This post contains a question bank in the form of true/false, fill in the blanks and MCQ questions on the topic of Instructional Design.
INSTRUCTIONAL DESIGN PAST AND LIKELY EXAMINATION QUESTIONS AND ANSWERS.
QUIZ 1
1. Which instructional design method focuses on incorporating the learner’s needs, skills and learning context into the course design? Select one:
a. SAM model
b. Rapid ISD model
c. ADDIE model
d. Dick and Carey Systems Approach Model
ANSWER: D
2. The main goal of instructional design focuses on improving human performance to solve instructional problems. Select one:
a. True
b. False
ANSWER: B
3. Instructional design is fluid. Select one:
a. True
b. False
ANSWER: A
4. This question is a description of the design procedures that an instructional designer is conducting. Read carefully and select the letter that corresponds to the correct or the best option that the designer is completing. The designer develops a blueprint for developing a software for computing students GPA. Select one:
a. Evaluation
b. Design
c. Strategy development
d. Analysis
ANSWER: B
5. This question is a description of the design procedures that an instructional designer is conducting. Read carefully and select the letter that corresponds to the correct or the best option that the designer is completing. The designer distributes an appraisal to the learner after a training session to provide feedback for judging future training. Select one:
a. Evaluation
b. Design
c. Strategy development
d. Analysis
ANSWER: A
6. Which level of Bloom Taxonomy is described by: “Can the student explain ideas or concepts?" Select one:
a. Creating
b. Understanding
c. Synthesizing
d. Analysing
ANSWER: B
7. Which level of Bloom Taxonomy is described by: “Classify, determine, discriminate, form generalisations, put into categories, illustrate, select, survey, take apart, transform." Select one:
a. Creating
b. Synthesizing
c. Analysing
d. Understanding
ANSWER: D
8. Which of the following needs compares the learner’s achievement against a national standard? Select one:
a. Comparative needs
b. Future needs
c. Normative needs
d. Expressed needs
ANSWER: C
9. An instructional designer is assessing the instructional design of Geography students of UEW class targeted to the needs of Geography students of KNUST. This is an example of ______________ Select one:
a. Comparative needs
b. Future needs
c. Expressed needs
d. Normative needs
ANSWER: A
10. An ICT instructor has designed a lesson in which the facilitator teaches how to connect to a website before using online bill pay. The learning experience is following whose guideline. Select one:
a. Posner and Strike strategy of sequencing
b. Reigeluth strategy of sequencing
c. Robert Gagne strategy of sequencing
d. Benjamin Bloom strategy of sequencing
ANSWER: C
11. An instructional designer asks his students to choose which design approach they will use to solve a problem and give reasons for their choice. The designer is using strategies founded in which theory? Select one:
a. Behvaiourism
b. Cognitivism
c. Constructivism
d. Developmentalism
ANSWER: B
12. At what stage of the design process will one begin to write and produce instruction? Select one:
a. review
b. Analysis
c. Assessment
d. development
ANSWER: D
13. This question is a description of the design procedures that an instructional designer is conducting. Read carefully and select the letter that corresponds to the correct or the best option that the designer is completing. The designer determines that the prospective learners can read (on average) at the basic six (6) reading level. Select one:
a. Design
b. Analysis
c. Evaluation
d. Strategy development
ANSWER: B
14. This question is a description of the design procedures that an instructional designer is conducting. Read carefully and select the letter that corresponds to the correct or the best option that the designer is completing. The designer decides to use a simulation method as part of training computer network engineers. Select one:
a. Analysis
b. Design
c. Evaluation
d. Strategy development
ANSWER: D
15. This question is a description of the design procedures that an instructional designer is conducting. Read carefully and select the letter that corresponds to the correct or the best option that the designer is completing. After a tryout of the prototype of a CBI (Computer-Based Instruction) lesson on writing instructional objectives, the designer adds additional practice items on identifying the “conditions” of an objective. Select one:
a. Strategy development
b. Design
c. Evaluation
d. Analysis
ANSWER: C
QUIZ 2
1. One of the following Kolb’s learning style inventory shows that leaners learn best by understanding at different points of view.
a. Concrete Experience
b. Active Experience
c. Reflective Observation
d. Abstract Conceptualization
ANSWER: C
2. One of the following is NOT a characteristic of an instructional design
a. Discipline
b. Art and Science
c. Discipline
d. Instruction
ANSWER: D
3. The efficient ordering of content in such a way as to help the learner achieve the objectives in an efficient and effective manner is referred to as
a. Elaboration
b. Sequencing
c. Chunking
d. Bridging
ANSWER: B
4. A production personnel do not know how to set the computer controller for the drill press. What will an instructional designer do to remedy this performance problem?
a. Change environment
b. Change management
c. Training
d. Motivation
ANSWER: C
5. One of the following is a key factor that will influence learning outcomes
a. Readiness
b. Media
c. Revision
d. Support
ANSWER: A
6. The classification system of measurable verbs used to describe and organize the different levels of cognitive learning was proposed by
a. John Keller
b. Abraham Maslow
c. David Kolb
d. Benjamin Bloom
ANSWER: B
7. What is the purpose of instructional design?
a. To create tests
b. To develop images and charts for teaching
c. To make sure teachers are doing their jobs
d. To facilitate proper planning
ANSWER: D
8. The systematic process of creating instruction based on scientific research that produces effective, efficient, reliable instruction is known as……………
a. Curriculum design
b. Instructional design
c. Instructional evaluation
d. Curriculum evaluation
ANSWER: B
9. The goals of every instructional designer are to
a. Solve instructional problem
b. Determine most effective solutions to any problem
c. Make learning effective
d. Improve human performance
ANSWER: A
10. One of these types of cognitive load is difficult to control in relation to learning goals
a. Intrinsic load
b. Germane load
c. Extraneous load
d. External load
ANSWER: A
11. The concept of Andragogy was pioneered by…………...
a. Richard Mayer
b. Malcolm Knowles
c. Ruth Colvin Clark
d. Robert Gagne
ANSWER: B
12. An instructional designer as assessing the instructional design of Geography students of UEW class and decides to liken it to Geography students of KNUTS to identify the difference in test scores. This is an example of
a. Comparative needs
b. Expressed needs
c. Normative needs
d. Future needs
ANSWER: A
13. Which of the following generations prefer to learn through lectures and workshops involving small group activities?
a. Traditionalists
b. Baby boomers
c. Generation X
ANSWER: B
14. The strategy of breaking down information into bit sized pieces for the brain to easily digest new information is referred to as……….
a. Chunking
b. Bridging
c. Sequencing
d. Elaboration
ANSWER: A
15. Students having to refer to two different sources of information simultaneously when learning a concept will result in………………...
a. Visual effect
b. Split attention effect
c. Audio-visual effect
d. Dual-mode effect
ANSWER: B
16. What are the four basic elements of instructional design?
a. Learners, review, test, strategies
b. Objectives, content, strategies, evaluation
c. Learners, objectives, strategies, evaluation
d. Objectives, assessment, summary, content
ANSWER: C
17. All the following are schemes proposed by Posner and Strike to be used for sequencing a unit except
a. Concept-related content
b. World-related content
c. Learning-related content
d. Elaboration-related content
ANSWER: D
18. Chunking content into absorbable pieces has been found to keep students from feeling overwhelmed and provided them with essential information for completing exercises and grasping concepts without exhausting them with too much content. Rearrange the following chunking process in chronological order
I. Chunk at the screen level II. Modules into lessons into topics III. Start at the highest level IV. Do a working memory check.
a. I, III, II and IV
b. III, II, I and IV
c. III, II, IV and I
d. I, II, III and IV
ANSWER: B
19. To assist in transitioning from one chunk of content to the next content, the instructional designer uses a
a. Elaboration theory
b. Bridge
c. Chunk
d. Sequence
ANSWER: B
20. The principle of instructional design that recommends that text should appear near graphics on the screen to minimize readers effort is known as…………..
a. Coherence
b. Contiguity
c. Modality
d. Redundancy
ANSWER: B
21. The ……...prefer to learn through hands-on exploration followed by constructive feedback.
a. divergers
b. accommodators
c. convergers
d. assimilators
ANSWER: A
22. One of the following is NOT necessary when identifying an instructional problem?
a. Content development
b. Performance assessment
c. Need assessment
d. Goal analysis
ANSWER: A
23. All the following are qualities of the instructional Design process except______
a. Starts at the course development level.
b. The process is applied in different ways by different designers.
c. Starts at the curriculum development level
d. Follows a systematic procedure.
ANSWER: C
24. Within instructional design, when does revision typically occur?
a. Throughout the design process.
b. At the end of instruction.
c. At the end of the design process
d. Only after strategies are implement.
ANSWER: A
25. Three characteristics that help an objective communicate an intent according to Instructional Design are……...
a. Performance, Conditions and Criterion
b. Criterion, Satisfaction and Performance
c. Conditions, Criterion and Satisfaction
d. Satisfaction, Performance and Condition
ANSWER: A
26. Which of the following is NOT one of the main factors when an instructor is choosing the appropriate instructional strategy for teaching basic features of MS Excel?
a. Course pace
b. Time availability
c. Budget
d. Media resource
ANSWER: A
27. One of the following is NOT a characteristic of an instructional design.
a. Discipline
b. Instruction
c. Art and science
d. Discipline
ANSWER: B
28. Which of the following are benefits of chunking to a student?
l. Aids in information retention and recall ll. Reduces information load Ill. Learner can work with limited screen spaces of various devices used to access courses IV. Help learners understand the subject matter easily and effectively
a. l, Il, Ill, and IV
b. I Only
c. I and Il only
d. l, Il and Ill only
ANSWER: A
29. Which of the following should an instructional designer consider as most critical when designing a lesson?
a. Results of learner
b. Experience of learner
c. Motivation of learner
d. Culture of learner
ANSWER: C
30. The _________ prefer to learn through lectures, experiments and conceptual models.
a. convergers
b. accommodators
c. assimilators
d. divergers
ANSWER: C
31. At what stage of the ARCS model will making the overall learning experience positive and worthwhile for the learner?
a. Attention
b. Relevance
c. Confidence
d. Satisfaction
ANSWER: D
PART II (LIKELY EXAMINATION PAST QUESTIONS AND ANSWERS)
SECTION A
Will be updated soon or later…….
SECTION B
Q.1a. What is instructional Design?
ANSWER;
Instructional Design is the systematic process of creating instruction based on scientific research that produces effective, efficient, reliable instruction.
b)
What are the four fundamentals components that form the framework for systematic instructional planning?. Brief explain them.
ANSWER;
• (Learners) For whom is the program developed
• (Objectives) What do you want the learners or trainees to learn or demonstrate
• (Strategies) How is the content or skill best learned
• (Evaluation Procedure) How do you determine the extent in which learning was achieved
2. State the stages in ADDIE model and brief Explain them;
ANSWER;
o Analysis: Considered as the “Goal-Setting Stage”. The focus is to distinguish between what the students already know and what they have to know after completing the course.
o Design; This is the phase where the instructional designer will "design“ the instruction ,i.e., put ideas on paper. It includes writing instructional objectives, interviewing subject matter experts, writing instructional content and instructional materials, determining which methods and media will be incorporated into the course or instruction, determine the assessment methods, etc.
o Development; The Development phase could also be referred to as the production phase. This is because is the stage where the instructional designer will actually create the “things” or materials that will be used during the teaching and learning process.
o Implementation; The implementation phase is where the actual instruction takes place. A prototype of the instruction or instructional materials is deployed with the target learners. In other words, this is the stage where the target learners will review the instruction or take course.
o Evaluation: This is the stage where the instructional prototype or instructional process will be subjected to meticulous scrutiny. It is the stage where the instructional designer will consider what went well and what didn’t go well with the instructional prototype.
3. State and explain the four basic learning styles developed by David kolb.
ANSWER;
• Convergers – prefer to learn through games and simulations
• Divergers – prefer to learn through hands-on exploration followed by constructive feedback
• Assimilators – prefer to learn through lectures, experiments, and conceptual models
• Accomodators – prefer to learn through hands-on activities, presentations, role-plays, and debates
4. Describe the four steps suggested by John Keller’s ARCS model of motivational design.
ANSWER;
Attention: This can be done through games, role-plays, humor, visuals, and rhetorical questions.
Relevance: This step should demonstrate the importance and usefulness of the content through relevant examples and learning goals.
Confidence: It should provide performance requirements, evaluation and feedback. It should also allow learners to control their learning.
Satisfaction: In this step, you need to make sure that you reward learners, offer reinforcement of what they already learned and provide opportunities to practice the newly acquired knowledge and skills.
PART III (LIKELY EXAMINATION QUESTIONS AND ANSWERS)
1 a) Why instructional design?
ANSWER:
i. The goal of instructional design is to make learning more efficient, more effective and less difficult.
ii. Well designed instruction saves time and money (Case of AT & T).
iii. Instructional designer focuses on improving human performance to solve an instructional problems.
iv. Subject-matter expert or instructor vs Instructional designer approach to course delivery.
v. A competent instructional designer can identify a variety of problems and then determine the most effective solution.
b) What are the benefits of ID?
ANSWER:
1. Saves cost and time
2. Improves investment
3. Greater learning gains (knowledge and skills acquisition)
c) Define instructional design
ANSWER:
Instructional design/instructional development is a systematic process for creating instruction based on scientific research that produces effective, efficient, and reliable instruction.
Instructional Design is the art and science of creating an instructional environment and materials that will bring the learner from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem solving – Siemens (2002).
“The term instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation.” – Smith and Ragan (1993)
Dick and Carey (1989) describes instructional design as “The systematic process of transplanting principles of learning and instruction into plans for instructional materials and activities”
Sara McNeil defines the Instructional design as a:
• Process: Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction.
• Discipline: Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.
• Science: Instructional Design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.
• Reality: Instructional Design can start at any point in the design process.
d) Outline the components of a comprehensive instructional design plan.
ANSWER:
Learners
Objectives
Strategies
Evaluation
e) Describe the premises underlying the instructional design process.
ANSWER:
• The ID process requires attention to systems and specifics
• ID process starts by identifying an instructional problem.
• A design plan is developed primarily for use by the instructional designer
• Focus is on the individual learner
• Congruency is key
• There is no one best way (although some methods are better than others)
2 a) What issue would first receive your attention if you were about to start planning a new unit in a course or training program?
ANSWER:
b) What are the key elements of instructional design?
ANSWER:
1. For whom is the program developed (Learners)
2. What do you want the learners or trainees to learn or demonstrate (Objectives)
3. How is the content or skill best learned (Strategies)
4. How do you determine the extent in which learning was achieved (Evaluation Procedure)
5. These four fundamentals components form the framework for systematic instructional planning.
6. These components are interrelated and could make up an entire instructional design plan.
c) What are the context for Instructional Design?
ANSWER:
• Business and government
• Medical
• Military
• Education (regular and distance programmes)
3 a) What are the Factors that Influence Learning Outcomes
ANSWER:
The instructional design approach considers instruction from the perspective of the content
• Level of readiness
• Instructional strategies
• Media or other resources
• Support
• Revisions
4 a) What is an Instructional Design Model?
ANSWER:
• ID Model usually have a stronger focus on learning theory than instructional design methods.
• According to Braxton et.al. (1995) models can be described as “Models for instructional design procedural frameworks for the systematic production of instruction. They incorporate fundamental elements of the instructional design process including analysis of the intended audience or determining goals and objectives.”
b) Outline five ID Models
ANSWER:
• There are a number of popular evaluation models to consider, including:
ü ADDIE model
ü Dick and Carey Systems Approach Model
ü Seels and Glasgow ISD model
ü Rapid ISD model
ü Successive Approximation Model (SAM)
c) What does ADDIE stand for?
ANSWER:
o Analysis
o Design
o Development
o Implementation
o Evaluation
NB. Even though ADDIE is the most widely used ISD model, some designers feel that ADDIE is too linear, time consuming, and expensive.
d) Explain the stages of ADDIE
ANSWER :
4) Explain Dick and Carey Systems Approach Model
ANSWER:
• This model focuses on selecting and organizing the appropriate content for each module. It incorporates the learner’s needs, skills, and learning context into the course design.
• The Dick and Carey Systems Approach Model is based on theoretical principles of learning and Robert Gagné’s conditions of learning.
• This model is widely implemented by curriculum developers in higher education.
• During the first step, you conduct needs assessment to identify instructional goals.
• Instructional Analyses are conducted to determine the skills and knowledge required for the goal.
• During the third step you analyze learners in terms of skills, prior knowledge, and motivation.
• After collecting and analyzing all the required information, you should begin writing performance objectives specifying the skills, the conditions, and the criteria for learning.
• The fifth step involves the development of assessment instruments.
• The sixth step requires you to develop an instructional strategy for presenting the information, testing, and learning activities.
• Now that there is strategy in place, you can develop and produce instruction.
• The eighth step involves collecting data for conducting a formative evaluation.
• The ninth step requires you revise the lesson using the data collected from the formative evaluation, analysis, objectives, assessment instruments, and instructional strategies and content.
• The final step involves conducting a summative evaluation to measure success of the instruction.
5) List five instructional strategies?
ANSWER:
• drill/rehearsal
• didactic lecture (traditional)
• discussion/seminar/tutorial
• simulations/games
• project-based learning
• case-based learning
• collaborative learning
• problem-based learning
6) What Principles will be considered when designing a Course? List them with brief explanation
ANSWER:
Principle 1: Multimedia Principle
· According to the Multimedia Principle, when designing learning experiences, you should use both text and graphics.
· Relevant graphics help learners understand and organize the material. Courses that have both text and appropriate visuals help learners engage in active learning through constructing and connecting visual and verbal representations of the material.
Principle 2: Contiguity Principle
• The Contiguity Principle states that text should appear near graphics on the screen.
• When text and images are separated on the screen, learners use their cognitive resources to match them.
• This creates extraneous processing unrelated to the instructional goal. As a result, learners have less capacity for mentally organizing and integrating the material.
Principle 3: Modality Principle
• The modality principle refers to the fact that eLearning courses should have audio narration instead of on-screen text.
• People have separate processing channels for visual/pictorial processing and for auditory/verbal processing.
• When learners have to watch something and read it at the same time, their visual channels may become overloaded.
• For example, when there is a list of steps, it is best to present them visually and add audio to the presentation instead of listing them as bullet points.
Principle 4: Redundancy Principle
• According to the redundancy principle, eLearning courses should not have both on-screen text and audio added to the multimedia presentation.
• When there is a visual illustration on the screen, it is best to avoid audio narration of the text.
• On the other hand, when there are no visual illustrations, the information should be presented as both text and audio.
Principle 5: Coherence Principle
• The Coherence principle refers to adding extraneous visuals, text, and sounds to the eLearning courses.
• Incorporating these elements distracts the learner and activates irrelevant prior knowledge.
• Therefore, non-essential visuals, text, and sounds should be avoided. Music is one example of an extraneous sound that distracts learners and promotes emotional interest as opposed to cognitive interest.
Principle 6: Personalization Principle
• This principle states that using first and second person constructions in eLearning courses make them more personable and create a feeling of social presence.
• To address this principle, you should use a conversational style when scripting eLearning courses. This will help learners better process the information. As a result, their level of retention will increase.
7) What are the learning style by VAK model
ANSWER:
Visual, Auditory, and Kinesthetic
• Visual learners learn best by seeing. If you design courses that have no visual aids, these learners will be lost. In order to satisfy visual learners, instructional designers should include images, handouts, videos, slides, and demonstrations in their courses.
• Auditory learners as opposed to visual learners understand and retain information by hearing it. To accommodate their needs, you should include lectures, discussion groups, and presentations as part of your course design.
• Kinesthetic learners learn best by doing. To accommodate kinesthetic learners, instructional designers should consider adding hands-on activities to their courses. They may also create board games, experiments, and role-plays for these learners.
8) a) Brief Explain Kolb’s Learning Style Inventory or four-stage cycle
ANSWER:
• Concrete Experience learners are intuitive. They take an artistic approach to learning, are open-minded, and do not like structure. To accommodate these learners, training instructors or eLearning presenters should serve as motivators.
• Reflective Observation learners are good at understanding different points of view, they understand the meaning of situations by observing and describing them. To accommodate them, training instructors or eLearning presenters should serve as experts.
• Abstract Conceptualization learners analyze information to formulate theories and take a scientific, systematic approach. To accommodate them, training instructors or eLearning presenters should serve as coaches.
• Active Experimentation learners like to learn actively. To accommodate these learners, training instructors or eLearning presenters should serve as facilitators and allow them to learn through experimentation and discovery.
b) Based on the four-stage cycle of learning, what are the learning styles developed by Kolb developed;
ANSWER:
• Convergers – prefer to learn through games and simulations
• Divergers – prefer to learn through hands-on exploration followed by constructive feedback
• Assimilators – prefer to learn through lectures, experiments, and conceptual models
• Accomodators – prefer to learn through hands-on activities, presentations, role-plays, and debates
9) List and explain the four generational learning style
ANSWER:
The four generational learning styles are
i. Traditionalists,
ii. Baby Boomers,
iii. Generations X, and
iv. Generation Y or Millennials.
• Traditionalists are older individuals ages 66 and over. They prefer learning through lectures and do not like role-plays and interactive gaming elements in courses as younger learners do.
• Baby boomers are individuals ages 47-65. Just like Traditionalists, they like lectures and workshops. However, most baby boomers seem to enjoy small group activities.
• Generation X is a younger generation, ages 29-46. This generation prefers eLearning over traditional learning approaches. They enjoy experiential learning activities and whenever possible choose self-studying.
• Generation Y or Millennials are individuals ages 18-28. These learners also prefer eLearning. They like hands-on activities and prefer learning through social learning tools such as blogs, podcasts, and mobile applications.
Note:
• As an instructional designer, one of the main challenges that you will face is creating a successful learning experience geared towards all generations. Understanding the VAK model is one way to cover the needs of most generations.
• According to studies, traditionalists prefer an auditory approach to learning because most of them grew up listening to the radio. Baby Boomers, on the other hand, prefer visuals because they grew up watching TV.
• Most learners who fall under Generation X and Y are both kinesthetic and visual as they grew up playing video games, writing emails, and using different types of social media tools such as Facebook and Twitter.
• As you create your courses, you should consider incorporating a variety of activities that appeal to all learning styles. Additionally, you should focus on making your courses meaningful by choosing a blended approach to learning and mixing strategies to accommodate both younger and older generations.
10) What are the two motivations
ANSWER:
• Motivation can be either intrinsic or extrinsic.
Intrinsic motivation refers to internal drives.
Extrinsic motivation, on the other hand, refers to performing activities to get something in exchange such as monetary rewards, certificates, or good grades.
Note:
Intrinsic: Specifically, learners take the course because they enjoy it or because they want to develop a particular skill. This is the type of motivation you should aim for when creating your courses.
Extrinsic: More often than not, interestingly designed courses with lots of examples, interactions, and assessments will keep learners motivated. As an instructional designer, it is your job to create learning materials that are enticing to both the mind and the heart.
11) What are the internal motivations of Abraham Maslow’s Hierarchy of Human Needs
ANSWER:
According to Maslow, five basic human needs must be satisfied for internal motivation to occur.
• Physiological Needs
• Safety Needs
• Need to belong
• Need for esteem
• Self-actualization,
Note:
Need to belong: Typical eLearning courses satisfy this need by offering a safe environment for answering questions, receiving feedback, and making decisions.
Even if you create the most fascinating course, if learners’ physiological needs are not met, they will not gain much from it. This is why it is highly recommended that learners get enough sleep and eat a good breakfast prior to the training. Establishing a safe learning environment is an important factor in training success. Additionally, the learning environment should satisfy participants’ needs to belong. Learners also expect to be respected by the trainer and other participants. Once the training is completed, learners expect to be able to utilize their newly acquired knowledge to grow on either a personal or professional level. In other words, the need for self-actualization typically takes place after completing the training course.
12) What is John Keller’s ARCS Model of Motivational Design?
ANSWER:
Keller focuses on a systematic approach to designing motivational learning. It consists of the four steps for promoting motivation in the learning process:
i. The first step is Attention or eliciting learners’ interest and curiosity.
ii. Relevance is the second step in the ARCS Model.
iii. The third step, Confidence should include challenging but doable activities.
iv. The last step in the ARCS model in Satisfaction or making the overall experience positive and worthwhile for the learner.
NOTE:
• Attention: This can be done through games, role-plays, humor, visuals, and rhetorical questions.
• Relevance: This step should demonstrate the importance and usefulness of the content through relevant examples and learning goals.
• Confidence: It should provide performance requirements, evaluation and feedback. It should also allow learners to control their learning.
• Satisfaction: In this step, you need to make sure that you reward learners, offer reinforcement of what they already learned and provide opportunities to practice the newly acquired knowledge and skills.
13) a) What is Sequencing?
ANSWER:
• Sequencing is the efficient ordering of content in such a way as to help the learner achieve the objectives in an efficient and effective manner.
• When developing content for instruction, sequencing can most often be done intuitively.
• Content has to be presented systematically if learners are to meet goals and objectives.
• Prerequisite method (Gagné, 1985), which is based on a learning hierarchy that identifies skills that are dependent on other skills. Prerequisite skills are taught first
• Posner and Strike (1976), presents a set of strategies for sequencing the instruction based on learning-related, world-related, and concept-related content.
• English and Reigeluth (1996) as part of Reigeluth’s elaboration theory.
b) What are the Posner and Strike Sequencing Schemes?
ANSWER:
• We review three sequencing schemes proposed by Posner and Strike (1976).
• The first scheme, which is learning related, suggests ways of sequencing the content based on learner characteristics identified in the learner analysis.
• The next two schemes, world related and concept related, recommend sequencing schemes based on the type of content treated in the unit.
c) What are the Learning-Related Sequencing?
ANSWER:
• Identifiable prerequisite
• Familiarity
• Difficulty
• Interest
• Development
d) What are the World-Related Sequencing?
ANSWER:
• Spatial relations
• Temporal relations
• Physical attributes
e) What are the Concept Related Sequencing?
ANSWER:
a. Class relations:
• Teach characteristics of a class before teaching members of the class/Teach concept of central tendency before teaching about mean, mode, and median.
b. Propositional relations:
• Provide examples first, then the proposition/Show students examples of metal expansion (cookie sheet, bridge on a hot day, etc.), and then explain that metal expands when heated.
c. Sophistication:
• Begin with concrete or simple and then proceed to abstract or complex concepts.
d. Logical prerequisite:
• Teach the logical prerequisite concepts first/Teach the concept of the mean before teaching the concept of standard deviation.
14) What are the two Elaboration Theory Sequencing and Explain them.
ANSWER:
a. Content Expertise Sequencing
b. Task Expertise Sequencing
a) Content Expertise Sequencing
• A conceptual or theoretical elaboration sequence is used for developing content expertise.
• The conceptual sequence arranges concepts according to their superordinate, coordinate, and subordinate relationships.
• For example, in a statistics course, a superordinate concept would be measures of central tendency.
• The coordinate concepts would be mean, mode, and median.
• Subordinate concepts would include scores and sum.
b) Task Expertise Sequencing
• The elaboration theory sequence for teaching tasks uses the simplifying conditions method.
• Sequencing for a task should start with the simplest task and proceed to the more complex task.
• For example, when training bank tellers, we might start with a simple task such as how to accept a deposit of cash into a savings account. Next, we might show the tellers how to check the balance of a checking account. After they know how to check the balance of an account, we could show them how to check the balance and then cash a check if there are adequate funds.
• Teaching these naive learners how to assess a loan application and how to react in a robbery are more complex tasks and would come near the end of the training.
d) What are the Benefits of Sequencing?
ANSWER:
• Sequencing allows for the thoughtful release of content that encourages motivation during learning and more importantly retention of learning.
15) a) What is chunking?
ANSWER:
• Chunking refers to the strategy of breaking down information into bite-sized pieces so the brain can more easily digest new information.
• Content chunking refers to the strategy of making a more efficient use of our short-term memory by organizing and grouping various pieces of information together.
Note:
The reason the brain needs this assistance is because working memory, which is where we manipulate information, holds a limited amount of information at one time.
b) Why do we chunk?
ANSWER:
• George A. Miller formulated the chunk concept in 1956, as he presented evidence that working memory is limited in capacity. Although Miller stated that working memory could hold seven (plus or minus two) chunks of information at once, it is now thought that the number is closer to four, maybe five bits of information.
• The pearl of wisdom here is that if a learner’s working memory is full, the excess information will just drop out—as in disappear. That’s a big challenge for a course designer.
• It means that if you are explaining something complex and the learner must hold several factors in mind to understand it, you’ll need to chunk information into bite-sized pieces.
Note:
Also, cognitive researchers now know that the capacity of working memory depends on the type of information, the features of the information and the abilities of the person under experimentation.
• when given a list of unrelated items, a typical adult can recall between five to nine of them (George Miller, 1956)
• Chunking the content into absorbable pieces help to keep students from feeling overwhelmed and provided them with essential information for completing exercises and grasping concepts without exhausting them with too much content (Garrison, Anderson, &, Archer, 2001, p.7)
c) What are the processes involved in chunking (4-steps)?
ANSWER:
• Step 1: Start at the highest level.
• Step 2: Modules into lessons into topics.
• Step 3: Chunk at the screen level.
• Step 4: Do a working memory check.
d) What are the benefits of chunking to students?
ANSWER:
• Increased retention and understanding
• Convenient access to course materials
• Students may cover more material
• Results are measurable
• Comprehension may be greater
16) a) What are the Brain Processes Information?
ANSWER:
• Cognitive Load (CL)
– Theory CL is a universal set of learning principles
– Application results in efficient instructional environment as a consequence of leveraging human cognitive learning processes (Clark, Nguyen, & Sweller, 2006)
• Three Main Types of CL should be taken into consideration so as to minimize wasteful forms of CL and maximize the useful forms: Intrinsic Load, Germane Load, and Extraneous Load
b) What are the Types of Cognitive Load and explain them?
ANSWER:
• Intrinsic Load
– Mental work imposed by the complexity of the content and determined by your instructional goals/outcomes
– Difficult to control this in relation to learning goals
– Usually managed by segmenting and sequencing content in ways that optimize the amount of element interactivity required at any one time
• Germane Load
– Mental work imposed by instructional activities that benefit your instructional goal.
– To create efficient instruction, you need to maximize germane load
• Extraneous Load
– Mental work that is irrelevant to the learning goal and consequently wastes limited mental resources and drains mental capacity
– You have to minimize extraneous load in order to create an efficient instruction
17) a) What are the considerations of Instructional Design?
ANSWER:
• Dual-Mode effect
– Visual and verbal information are processed in independent portions of the working memory
– These two modes do not compete with each other
– Presentations that take advantage of both visual (images/graphics) and the verbal (text or Audio) are more beneficial (Cook, 2006)
– PowerPoint Presentation will be more effective when you present a graphical representation of some phenomenon and then an audio narration over the graphic
• Split-Attention Effect
– Learner’s attention is split between two or more modes of information
– When the design of a graphic does not foster the coordination of visual and verbal material, integration may be difficult
– Increases extraneous cognitive load for novice learners
– Present related material contiguously in space and time (Wu & Shah, 2004)
– Learners are better able to form association between visual and verbal material when the material is presented contiguously (Chandler & Sweller, 1992)
– Place the text explanation on the drawings or have a mouse-over explanation
– To reduce search time, you may want to colour-code related graphical and textual elements (kalyuga, Chandler, & Sweller, 1999)
• Modality Principle
– An audio explanation of visual leads to better learning than a text explanation of visuals (Clark, Nguyen, & Sweller, 2006)
– Add narration to graphics or audio files to powerPoint presentations
• Presentation Length
– Quitting, pausing, or completing a web unit in one session has more to do with the length of the unit than with the format (text, audio, or video) with which the unit is delivered (Pomales-Garcia & Liu, 2006)
• Presentation of Information
– Use breaks between short segments to reinforce the concept
– Allow students to initiate the process of re-associating that information with previous knowledge/experiences, recalling the new information again, and giving the brain a chance to begin to make connections for storing that information into long-term memory (Smith, 2008)
• Using Knowledge of Brain Processing
– For large volumes of information, address that information frequently at small intervals
– Dividing the learning into short segments followed by active learning reinforcement covered in frequent sessions is more beneficial than long segments
18) a) What are Bridges?
ANSWER:
• Bridges assist in transitioning from one chunk of content to the next:
• a summary statement of current chunk, a
• transition statement connecting one chunk to the next, and
• an introductory statement for the next chunk
19) a) What is Creating and Design Document?
ANSWER:
• The design document is created during the design phase of the instructional design process.
• The goal of the design document is to document the entire design process for a specific project.
• It provides all the necessary information about the course to instructional designers, graphic artists, multimedia specialists, programmers, project managers, and all other team members.
b) Design documents include:………………………..
ANSWER:
• All objectives and assessment items
• Information about media and supplemental materials
• Screenshots
c) What are storyboards?
ANSWER:
• Storyboards are visual organizers that illustrate and communicate ideas to other professionals working on the course such as graphic artists, multimedia specialists, and programmers.
• Typical storyboards include text, visual, and audio elements.
• Instructional designers incorporate interactions, assessments, demonstrations, simulations, and games in their storyboards.
• Many instructional designers provide storyboarding templates to Subject Matter Experts, or SMEs who use them to populate the content. It is then much easier for instructional designers to use the pre-populated template to rearrange the content and add interactivities and assessments.
NOTE:
To ensure the outcome of all efforts meets the highest standards, ISD professionals use storyboards and prototypes to illustrate and communicate their ideas to team members and stakeholders.
d) What are the Storyboard Components?
ANSWER:
• Elements common to most storyboards.
• Content,
• Audio,
• Graphics
• Programming instructions/developer’s notes.
e) What is Storyboarding and Prototyping?
ANSWER:
• While storyboards are very useful for visualizing a course, they only work well for linear courses. Because many lessons/courses are non-linear, storyboards can be rather confusing to both SMEs and programmers.
• This is why many instructional designers turn to rapid prototyping to develop an interactive model of their lessons/courses.
• In addition to all the information found in storyboards, prototypes contain the overall course layout including graphics buttons and navigation. When you have many projects on your plate and a very short timeframe to complete them, rapid prototyping can save a lot of time because you can reuse some of the elements created previously for other projects.
• Sometimes it is excessively difficult or even impossible to describe all the interactions, non-linear navigations, scenarios, simulations, and other media-rich content in words. Prototypes allow clear communication of ideas to SMEs and programmers.
f) What are Types of Prototyping …
ANSWER:
• Prototypes can be nonfunctional, semi-functional, or fully functional.
• Nonfunctional prototypes do not have any functional elements but still have the look and feel of the actual course and effectively communicate functionality of the future course.
• Semi-functional prototypes contain interactions and can be used as screenshots in storyboards.
• Fully functional prototypes include most of the content, interactions, and assessments and clearly demonstrate the functionality of the entire course.
g) State some of the tools that can be used to build prototypes;
ANSWER:
Articulate Storyline and Adobe Captivate.
NOTE:
• If, however, rapid eLearning tools are not available, you can use PowerPoint to build prototypes.
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