clariﬁcation and Reframing

Week 3

Generation of Ideas

Selection and Development of Ideas

Week 4

Development of Solution

Prepare Pitch and Presentation

Week 5

Review

Pitch and Presentation

ASSESSMENT STRATEGIES

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The ﬁnal deliverables for teams would be the following: A presentation of their approach to the problem with a proposed solution. A presentation deck. A 90-second pitch video A team reﬂection on the process

The ﬁnal deliverable for individual students would be the following: ● A peer review of teammates ● A personal reﬂection on their learning journey

Formative assessments Formative and summative assessments play a critical role in the success of the Problem-based learning assignment.

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The instructor would provide formative assessment after Problem Analysis, Problem Clariﬁcation, Selection of ideas, and Development of the solution. Students would provide feedback via discussion boards after Information Gathering, Selection of ideas, and Development of ideas. In-class discussions and mentoring would assist in each step's ongoing analysis and development.

LESSON PLAN: Skill acquisition for the age of intelligent technologies. A problem-based learning approach to being beyond ready.

SUMMATIVE TEAM ASSESSMENT RUBRIC OUTLINE

LESSON PLAN: Skill acquisition for the age of intelligent technologies. A problem-based learning approach to being beyond ready.

A summative assessment of the team would be provided by a rubric based on the PBLWorks Critical Thinking Rubric. Category

Description

Inquiry

Demonstrates a deep understanding of issues related to the problem through multiple forms of research and various points of view

Analysis

Synthesizes research and provides a perspective based on evidence and analysis

Creativity

Demonstrates originality through exploration and divergent thinking

Perspective and Persuasion

Presents a desirable and viable solution with rational and emotional argumentation

Individual students would be based on anonymous peer reviews and a rubric-based instructor assessment. Initiative

Embraces challenging tasks as a personal learning opportunity with a growth mindset

Collaboration

Works effectively with others. Makes choices based on others’ well-being

Responsibility

Meets obligations and provides quality work

Reﬂection

Demonstrates intellectual and personal growth through a learning journey

TECHNOLOGIES

LESSON PLAN: Skill acquisition for the age of intelligent technologies. A problem-based learning approach to being beyond ready.

Collaboration and communication will play an essential role in the success of the Problem-based learning project. Technology can enable students to connect, communicate, and collaborate. Potential tools include Chat Platforms - GroupMe and Canvas Chat are familiar to students and useful for mobile communication. Discussion Boards - Canvas Discussion boards have features allowing students to create their own threads, respond to posts, and vote for favorites. Collaboration Tools - Miro has gained wide acceptance due to Covid restrictions, and many students are familiar with the document-sharing tools offered by Google. Video chats - The acceptance of Zoom has provided increased ﬂexibility to instructors who want to meet with students outside of class and after oﬃce hours. Multimedia - The creativity of presentations and videos can be enhanced through sophisticated design platforms like Canva and Visme. Video recording and editing tools are becoming more ubiquitous through advancements in mobile technology and online services like WeVideo.

SUMMARY

LESSON PLAN: Skill acquisition for the age of intelligent technologies. A problem-based learning approach to being beyond ready.

I chose this topic because I believe it is an issue beneﬁting students and it needs to be addressed by higher education. I also think a problem-based learning experience develops the same skills required for the future workplace as it is dramatically impacted by intelligent technology. “What we have now is an innovation economy. Knowledge has been commoditized. There is no longer a competitive advantage in simply knowing more than other people because Google knows everything. What the world cares about is not how much you know, but what you can do with it.” Tony Wagner, Senior Research Fellow, Learning Policy Institute. Accenture. (n.d.). It’s learning. just not as we know it. - Accenture. Retrieved June 3, 2022, from https://www.accenture.com/t20180920t094705z__w__/us-en/_acnmedia/though t-leadership-assets/pdf/accenture-education-and-technology-skills-research.pdf https://drive.google.com/ﬁle/d/19PooibGPP1OJsOIIstESHLSMS3CIfVRo/view?us p=sharing

ESP103 Creativity, Innovation, and Entrepreneurial Thinking Lesson Plan Development Divergence

Integrating Gagne’s Nine Events of Instruction

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction EDP631 / 3.3 / Johnson

TOPIC AND LEARNERS ESP103 - Creativity, Innovation, and Entrepreneurial Thinking is a course designed to promote students’ ability to develop creative solutions to business problems and professional communications that are effective for audience, purpose, context, and media. It is one of four courses within the First-Year Integrated Core (FYIC), which is a semester-long mandatory program designed to address the needs of employers and help students transition from high school into college through an integrated, highly interactive, and experiential ﬁrst-year experience. Students learn key, critical business skills such as communication, collaboration, critical thinking, creative thinking, computational thinking and coding, and ethical thinking. Freshmen enrolled in ESP103 meet high academic standards with an average GPA of 3.78. A majority of the students (65%) are male and 80% of the enrollment are caucasian. They enter ESP 103 with apprehension about their creative abilities and some skepticism regarding the course in general. Promoting creative conﬁdence through experimentation, resilience, and self-development allows students to embrace and appreciate the learning experience.

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction EDP631 / 3.3 / Johnson

1. GAINING ATTENTION - DIVERGENT THINKING AND ACTIONS.

What happened to Sears? The peril of relying success rather than innovation. Begin with a case study demonstrating what happens when companies (and individuals) rely solely on their on their past success rather than think divergently and innovate in order to adapt to future trends. Sears was the Amazon of the 1900s. With its demise 175,000 people lost their jobs. Class discussion. What companies can you identify that were successful in the past but failed to keep up with trends and customer needs?

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction EDP631 / 3.3 / Johnson

2. INFORM LEARNERS OF OBJECTIVES

For this lesson, you will be able to identify and apply divergent thinking by generating a large number of novel ideas. You will also push yourself beyond perceived conceptual limitations through divergent behaviors by exploring experiences outside of your comfort zone. You will captured these experience and present them in a compelling story about what you learned in the process.

Assignments Divergent thinking Complete a list of 103 different types of pizza offerings. Post your list on the discussion board and identify your favorite idea and how you came up with it.

Divergent actions At a minimum, you must do the following: ● Go to places where you’ve never been before. It could include places where you would not normally go and it could be where you think you do not ﬁt in. Think about the people you are seeing and what you’re experiencing. Keep an open mind and track any new thoughts that occur. Observe the environment around you and notice things you did not expect. Meet and have a discussion with people you think are very different from you. ● Try something new. Try an activity you’ve never tried before. One that provides a new experience and one where you will most likely experience failure. Don’t judge your performance, just enjoy the opportunity to do something different. ● Change a habit or a mindset for 24 hours that has kept you in a mindless routine. Explore habits that may not come naturally. If you talk too much, talk very little. If you smile very little, smile all the time. Turn off your cell phone. Observe the results. Present your solution Once you have completed your tasks, present what you experienced in a compelling and creative way.

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction EDP631 / 3.3 / Johnson

3. STIMULATE RECALL OF PRIOR LEARNING

Divergence builds off of a previous lesson that explored the beneﬁts of Curiosity. Students learned that curiosity is a deep desire to learn more about what makes things work, why are they the way they are, and how can they be better. It challenges the status quo and keeps us from blindly going through life accepting problems that could be solved. Our curiosity leads to divergent thinking and divergent actions and is the catalyst for personal growth through discovery.

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction EDP631 / 3.3 / Johnson

4. PRESENT THE CONTENT

The concept of growth through exploration and divergent thoughts and actions will be made relevant by introducing the 70/20/10 innovation strategy used by many large companies. Innovative companies continuously invest in the unknown in order to develop new products and services. What makes Google so successful? Their Moonshot Thinking philosophy is based off of John F. Kennedy’s challenge to put a man on the moon at a time when rocket science was primitive and scientist were skeptical of success. Their growth strategy relies on continuous improvement and striving for personal excellence. Growth occurs by stretching beyond your current capabilities. This area (Zone of Proximal Development) is where top athletes focus their practice and how they excel.

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction

5. PROVIDE GUIDANCE

Students will work in teams to identify situations, environments, and habits falling within their individual comfort zone. Based off of their comfort zone, they will generate ideas for places to visit, habits to change, and people to meet that will expand their knowledge through new experiences. The ideas are shared in order to discuss the degree of discomfort or risk involved. It also provides an opportunity to discuss preconceptions about different environments and cultures This could be a team exercise in order to create comradery and a personal accountability.

There is a place, right on the edge of your ability, where you learn best and fastest. It’s called the “Sweet Spot.” - Here’s how to find it: Comfort Zone Sensations: ease, effortlessness. You’re working but not reaching or struggling Percentage of successful attempts: 80% or higher. Sweet Spot (Stress Zone) Sensations: frustration, difficulty, alertness to errors. You’re fully engaged in an intense struggle Percentage of successful attempts: 50-80% Survival Zone (Panic Zone) Sensations: confusion, desperation, over-matched Percentage of successful attempts: below 50% Locating your sweet spot requires some creativity - Seek out ways to stretch yourself. Play on the edge of your performance. Daniel Coyle - Little Book of Talent

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction EDP631 / 3.3 / Johnson

6. ELICIT PERFORMANCE (PRACTICE)

Students will be given the opportunity to stretch their mental capabilities by making connections between seemingly unrelated items through the Remote Associates Test. This online test helps students develop lateral thinking by identifying the word that connects three other words. https://www.remote-associates-test.com/ opera / hand / dish = soap stick / maker / point = match This test can be taken during class with students competing to come up with the most correct answers in the least amount of time.

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction EDP631 / 3.3 / Johnson

7. PROVIDE FEEDBACK

After students have developed their ideas for the Divergence Assignment, they would share them on a discussion board in order to get feedback from their instructor and their peers. This would allow for adjustments to the activity and to ensure the students are truly exploring areas outside of their comfort zone.

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction EDP631 / 3.3 / Johnson

8. ASSESS PERFORMANCE

Assessment of submissions is based on a standardized course rubric consisting of five criteria: Wow factor - The work caught the attention of the audience, kept it throughout, and stood out from the rest. Depth - The work demonstrates an understanding and application of the lesson concepts. Risk - The work demonstrates a willingness to step out of your comfort zone. Reflection - The work shares your personal learning journey. Professionalism - The mode and delivery of the work represents high professional standards. Exceptional work will be shared and discussed with all students during the next class in order to reinforce standards and expectations.

LESSON PLAN: Integrating Gagne’s Nine Events of Instruction EDP631 / 3.3 / Johnson

9. ENHANCE RETENTION AND TRANSFER

Retention and transfer will be enhanced through a collective portfolio presentation of the Creative Mindset assignments. The Creative Mindset Portfolio is a collection of work that demonstrates how a student personally embraced and developed creative mindsets so that future goals can be achieved. It consists of your mindset assignments, relevant course materials, class activities, and a personal reflection on what they have learned.

A Case for Creativity

{

Ambiguity and Curiosity

CREATIVE MINDSET PORTFOLIO

Divergence

Risk, Failure and Resilience Storytelling

Reﬂection of Formative Evaluation, Positivism and Post-Positivism

EDP 633 / A2.2 / Johnson

FORMATIVE EVALUATION Positivism and Post-Positivism

EVALUATION AND ASSESSMENT

The assessment of student learning andDe evaluation of learning products play an important role in the process of instructional design development. Assessment relates to the educational impact on the learner. Evaluation pertains the effectiveness of the instructional design product. Evaluation includes the assessment of learner as well as the instructional theory, the method of delivery, and the materials used.

Assessment: Using instruments for measurement to determine progress of the learner. FORMATIVE

SUMMATIVE

Evaluation: Using instruments for measurement to determine the effectiveness of the instructional product. Instructional System Development Desired Future State

Initial State PROBLEM SPACE

EDP 633 / A2.2 / Johnson

FORMATIVE EVALUATION Positivism and Post-Positivism

FORMATIVE EVALUATION

Formative evaluation is used throughoutDethe instructional design process to gather data for feedback on how the process is going. The feedback allows an instructional designer to make improvements during the instruction before it is completely developed. Summative evaluation determines whether the educational product has met the project goals and expectations.

FORMATIVE

Instructional System Development Formative evaluation is an ongoing process used to determine eﬃcacy, motivation, and usability. Information is gathered from the learners, subject matter experts, and designers. EDP 633 / A2.2 / Johnson

SUMMATIVE

FORMATIVE EVALUATION Positivism and Post-Positivism

POSITIVISM APPROACH TO RESEARCH

A Positivist approach to research has the belief that knowledge is absolute and can only come from theories affirmed by scientific method. The knower is separated from the object being studied and can derive perfect understanding of the world through rational and methodical experiments, Positivism is best applied to structured problems with consistent and reliable solutions.

ONTOLOGY - Reality is concrete and can be studied. EPISTEMOLOGY - The Knower is separate of from the object to be studied. AXIOLOGY - Logical, disengaged, rational. Knower Object being studied

EDP 633 / A2.2 / Johnson

FORMATIVE EVALUATION Positivism and Post-Positivism

POSITIVISM AND EVALUATION

Positivism research is effective in the evaluation of behaviors and the testing of theories leading to concrete results. Positivism is valuable in the evaluation of instructional design approaches to math, biology, and computer science. This would be favorable to instructional design using a behaviorist approach where observable behaviors a key indicator of success.

Consistent and reliable solutions as a result of well structured problem spaces. Knower Object being studied

EDP 633 / A2.2 / Johnson

FORMATIVE EVALUATION Positivism and Post-Positivism

POST-POSITIVISM APPROACH TO RESEARCH

A Post-positivist approach to research has the belief that knowledge can acquire a close approximation of the object being studied but not in the absolute. Research may be influenced by variables and values of the researcher. Post-positivism accepts the possibility of alternative results based on human factors and context.

ONTOLOGY - Reality exists, but we may not be able to accurately capture it. EPISTEMOLOGY - Building an approximation of the object of research. AXIOLOGY - Neutral, universal set of values, reasoning

EDP 633 / A2.2 / Johnson

FORMATIVE EVALUATION Positivism and Post-Positivism

POST-POSITIVISM AND EVALUATION

Post-positivism research is useful in the evaluation of experiential learning and personalized education promoting self development. Post-positivism evaluation can be applied to instructional design for humanities, creative arts, and complex problem-solving. This would be favorable to a humanist approach to instructional design where self actualization and the fullest use of talents and interest are identiﬁed as the highest order of need and the ultimate goal.

Multiple solutions as a result of ill-structured problem spaces.

EDP 633 / A2.2 / Johnson

Formative Evaluation Process and Methods

EDP 633 / A2.2 / Johnson

Formative evaluation as part of IDS

Planning

Revision Instructional Problems

Support Services

Formative evaluation is used throughout the instructional design process to gather data for feedback on how the process is going. The feedback allows an instructional designer and instructor to make improvements during the instruction before it is completely developed. The most notable IDS models all have formative evaluation as part of the development process.

Instructional Delivery

Task Analysis

Designing the Message

Instructional Objectives

Instructional Strategies

Content Sequencing

Formative Evaluation Project management

ADDIE Model

Kemp Model

Analysis of the details the instructional challenge such as the learning objectives and learner skill level.

2 - Design Identifying how to achieve optimal courseware design and systematic program development.

3 - Develop Development of content following the design of the course with the integration of e-learning technologies.

4 -Implement Applying procedures for training the facilitators and the learners regarding method of delivery and testing.

5 -Evaluate and adjust

1 - Analyze

CONDUCT INSTRUCTIONAL ANALYSIS

IDENTIFY INSTRUCTIONAL GOALS

WRITE PERFORMANCE OBJECTIVES

REVISE INSTRUCTION

DEVELOP ASSESSMENT INSTRUMENTS

DEVELOP INSTRUCTIONAL STRATEGY

Dick & Carey Model ANALYZE LEARNERS AND CONTEXTS

DEVELOP AND SELECT INSTRUCTIONAL MATERIALS

DESIGN AND CONDUCT FORMATIVE EVALUATION OF INSTRUCTION

DESIGN AND CONDUCT SUMMATIVE EVALUATION

Summative Evaluation

Learners Characteristic s

Evaluation Instruments

Why conduct formative evaluations?

Formative evaluation process

● Effectiveness is hard to predict ● Design is not a perfect science ● Learning products rarely evaluated with learners ● Possible loss of perspective during design process

Subject matter expert

One on one discussion

Small group research

E ON

ON E ON

IN LD

FIE

The Formative process involves a variety of research methods. Formative research evaluates the ability of the instructional product to meet educational goals and the effectiveness of the educational experience. This is done by collecting qualitative and quantitative data from all participants: They include: ● The subject matter experts (SMEs) ● The instructional design team and sponsors of the project ● The student audience

In-ﬁeld research

Research ﬁndings and data are gathered based on discussions with SMEs, one-on-one conversations with experts, group interviews, and in-ﬁeld usage.

RT PE EX

E ON

Design Review with design team

ON E

IN L FIE D

P OU

A Design Review with the design team may be conducted in order to answer the following questions: ● Does the instructional goal match the problem identiﬁed in the needs assessment? ● Does the learner and environment analysis match the audience? ● Does the audience have the prerequisite skills? ● Are the test items reliable and valid, and do they match the objectives? Revise materials based on your Design Review.

Subject Matter Experts

E ON

IN LD FIE

P OU GR

Subject Matter Experts have expertise in the instructional subject matter and knowledge of the desired learner outcome. The designer relies on a Subject Matter Expert to identify whether the lesson material is accurate, relevant, and current. SMEs can also provide insight into knowledge gaps, best practices for instruction, required skill sets, attitudes, and cultural inﬂuencers of the domain.

You may consider meeting with several SMEs independent of the project. Revisions should be made to the instructional design based on your research before moving forward. EDP633 / A3.1 / Johnson

RT PE EX

E ON

One-on-one research with participants

ON E

IN L FIE D

P OU

One-on-one conversational research with your learner audience can contribute to a deeper understanding of the functionality of the educational product. The objective is to identify the underlying needs and barriers important to the task needing to be accomplished.

Beliefs and behaviors are uncovered by using open-ended questions. What do you enjoy about this subject matter? What do you ﬁnd interesting? What methods of learning and studying do you use? Tell me about a time when you found the lesson material very engaging? What obstacles do you face when using lesson material?

When conducting conversational research, it is important to let the learner know that the focus of the assessment is not on them, but on the material. You want to understand how the material makes them think and feel by what they see and hear.

One-on-One research with participants

E ON

IN LD FIE

P OU GR

The beneﬁts of one-to-ones is the understanding of a learning experience from the point of view of your intended audience. This can be accomplished through observations, conversations, and immersive experiences. Having the student “talk aloud” as they navigate through the lesson material and educational interface brings to the surface thoughts that may not be normally expressed. Observing how students interact with lesson material is an important part of design usability testing and can reveal friction points that may not be normally articulated. Further adjustments should be made after one-on-one research

RT PE EX

E ON

Small Group

ON E

IN L FIE D

P OU

Small group research provides and opportunity to have a dialog with a diverse representation of your audience. Unlike one-on-one setting, students in groups can share their individual experiences with others and discuss the strengths and weaknesses. Similar to one-on-ones, the students be reassured that the material is what is being evaluated, not them. At this point, it is important to understand more of the functionality of the materials through a broader representation of your audience. In many cases, the small group will develop suggestions for improvements the designer or instructor may not have considered.

E OONN NE OON

RT PE EX RT PE EX

E ON

Small Group

D LD FIE FIEL IN

P OU

Small group research should be based on the intent to inform, not to conﬁrm. Small group research can also be used to assess the learning product without intervention from the instructor. After students complete the lesson, the instructor can lead a discussion with the following questions: ● Was it interesting and motivating? Why? Why not? ● Did you understand the material? What was unclear? ● Did you understand the assignment? Do you think it helps you meet the learning objectives. ● Did you have enough time and enough resources? ● What could have been done to improve the lesson?

RT PE EX

E ON

In-ﬁeld research

ON E

IN L FIE D

P OU

In-field research is for evaluation of the learning experience within the final learning environment. It should try to replicate the ultimate setting and application as much as possible. At this stage, the lesson material is at an advanced stage of development and the purpose is to obtain data from a larger set of your audience. Data should be reflect the learner performance and attitudes, the time required to use the materials, and the effectiveness of the instructional delivery.

RT PE EX

E ON

In-ﬁeld research

ON E

IN L FIE D

P OU

In-field research provides data on the effectiveness of the media as well as the lesson material. This can be done using surveys and questionnaires. The quantitative results are used to make final adjustments to the materials before they are placed into final production. The instructional designer may provide a final report documenting the results of the research along with recommendations for refinements.

Ongoing evaluation and improvements

Formative evaluations and improvements are never ﬁnished. Instructors are always seeking ways to improve their instruction through ongoing evaluation and design adjustments. This is because the learning environment is dynamic and ever changing. ● Are the lesson materials and projects still relevant? ● Has the audience changed? ● Is the technology and method of delivery current?

ON E

IN LD

FIE

Instructional designers and educators should integrate methods for feedback throughout the educational process.

RT PE EX

OU GR

Teacher Analytics for Personal Development in Higher Education.

The shift to online learning during Covid restrictions taught instructors many lessons. Among them is that the use of technology in education will change how learning experiences are created and shared. In a recent article published by Harvard Business Publishing Education, the authors describe “the next great digital advantage” in which educators will focus on how students learn instead of how courses are designed and delivered (Govindarajan & Venkatraman, 2022). This shift will be based on the increasing use of the four types of teaching analytics introduced to us in this lesson: 1. Descriptive analytics identifying what has happened. 2. Diagnostic analytics identifying why something happened. 3. Predictive analytics identifying what is likely to happen. 4. Prescriptive analytics identifying what action to take.

Netflix, Amazon, and Spotify have used analytics to tailor offerings to their customers. Why shouldn’t universities follow their lead? The article goes on to identify five ways in which academic institutions and instructional design can shift towards the use of more advanced analytics. They include: 1. Redesign course catalogs to offer personalized content in a manner similar to Netflix 2. Personalize education by focusing on specific academic needs rather than basing the curriculum on cohorts. 3. Assess student engagement to provide personalized methods of delivering concepts. 4. Use analytics to provide advanced career counseling. This shift would allow educators to act upon real-time data (Hommel & Rohrlch, 2022) and provide feedback loops that enhance the learning experience. This continuous formative assessment would enable educators to celebrate the differences found within students and offer truly differentiated instruction. I reviewed two platforms used within the Farmer School of Business at Miami University to personalize student development.

Herrmann Brain Dominance Index - The Herrmann Company assesses individual cognitive tendencies to personalize development and create “Whole Brain Thinking.” Currently, all students majoring in business receive an HBDI assessment to determine areas of strength and areas for growth. The assessment allows students to understand better how individuals respond to business decisions and remedy cognitive bias. Dr. Gillian Oakenfull of Miami University was featured in a recent webinar sponsored by Herrman to discuss diversity and inclusion in today's workplace and the ability to leverage cognitive diversity to create an inclusive environment. This platform provides both diagnostic and predictive analytics. Cloverleaf Coaching - Similar to the Herrmann Company, Cloverleaf uses individual profiles based on proven psychological assessments to promote self-development and teamwork. Based on the profile, Cloverleaf recommends specific actions to reach specified goals. Cloverleaf is based outside Cincinnati, Ohio, and is currently used within the Entrepreneurship Department to foster team building and personal development. Cloverleaf uses predictive and prescriptive analytics to recommend personalized methods to reach individual goals. It will only be a matter of time before the same approach will be used more widely to advance individualized education.

Cloverleaf Coaching - Similar to the Herrmann Company, Cloverleaf uses individual profiles based on proven psychological assessments to promote self-development and teamwork. Based on the profile, Cloverleaf recommends specific actions to reach specified goals. Cloverleaf is based outside Cincinnati, Ohio, and is currently used within the Entrepreneurship Department to foster team building and personal development. Cloverleaf uses predictive and prescriptive analytics to recommend personalized methods to reach individual goals. It will only be a matter of time before the same approach will be used more widely to advance individualized education.

Problem-based Learning and Project-based Learning. Constructivist models for instructional design.

EDP632 / A4.1 / JIM JOHNSON

Key processes Methods of integration Strategies for lessons

Ill -Structured

Problem Spaces

Constructivism is education where knowledge is constructed through personalized and socialized learning experiences. Problem-based Learning and Project-based learning are two methods of applying constructivist learning theory to educational experiences. Both approaches have students work with ill-structured problem spaces for the development of critical thinking skills through inquiry, collaboration, iteration, and reflection.

(2007, P. Stokes, Using Constraints to Generate and Sustain Novelty) (2016, A. Brown, T. Green, The Essentials of Instructional Design, Third Edition)

Project-based learning and Problem-based learning have many similarities and subtle differences. Project-based learning emphasizes the non-linear approach to completing a project needing a solution. Problem-based learning emphasizes defining the problem and finding a solution with a more specified protocol. Both approaches have incomplete information, multiple solutions, and student-driven decisionmaking. Project-based learning involves students working to solve a real-world problem over an extended period of time in order to build core academic skills. According to PBL Works, Project-based learning inspires students to master skills in critical thinking, collaboration, communication, and selfmanagement. The PBL Works organization is dedicated to creating educational equity and transformative PBL learning experiences.

Critical thinking

Real-world application Reflection

Extended time period

Iteration

Student-driven

Overview

Collaboration

Authentic engagement https://my.pblworks.org/

Project-based learning

The Project-based learning process consists of student teams working through different stages of problem-solving. They often include: Stating the problem The process is recursive and Identifying goals cyclical. Students may decide to Organizing the process revisit different stages based on their Researching the problem progress towards a goal. Perspective gathering Instructors assist students by aligning Reframing the problem them to standards, building a culture of Generation of ideas inquiry, scaffolding student learning, Conceptualizing the solution asking provocative questions, managing Researching the solution activities, and engaging them with Revisions based on feedback coaching. Visualizing the solution Gaining team alignment Reflections on progress Refelctions on progress Organizing the problem

Researching the problem

Stating the problem

Revisions based on feedback

Generation of ideas Organizing the process Team alignment

Researching the solution Perspective gathering

Process

Project-based learning

Project-based learning can be integrated into lesson plans to create relevant and meaningful activities connected to learning objectives. The learning objectives of ESP103 include the following: Students will develop creative solutions to business problems. Students will produce professional communications that are effective for audience, purpose, context, and media.

In order to meet these objectives, students were given the opportunity to find solutions to relevant issues using Project-based Learning. They could select from the following or submit a topic of their own. How might students connect and take care of each other? How might students navigate changing relationships? How might students get home safely? How might students prepare for future career paths? How might students establish healthy habits? How might students get more involved? How might students promote mental health? Students selected partners and were given five weeks to complete the assignment. Their final project needed to be presented in a creative and compelling manner.

Healthy Habits Connect and Care Mental Health

Changing Relationships Become involved

Career Paths

Integration

Project-based learning

Strategies for implementing Project-based learning involve planning, structure, and goal setting. A PBL may occupy many weeks of lesson material, so advanced planning is essential. PBLWorks provides a checklist of essential elements to assist with the planning process. The elements include success skills, a relevant challenge, sustained inquiry, authenticity, student voice, reflection, critique and revision, and public product

Managing and assessing Project-based learning involves monitoring student progress and assessing outcomes. As mentioned earlier, the instructor's role is to be the mentor, coach, and guide. This requires frequent and informal monitoring of student progress. Feedback and assessment should involve peer evaluation, self-assessment, and rubric-based assessment. Finally, the PBL experience should be viewed and evaluated retrospectively in order to encourage continuous and organic improvements.

Student Voice and Choice Challenging Problem Critique and Revision

Authenticity

Sustained Inquiry

Reflection

Strategies

Evaluate and Assess Key Knowledge/Success Skills Public Product Project Organization https://my.pblworks.org/ https://www.edutopia.org/project-based-learning-guide-implementation

Project-based learning

Overview

Problem-based learning Critical thinking Inquiry Collaboration

Iteration Ethical Thinking

Problem-based learning enables the creation of solutions through problem clarification using an agreed-upon protocol. PBL addresses ill-structured problems having incomplete information and multiple solutions. These ill-structured conditions allow for student-driven decision-making and more authentic types of learning. Problem-based learning originated in a university setting as a way to train medical students in real-life health issues. Problem-based learning was soon applied to other industries and fields of study and is now used within learning environments to engage students in solving complex, real-world problems. Skills developed through Problem-based learning are aligned with the needs of future employers. They include collaboration, critical thinking, complex problem solving, ethical thinking, and communication. Beyond building professional skills, there are academic benefits to students who engage in Problem-based learning. They include intrinsic motivation, self-learning, and a growth mindset. Intrinsic Motivation

Communication

Authentic engagement Real-world application

https://www.hunschool.org/resources/problem-based-learning

Self-learning

Process

Problem-based learning

There are many variations and approaches to complex problem solving, however, they share common elements. Elements of Problem-based learning include: A problem statement and desired future state Identification of information needed to understand the problem Resources for information Information gathering and synthesis Reframing the problem to establish a point of view Generation of ideas Convergence criteria and alignment Proposed solution Solution analysis with improvements Prototyping and implementation Refining based on feedback Similar to the Project-based learning process, the sequencing of elements can be recursive depending on progress toward the intended goal. Reflection plays an ongoing role in the assessment of progress.

GE R E DIV

CO NV ERG E

PROBLEM SPACE

SOLUTION SPACE POINT OF VIEW

UNDERSTAND AND OBSERVE

IDEATE AND DEVELOP

REFINE

Integration

Problem-based learning Due to the emphasis on problem-solving, context plays an important role when developing and integrating Problem-based learning. The learning objectives of ESP103 were accomplished through a Problem-based learning project involving a real client with a real business need. Students were able to experience an authentic opportunity to compete in teams and create a viable, desirable, and feasible solution. Everyone was provided with the same background information and challenged to define the the problem according to their research. The Problem-based learning challenge was shared across four FYIC courses with students needing to meet the assessment requirements for all classes. The project culminated with an eight-minute team presentation to all FYIC faculty and guest judges.

Integration of the Client Challenge requires alignment on goals, outcomes, processes, touch-points, and deliverables. Students must adapt and apply elements of the process as needed in order to achieve their goals.

Strategies

Problem-based learning Effective Problem-based learning involves strategies for project constraints, instructor involvement, and assessment. Project constraints must be challenging without being impossible. The constraints can pertain to time, resources, and project deliverables and should be adjusted to meet the capabilities and needs of the students. Preparatory activities may be used to identify a Zone of Proximal Development. Instructor involvement pertains to the amount of advice and instruction provided to the student. Instructors are often tempted to solve the problem for the student or provide them with resources rather than have them discover them on their own. Answering questions with questions is often the best approach so students can self-examine their question and reflect on their issues. Summative rubrics - https://tinyurl.com/54hthxkw

formative assessment is optimized through various forms of feedback. This might come in the form of self-reflection, peer feedback, professional feedback, and instructor feedback. These forms of feedback can be in one-to-one situations or whole group discussions. The use of a checklist based on a summative rubric can also help guide students towards improvement. Summative rubrics provide a grounding experience for students who might get lost exploring the unknown. It is easy for students to lose sight of the learning objectives and project expectations during Problem-based learning. Peer reviews play an important role in Problem-based learning environments. The ability to work collectively to solve difficult problems is probably the most authentic representation of real-world needs.

Accessible Documents Introduction

Culturally Responsive Teaching and Linguistic Diversity / ESL

Accessible Documents Introduction

Culturally Responsive Teaching at Miami University Miami University is dedicated to improving Diversity, Equity, and Inclusion. And in recent years through great eﬀorts it has made progress in diversifying its faculty and student population. However, there is much more work to be done.

The diversity of the U.S. undergraduate population

51% of enrolled students are white

National Center for Education Statistics 2020 8.1 million were White, 3.3 million were Hispanic, 2.0 million were Black, 1.1 million were Asian, 669,000 were of Two or more races, 107,300 were American Indian/Alaska Native, 42,500 were Paciﬁc Islander. 15.9 million undergraduate students enrolled in fall 2020

Farmer School of Business Fall 2021 79.9% = White 13.4% = Domestic person of color 6.3% = International 61.6% = Male 35% = Out of state

Miami University enrollment Fall 2020 Of 1,614 international students 70% are from China 7.5% are from Vietnam 3.5 % are from India

How do you promote diversity in a relatively homogeneous student population?

How do you promote diversity in a relatively homogeneous student population? 1. Make the Miami experience receptive and adaptive to those students representing diverse backgrounds. 2. Ensure the current student population embraces diversity and develops cultural intelligence.

Accessible Documents Introduction

EDP 636 / A3.2 / Johnson

Developing Cultural Intelligence Identifying Cultural Intelligence four ways: 1. CQ Drive 2. CQ Knowledge 3. CQ Action 4. CQ Strategy

Accessible Documents Introduction

Developing Cultural Intelligence First-Year / CQ Foundations for DEI in the First-Year Integrated Core. ● Business Case for Diversity, Equity, and Inclusion ● Embracing Cognitive Diversity using the HBDI assessment of thinking preferences. ● CQ Assessment: Students take the CQ Pro online self-assessment of their cultural intelligence ● CQ Learning: Students gain an understanding of the conceptualization and application of Cultural Intelligence ● CQ Self-Reflection + Growth Plan Students consider the takeaways of their CQ self-assessment and identify specific opportunities for personal growth. 10

Accessible Documents Introduction

Using Culturally Responsive Teaching Strategies to develop creativity Creativity = Unique + Useful. Everyone is born uniquely useful. Creative Mindsets: Ambiguity - Managing situations lacking clarity Curiosity - Strong desire to learn more Empathy - Experiencing the feelings of others Divergence - Seeking out the unfamiliar Risk, Resilience, Failure - Seeking out desirable difficulties in order to learn

Accessible Documents Introduction

Creativity with international students Creative Mindsets: Being confident in their ability and environment Ambiguity - How to cope with their experience in another country Curiosity - Strong desire to learn more about their environment Empathy - Share their feelings to others Divergence - Embracing new cultural opportunities Risk, Resilience, Failure - Your difficulties will lead to new skills and self development

Accessible Documents Introduction

Using Culturally Responsive Teaching Strategies to develop creativity with international students Creativity = Unique + Useful. Discover your SELF Creative Mindsets: Being confident in their ability and environment Ambiguity - How to cope with their experience in another country Curiosity - Strong desire to learn more about their environment Empathy - Share their feelings to others Divergence - Embracing new cultural opportunities Risk, Resilience, Failure - Your difficulties will lead to new skills and self development.

Accessible Documents Introduction

Using Culturally Responsive Teaching Strategies to develop creativity with international students Case studies - Feature Asian business leaders in lesson material. Learn about the student - Make an extra effort to meet one on one with the student. Learn to pronounce their name. Clarification - Provide extra clarification during feedback. Acknowledgement - The student may be hesitant to speak up, so look for opportunities to engage the student during class discussion. Assistance - If you have a UA, make sure they have direct contact with the student. Make sure they are aware of international student resources. Adjustments - When assessing work, take into consideration what is within the student’s Zone of Proximal Development.

CRT and Linguistic Diversity / ESL

Screen readers Screen readers are a form of assistive technology providing access to information represented by visuals, text, and video. Screen readers use text-to-speech functionality to translate live text into audio. Live text are letters and words that can be selected and edited. All relevant information within learning materials should be available in live text. Screen readers translate text in sequence from upper left to lower right. The design of materials should take into consideration the arrangement of information in order to accommodate screen readers. Other forms of assistive technology provide screen enlargement for the visually impaired and captioning for the hearing impaired. The American Foundation for the Blind has provided a list of screen readers here.

Accessible Documents Introduction

Accessibility organization The organization of Information has an impact on accessibility. ● The Information should be sequenced from upper left to lower right as shown in the diagram for screen readers. ● The hierarchy of information should be identiﬁed through headings, titles, and text descriptions. ● The pacing and timing of information should be controllable by the audience through assistive technology.

First position

Second position

Third position

Fourth position

Fifth position

Sixth position

Seventh position

Accessible Documents Introduction

Accessibility communication Information should have multiple forms of representations or communication. ● Images should be represented with alt text descriptions. ● Charts and graphs should be represented by alt text descriptions. ● Audio recordings should be represented with transcripts. ● Videos should be represented with transcripts, captioning, and audio descriptions. ● Links should be presented with a description of the content. ● Embedded media should be represented by web links. ● Color signiﬁers should be represented by text or patterns. EDP 636 / A3.2 / Johnson

Google Docs Images

Google Docs Images Adding alt text to your images ensures ensuring that users with visual impairments have access to information included in the visuals. You can add Alt Text by right-clicking on the image and providing a title and description in the menu box. Descriptions for images should limited to 120 characters. Graphs and charts can be identiﬁed by a title if the data and purpose of the chart is represented in the text. 19

Google Docs lists Google Docs legibility

Google Docs lists Bulleted and numbered lists are easier for screen readers to detect. Numbered lists should use layers with diﬀerent numbering schemes

Google Docs legibility Legibility can be enhanced through the use of Sans Serif fonts and text that is justiﬁed left rather than centered or justiﬁed left and right.

Proper use of numbered list formatting 1. Fruits a. Apples i. Golden Delicious ii. Granny Smith iii. McIntosh b. Pears i. Bartlett ii. Bosc iii. Comice iv. Concord c. Oranges i. Valencia ii. Mandarine iii. Tangerine

Legibility is decreased with the use of Sans Serif fonts and text that is centered. Legibility is decreased with the use of Sans Serif fonts and text that is justiﬁed left and right. LEGIBILITY IS DECREASED WHEN LONG SECTIONS OF TEXT ARE SET IN ALL CAPS AND THE TYPE IS CENTERED.

Google Docs color and contrast

Google Docs color and contrast Color and contrast can also impact the accessibility of information within your document. Regular size text should have a minimum contrast ratio of 4.5:1 and large text (18-point or 14-point bold) a minimum contrast ratio of 3:1. There are multiple free web services that will provide an evaluation of your color contrast. This Deque University site provides helpful information color/contrast checkers.

POOR CONTRAST GOOD CONTRAST

Google Docs navigation

Google Docs navigation Google recommends the use of navigational devices to maximize accessibility, especially in long documents. Navigational elements include: ● Table of contents ● Page numbers ● Page counts ● Headers and footers The headers and footers option is located under the INSERT menu header and page numbers can be set under the FORMAT menu header.

Learn more about Google Document navigation here.

Accessible Google Slides

Accessible Google Slides Accessibility for Google Slides should follow the same principles as Google Documents. However, there are additional settings and adjustments you should make to increase accessibility to Google Slides. Accessibility settings can be found under the tools menu. There you can activate screen reader and screen magniﬁer support.

Google slide titles and accessibility

Google slide titles and accessibility Every slide should have a unique title to assist the legibility of screen readers. To create a slide title, enter the title name into the text box provided within the slide template. Grackle Slides is a Google extension that will check the accessibility of your presentation and advise you on areas needing improvements. Grackle Slides is free for 30 days. Learn more about Grackle Slides here.

Grackle Slide accessibility report 24

Google slides presentation best practices

Presentation best practices There is an option to enable live automated captions during presentations when using a Chrome browser. Go to your browser settings and locate the Accessibility option. A window will appear where you can activate live captions and other accessibility features. When you give a spoken presentation to an audience make an eﬀort to describe that content verbally so that you are including people who are blind or low vision. Send any materials you plan to display through screen sharing to your participants ahead of time.

Find Google accessibility extensions here.

Accessible Zoom

Accessible Zoom With the wide adoption of Zoom during COVID, attention should be focused on providing accessibility. Participants can be given the ability to record the session even when in breakout rooms. The host will need to adjust the permissions within the settings. Information on how to provide permission to record can be found here. Participants should be given the opportunity not to enable their video depending on their environment and personal comfort. Captioning options include manual captioning and third party software integration. More information about captioning with Zoom can be found here.

Find frequently asked questions about Zoom accessibility here. 26

Accessible Zoom Keyboard Menu Zoom keyboard accessibility is incorporated so that actions can be completed with a mouse may also be completed with only a keyboard. This can be accomplished by unchecking the "Always show meeting controls" under the "Keyboard" section.

Accessible Miro

Accessible Miro Miro is a collaboration platform that became widely used during COVID. As a recent addition to the software tool chest, Miro has begun to make improvements to the accessibility of their platform. These include: ● Use a screen reader to change their proﬁle. ● Use keyboard and screen-reader navigation to manage teams. ● The addition of alternative texts to key elements of Miro UI. ● A prompt to activate screen reader mode when opening a board. ● The color contrast of the UI elements on the board is WCAG2.1 AA compliant. Details about MIRO accessibility improvements can be found here. 28

the

amazing

creativity race

mindsets in

action

the

amazing

creativity race

is a game where college students earn badges by developing ﬁve creative mindsets: curiosity, courage, resilience, action, and empathy. Each mindset has three challenges that must be completed in sequential order. Completion of each level is tracked on a leader board. To get credit for completing the challenge you must post your results on a private social media platform.

the creative

mindset badges

CURIOSITY

curious about myself/values and virtues curious about business and my future curious about others

RESILIENCE overcoming rejection having energy, passion & optimism striving for excellence

COURAGE

adopting a different perspective risk-taking against status quo ability to embrace new experiences

EMPATHY ACTION

bring it to life change the world build a future

listening and understanding doing as others sharing and helping

Level 1: Curious about my shortcomings, virtues, and values

Level 2: Curious about my career and my future

CURIOSITY

Level 1: Curious about others and the world around me

Level 1 Embracing new experiences

Level 2 Risk-taking against status quo

COURAGE

Level 3 Fighting for a greater good

Level 1 Having energy, passion & optimism

Level 2 Overcoming rejection

RESILIENCE

Level 3 Always striving for excellence

Level 1 Bringing it to life

Level 2 Expanding the impact

Level 3 Changing the world

ACTION

Level 1 Listening and understanding

Level 2 Experiencing others

Level 3 Sharing and helping

EMPATHY

badges are built by completing challenges CURIOSITY BADGE

1 - Curious about myself/values and virtues. Talk to your friends and family and ask them what makes you unique. What are your special talents? 2 - Curious about business and my future. Contact a professional who is successful in business and ask them about skills you should develop or goals you should want to achieve.

3 - Curious about others. Reach out to someone who is successful in a ﬁeld or hobby you are passionate about that isn’t related to business. Inquire about how they became successful.

players

meet the

pick one

how

works player

curiosity 1 - about myself 2 - about my future 3 - about others

courage

1 - different perspective 2 - risk taking 3 - new experiences

resilience

1 - overcoming rejection 2 - energy, passion & optimism 3 - striving for excellence

action

1 - bring it to life 2 - change the world 3 - build a future

empathy

1 - listening and understanding 2 - doing as others 3 -sharing and helping

total

jojo

crystal

lester

tiki

bruce

chaz

vivian

hosea

buster

grace

each mindset challenge counts for one point and must be done in sequential order

production

notes

● All badges and graphics were created in Google Slides. ● The illustrations were obtained from The Noun Project https://thenounproject.com/ ● Illustration elements are credited to Kate Maldjian and Michael Rojas ● The avatars were created using a combination of illustration elements, Google shapes, and scribbles. ● The mindset challenges are based on course material from ESP103 - Creativity, Innovation, and Entrepreneurship

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