MODULE 4

Instructional Design Models and Strategies Why is TPACK important?

Instructional Design Model
- a tool, a framework to develop instructional
materials
- helps instructional designers provide a structure &
meaning to learning material; allows them
visualize training need & break down process of
designing training material into steps
- provide guidelines to ensure training addresses
learning objectives & meets desired expectations
- purpose: systematically develop training courses
that successfully address the learning objectives
 instructors & administrators recognize benefits
technology can have in the classroom—whether
that be preparing students for a technology-driven
world or helping to simplify course, school, &
district management.
 TPACK shows that there’s a relationship between
technology, content, & pedagogy, & purposeful
blending of them is key
 TPACK reminds us that technology is just part of
great teaching; truly an inter combination of
content, pedagogy, & technology that make for
innovative learning

TPACK (Technology, Pedagogy, & Content

Knowledge)
- technology integration framework that identifies 3
types of knowledge instructors need to combine
for successful educational technology (edtech)
integration
- introduced by Punya Mishra & Matthew J. Koehler
of Michigan State University in 2006
- center of diagram (TPACK) represents a full
understanding of how to teach with technology
- not same as having knowledge of each of 3
primary concepts individually; point of TPACK is to
understand how to use technology to teach
concepts in a way that enhances student learning
experiences
- example: deliver content to your students via your
learning management system (LMS); even if you
have sufficient knowledge of content you’re
teaching (CK) & of your LMS (TK), you might still
subject your students to an entire online course of
text-based PDFs
- came from original PCK model (ideal teacher)

 Content Knowledge (CK)
- what teachers know
- facts, concepts, theories
- what are you teaching and what is your own
knowledge of the subject?
 Pedagogy Knowledge (PK)
- how they teach
- instructional strategies, teaching methods,
assessments
- how do your students learn best and what
instructional strategies do you need to meet
their needs and the requirements of the
lesson plan?
 Technology Knowledge (TK)
- how technology is used
- teacher’s knowledge of & ability to use various
technologies, technological tools, & associated
resources
- what digital tools are available to you, which
do you know well enough to use, and which
would be most appropriate for the lesson at
hand?

3 Primary Forms of Knowledge

 Pedagogy Content Knowledge (PCK)
- teacher’s knowledge regarding foundational
areas of teaching & learning, including
curricula development, student assessment, &
reporting results
 Technology Content Knowledge (TCK)
- teacher’s understanding of how technology &
content can both influence & push against
each other
 Technological Pedagogical Knowledge (TPK)
- understanding how to use your digital tools as
a vehicle to the learning outcomes and
experiences you want
ASSURE Model - evaluate your teaching & revise for
- Robert Heinich & Michael Molenda improvement
- an instructional system or guideline that teachers - evaluate impact of teaching on student
can use to develop lesson plans which integrate learning
the use of technology and media - evaluation of teaching strategies & technology,
- places focus on learner & overall outcome of media, & materials that you used
accomplishing learning objectives - questions useful to ask during this evaluation:
1. Did your lesson meet the learning
 Analyze learners objectives that you planned? How will you
- analyze the context determine whether the students reach the
- essential to first think about your students & objectives? Is your way of assessing the
their general characteristics, academic levels, students in line with your learning
skills, & styles objectives?
 State Objectives 2. Can this lesson be improved? How? How
- state performance objectives are you going to assess the weaknesses
 Select Strategies, Technology, Media & in your presentation?
Materials 3. Was your choice of media and materials a
- select strategies, technology, media & good one? How will you assess the
materials effectiveness of these tools?
- strategy would be learner-centeredness 4. Is it possible that other technologies,
- technology, media, & materials would be media, and materials would have done a
laptop, cellphones, social media, google better job?
searching, research activities, textbooks
- final step in evaluation should focus on
 Utilize Technology, Media & Materials
feedback from students:
- preview, prepare the environment, learners, &
1. Was their experience positive overall?
learning experience
2. Do they feel that they have reached your
- making plan as to how you will utilize
objectives and their own personal
technology, media, & materials you have
objectives?
selected
3. How will you determine whether or not
- make sure plans contribute towards producing
your performance was effective?
objectives you have laid down
- important to preview or use media & materials
 ASSURE process is just a matter of common
before lesson, especially when using
sense
technology to make sure everything works
 good to follow a regimented guide to improve
appropriately
teaching technique; any effective teacher knows
- 5P’s process
that perfection of their technique does not come
o Preview the technology, media, &
overnight, & there is always room for
materials
improvement
- important to plan ahead of time just
 by following ASSURE process, be sure to
how you’re going to use them improve your teaching for many years to come
o Prepare the technology, media, &  used as a Lesson Plan Design – only
materials uniqueness is that TPACK is integrated in
- gather together all things need to ASSURE Model (Select & Utilize)
teach lesson & must be working
properly
o Prepare the environment
- some minimal preparations required to
set up learning environment; enough
desks, proper ventilation, good sitting
arrangements, & classroom should be
clear
o Prepare the learners
- clearly inform learners as to what the
learning objectives are
- Important to tell how they’ll be
assessed
- explain benefits of learning material
o Provide the Learning Experience
- actually carry out lesson; where all
planning takes effect
- prepare to carry out lesson with every
prior step of process in mind
 Require Learner Participation
- require speaking, note-taking & others from
students
- make plans on how you’re going to actively
engage students in material you’re teaching
- more sophisticated approach require that
students prepare questions & comments at
home to bring into class
- allow individual students to lead
classes/discussions in style of a seminar
- plan exactly how students will participate in
learning process
- essential part of every lesson; engage & help
them retain what they’re learning
- questioning, discussions, hands-on activities
 Evaluation & revise
ADDIE model
- generic process traditionally used by instructional
designers and training developers
- based on an earlier ID model, Five Step
Approach, developed by the U.S. Air Force
- carefully structured content, measured &
organized workload, dynamic

5 phases
- represent a dynamic, flexible guideline for building
effective training & performance support tools
 Analysis
- “goal-setting stage”
- determines nature of course
- instructional problem is clarified, instructional
goals & objectives are established; learning
environment & learner’s existing knowledge &
skills are identified
 instructional goals – making clear instruction
 instructional analysis – necessary steps to
carry out instructional goal
 learner analysis – find out what students
already know about topic
 determine target objective – identify what
needs to be learned
 Design
- deals with learning objectives, assessment
instruments, exercises, content, subject matter
analysis, lesson planning & media selection
- should be systematic & specific
- determine how lesson unfolds
 design assessments –
 course format –
 instructional strategy – what order to teach
 Development
- put plans & ideas into action & test it
 create a sample
 develop course material
 conduct a run-through
 Implementation
- learners experience your course
 materials – make sure all resources are
available
 learning space – appropriate learning
environment
 activities – needed to bridge knowledge gaps
 media – multimedia features, videos, audio
 assessments – test or performance task
where students perform on their own
 Evaluation
- assess performance & identify what needs to
be changed
 Formative – examination done through 4
phases
 Summative – evaluation at end of unit course
Pecha-Kucha
- “20x20 Presentation”
- slides automatically change
- translation: “sound of conversation” or
“chitchat”
- origin: Tokyo 2003
- developer: Astrid Klein & Mark Dytham
- gained popularity in past decade
- a specific style of presentation that entails
presentations of 20 slides, displayed for 20
seconds each, for a total presentation time of 6
minutes & 40 seconds
- learning assessment, support reflective practice,
virtual teambuilding, share conference learning
- successful: tightly edited & arranged in bite-sized
pieces (already planned before presenting)
- another feature that sets apart from traditional
style: design of slides – encourages students to
think about message that each slide portrays;
must know what they’re talking about
- some ways to use with students:
 mini-lectures
 introduce a topic to your students
 tell a story
 visual case scenarios
 project overview
- how students can use:
 group projects
 personal reflection presentation
 student introduction
 teach a topic

General Tips for Pecha Kucha Development

1. Think about story you are going to tell in 7 minutes
or less
2. Start by developing a storyboard
3. Time each slide to make sure that it’s 20 seconds
4. Intentionally plan images that will go on your slide

Why is Pecha Kucha important?

 Pecha Kucha style can improve presentation skills
& English-speaking skills in general.
 has relevance when teaching large numbers of
international students.
 utilizes imagery & effective use of spoken words to
create a seamless, memorable, meaningful, &
concise presentation
 short but very powerful
 not instructional design model; presentation model