Sept. 4'08

Merrill and Reigeluth ADDIE Models

-Dick and Kerry's model doesn't give specific guidelines for delivering content. This woudl be why there are so many different models for the ADDIE design.

Merrill

1. Micro level design

a. changes in micro strategies affect students' learning regardless of the delivery system in which those changes occur.
b. the greatest gain in performance is from changes in delivery systems, the second greatest gain is from the changes in micro strategies.

2. What are micro strategies?

a. Type of Content
b. Performance

Gagnes: different types of learner outcomes require different conditions of learning.

Conditions of Learning-There are different types of learning:
1. intellectual skills
2. motor skills
3. cognitive strategies
4. attitude
5. verbal info

Gagne's theory is backward design (he designed outcomes first), these are performance skills we want students to have, and by addressing these five conditions of learning, Merrill's ADDIE model addresses HOW to address content, not just design.

---maybe I shouldn't have sold my theory book, whoops----

Bloom's Taxonomy is similiar but it's a forward design, starting from beginning and having various outcomes.

Gagne's conditions of learning

Scenario

Types of Learning - Verbal
Performance - State information
Internal Condition - recall of larger meaningful context
Extern Condition - present new information in larger context
Limitation - emphasis on performance only
Question - Would variation in content affect the performance?
Two dimensional design: content and performance

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When designing curriculum, ask yourself "Would variation in content affect the performance?"

Types of Content:
1. Fact
2. Concept (idea)
3. Procedure (how one accomplishes the assignment)
4. Principle (relationship between concepts)

Performance:
-Types of performance
a. Remember

1. Types of Human Memory:
a. associative (try to relate it to something else)
b. episodic (relates to an event, a trigger)
c. image
d. algorithmic

Example:
teaching the Five Paragraph Essay -

Types of content:
a. facts: introduction, thesis, three body paragraphs and conclusion. Each paragraph must have 4-5 sentences. b. concepts - presenting information about a topic in an organized matter
c. procedure - introduction (the hook, the thesis), body paragraphs (one for each part of thesis or main idea), conclusion(restating thesis and body paragraphs)
d. principle: organized so reader will always understand what essay is about; universal Types of performance:

*Remember - students practice the outline, the paragraphs from beg. to end
*Use/Apply - write it on various topics over and over
*Find/apply - compare/contrast descriptive essay, persuasive essay, research essay

b. Use/apply
c. find/discover (creativity)

***Flexibility in design is required; one model does not work every time!****

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Reigeluth's Model - a macro level approach

*Deal only with organizational strategies, not with delivery (i.e. media selection) and management strategies (i.e. resource allocation).
*Organizational strategies
-Macro
Concerned with selection, sequence, structure of the subject-matter topics
-Micro
Concerned with the details of each individual presentation to the student

Macro Level Sequences 4 S's

Elaboration Theory: a deductive approach to ID design
1. Simple to complex
2. General to detailed
3. Abstract to concrete

Historical background of elaboration theory:
-The concept of learning hierarchy
-Gagne's learning prerequisite
-Instructional sequences
-Spiral curriculum the father of discovery learning in America is: Brunner

According to Leilani, this is what we have learned so far: a micro model (honing in on individual student learning) and a macro model (more concerned with organizational strategies)

Epitome
-A few fundamental and representative ideas to be elaborated later
(note: not to confuse with summary which entails a large number of ideas at a more superficial, abstract, memorization level)

Process of epitomizing
-Selecting one type of content as the organizing content (concepts, principles)
-Listing all of the organizing content that is to be taught in the course
-Selecting a few organizing content ideas that are the most basic, simple, and/or fundamental
-Presenting those ideas at the application level rather than the more superficial and abstract memorization level
Example: identify a topic and epitomize the content into a few general/simple ideas to be taught and elaborated on for future instruction