CONTENT KNOWLEDGE

Research Based Lesson Plan

Context & Conditions: EDET709 Applications of Learning Principles, Fall 2022, Dr. Karen Qian. Behavioral and cognitive learning principles applicable to the design of technology-based instruction and performance training. Textbook: Driscoll (2021) Psychology of Learning for Instruction.

This learning experience addressed the problem of poor student performance in calculus. The Calculus Reform Movement had its genesis with the 1987 Mathematical Association of America report “Calculus for a New Century: A Pump, Not a Filter" Steen (1987). After forty-five years of reform and millions of dollars spent on revising curriculum and instruction, the problem of poor calculus performance persists. 

The lesson is targeted at typical  Calculus 1 students at a hypothetical major university in the southeastern United States. According to the hypothetical university’s website class size is between 15 to 30. For students admitted to the university, 25% scored greater than 690 on the SAT math section, 50% scored between 580 and 690, and 25% scored below 580. All students passed a calculus readiness exam or scored at least a C in a prerequisite course.

All the students in the class have the potential for proficiency in calculus, being in the upper bracket of recent high school graduates. However, those in the lower end of this upper bracket will find the work more challenging than those in the upper end. Most of the class is college-age white males.

Scope: Create a lesson plan based on one of the Cognitivist (i.e., Nine Events of Instruction) or Constructivist (i.e., Cognitive Apprenticeships, Reciprocal Teaching, Anchored Instruction, Project-based learning, Problem-based Learning) instructional models covered in class.

This artifact represents my first step in solving the problem of poor performance in calculus using educational technology, learning science, and instructional design. The first step is to analyze the problem and then to discover solutions.  Later I learned this is to seek an intervention.

Role: This was an individual assignment in which I was the sole researcher and developer. I read  a considerable amount of extra material during this course as reflected in the appendixes. As this was an early project in the program, research into potential solutions was of prime importance.

Instructional Design:  This project follows the Branson (1975) ADDIE model. I analyzed the problem of poor calculus performance. I then designed an intervention plan. Then I developed a lesson plan  to be implemented by others. Finally I considered how I would evaluate the effectiveness of the intervention. 

Gagné’s Nine Events of Instruction Gagné’s (1965) provide a template for the lesson plan. These nine events are: 1) Gain Attention, 2) Inform Learners of the Objectives, 3) Stimulate Recall of Prior Learning, 4) Present Content, 5) Provide Learning Guidance, 6) Elicit Performance, 7) Provide Feedback, 8) Assessment, and 9) Enhance Retention and Transfer.

Related performance indicators:

• Creating: This artifact demonstrates my ability to create instructional materials and learning environments using a variety of systems approaches. Specifically, Gagné’s Nine Events of Instruction was selected as the instruction model because it is well structured providing the framework that one unfamiliar with writing lesson plans would need and allowing one to incorporate elements from other models. Also, the structure will benefit a tutor with limited educational experience that will implement the lesson. 

• Using: This artifact  demonstrates my ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. Specifically I incorporated Dale Schunk's different theoretical perspectives on instruction.  Schunk (2012) points out that these  share the following commonalities: 1. Learner progress through stage/phases. 2. Material should be organized / present in small steps. 3. Learners require practice, feedback, and review. 4. Social models facilitate learning/motivation. 5. Motivation/context factors influence learning. The lesson plan addresses each of these.
   
• Assessing/Evaluating: This artifact demonstrates my ability to access and evaluate the effective interrogation of appropriate technologies and instructional material.  In Appendix 1 I address the quest for problem solution and A Personal Theory of Learning and Instruction.   EDET709 has presented potential solutions to educational problems that suggest further investigation. The relationship between learning models to education problems is complexly interconnected. Schema Theory, Piaget (1923),  explains how one can break complex problems into simple elements. Schema Theory also explains that one should not overlook relevant elements when considering a solution to a problem. Of particular interest is Fred Keller’s (1968) Personalized System of Instruction (PSI) i.e. The Keller Plan and how it could relate to educational technology.
   
• Managing: This artifact demonstrates my ability to effectively manage people, physical infrastructure, and financial resources to achieve predetermined goals. In the epilogue to Psychology of learning for instruction, Dr. Driscoll (2021) encourages readers to develop a personal theory of learning and instruction. This theory should address the subject matter, the learner(s), the learning environment, and the frame of reference. My perspective on EDET-709 is as a retired construction project manager and learner rather than a professional educator. Project management involves three critical elements: cost, schedule, and quality. Cost is controlled to complete the project at or under budget. The schedule is controlled to complete the project on or ahead of schedule. Quality control completes the project following the plans and specifications. From the perspective of a project manager technology has the potential to improve education cost, schedule, and quality. Technology has the potential to deliver information at a lower cost than in a typical classroom setting. Less building space is necessary; online textbooks are less expensive, and educational personnel can be more efficiently utilized. The schedule can be adjusted to match the learners’ needs. The quality, of learner performance, can be improved if there is more proficiency. Also, I can empathize with those who may be struggling with calculus.
   
• Ethics: My work demonstrates compliance with contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.
   

Reflection: EDET709 Applications of Learning Principles was the first course I took in the program. The assignment was to create a lesson plan which I based on Gagné’s Nine Events of Instruction. Lacking any prior formal education or experience in education, I approached this project as an experienced, often frustrated learner.  Gagné’s Nine Events of Instruction is well suited for an inexperienced designer and developer as I considered the other instructional model too advance for me at the time.

The theme of EDET709 is the fascinating subject of learning theory. Some ideas presented were new to me, while others were common sense. An instructional designer needs to understand the science of how students learn. This project was an early effort at understanding Learning Design and reflects an initial understanding of the field. Learning frequently is a mystery and a Learning Designer should approach it as a detective or forensic scientist.  As I design a learning experience, I must consider more than just the mechanics of an instructional design model, and the technology to develop the experience. I must consider the science of learning to make the product efficient, effective, and accessible. 

The lesson plan addressed the problem of poor student performance and served as a step in the journey to improve learning effectiveness.

ADDIE: I have cited R.K. Branson as the source of ADDIE. Brown and Dousay (2015) lists The Interservices procurement Procedures for Instructional Systems Development (IPISD) Model, but do not credit it as the source of ADDIE. They note phase five as "control"  for Conduct internal evaluation. In a sidebar in Morrison (2019), Michael Molenda claims, "As it turns out, there is no such thing as the ADDIE model or even an ADDIE model" page 13. While Branson did not use the  ADDIE acronym, which came later, the concepts and steps are clearly from  Branson and he deserves credit. IPISD documents can be found at a  Brief History of ADDIE: Part 1.  Alexander Salas explores this issue at ADDIE, the ID Model That Never Was, including an interview with Robert Branson.

MIT Online Course Design Guide 7taps.com Presentation

Context & Conditions: EDET793 Advance Instructional Design and Development, Spring 2024, Dr. Michael M. Grant. Incorporation of instructional design criteria, multimedia development skills, knowledge of instructional methods, learning theory, and evaluation to develop a comprehensive multimedia or Web-based instructional project.

This was the final learning experience I developed for the program and represents an important step in becoming a practitioner.  I had to work within the allowances of the platform to develop a product as close as  possible to my design goals.  This project reinforces the necessity of utilizing a full featured design tool.

Scope: This assignment was designed to (1) gain an awareness of other instructional design models, (2) become more expert in at least one other instructional design model, and (3) employ more advanced eLearning development tools and skills.  Choose a model that  would be most applicable to current/future work or provokes interest. Then follow the MRK instructional design process to design and develop an eLearning product.

While the design document isn't included in the artifact, it was part of the project. As a developer my goal is to produce an effective  product. The learner does not see the analysis, design, or evaluation documents but they do have a direct impact on the development and implement.  These must be efficiently produced to control the cost of the project.  The MIT Online Course Design Guide addresses streamlining this process.

Role:  This was an individual project where I acted as the designer and developer. The instructions required design tasks but my focus was on development. How could I best utilize the platform to accomplish the goals was my main concern.

Instructional Design: After two  years in the program I have grown to appreciate the ADDIE model  as a KISS (keep it super simple) systematic process. Yes, other models have specific applications but most effective models are related to ADDIE.   The effective instruction designer must learn to utilize tools and processes  to efficiently accomplish their goal. We can draw from other models as they benefit our purposes but ADDIE provides the framework.

Related performance indicators:

• Creating: This artifact demonstrates my ability to create instructional materials and learning environments using a variety of systems approaches. An effective instruction design must possess a personalized ID model and a full featured development tool.  Other items in their toolkit supplement  these essential two items.

• Using: This artifact demonstrates  my ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. I have developed a simple style of presentation.  Presentations must be appealing but clean to reduce cognitive load.

• Assessing/Evaluating:  This artifact demonstrates my ability to access and evaluate the effective interrogation of appropriate technologies and instructional material.  This project introduced me to micro-learning which is an effective application to chunking or breaking learning into manageable blocks. I use the analogy of simple Lego blocks clicked together to build something complex.

• Managing: This artifact demonstrates my ability to effectively manage people, physical infrastructure, and financial resources to achieve predetermined goals. Often the tools we have at our disposal may not function as we would like. A effective developer must learn to manage resources (infrastructure) to accomplish the established goals. I learned in construction management to always have a plan B and C. If at first you don't succeed keep trying.

• Ethics: My work demonstrates compliance  with contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.
   

Reflection: After completing this project I appreciated the importance of having access to the best tools available. 7taps.com is a good tool but it isn't full-featured. PowerPoint can be utilized  by a casual developer to make very good interactive learning experiences but a professional developer needs more features. A web development tool offers much but isn't the most convenient option.  A dedicated full-featured course authoring tools is essential for the instructional developer making online presentations.  Articulate comes highly recommend by several of my fellow studs and I've decided to  subscribe and to develop skills on this tool.

Selecting the correct instructional design model is also important.  Branch and Dousay (2015) recommend that "all competent professional developers should have a number of models in their tool bag and use the right one, perhaps with modifications, for the job" (page 94).

Additionally Learning Science skill development is important.   The field is not a completion between Instructional Design, Educational Technology, and Learning Science but should be like a Venn diagram with a sweet spot where the three overlap.