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| How to Engineer Learning: Fundamentals of Iterative Design and Development |
| Friday, May 23, 2014 |
| 4:00 PM–7:00 PM |
| W181c (McCormick Place Convention Center) |
| Area: EDC/TPC; Domain: Applied Research |
| CE Instructor: Janet S. Twyman, Ph.D. |
| JANET S. TWYMAN (University of Massachusetts Medical School/Center on Innovations in Learning), MARTA LEON (Headsprout), MELINDA SOTA (University of Oregon) |
| Description: We know any skill that can be described can also be taught, and that there are effective ways to teach specific skills. What still remain elusive are the art and science of planning a complete instructional program, from learning objectives through validation by learners. In this workshop, participants will learn a non-linear approach to designing instruction. The outcome of this non-linear approach is not only an effective instructional program, but also a significant gain for instructional designers in terms of knowledge about the subject matter they are teaching and about how their learners learn it. Participants will be able to apply this approach immediately to program an instructional sequence of their own and will meet the workshop objectives listed below. Rather than answering the question "How do I teach skill x?" (where the answer is a specific technique), this workshop will answer the question "How do I design instruction for skill x so that I am confident that I am teaching skill x effectively and systematically?" |
| Learning Objectives: At the conclusion of this workshop, participants will be able to apply the non-linear programming process to specific instructional examples provided by the instructors and transfer that process to novel examples. Specifically, participants will (1) perform a basic content analysis, state instructional objectives, and create/evaluate relevant criterion tests; (2) determine necessary entry behavior; (3) design a meaningful instruction sequence; (4) analyze performance data and use them to adjust instruction; and (5) suggest ways to maintain learner behavior throughout the instructional sequence. Participants should be able to utilize formative evaluation within an iterative development process to create effective programs. |
| Activities: The workshop includes short presentations by instructors followed by hands-on activities in which participants will analyze and design components of an instructional program and receive feedback from the instructors. The workshop will also include small-group discussion in which participants will analyze performance data and recommend instructional changes and compare and contrast different potential solutions to a problem in programming instruction. |
| Audience: BACB certificants, licensed psychologists, teachers, trainers, educators, and others interested in or involved in the design of instruction. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): formative evaluation, instructional design, program development |