Micro Instructional Design for Problem-Based and Game-Based Learning
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The document presents an overview of a webinar on game-based learning and instructional design, focusing on the distinctions between macro and microeconomics in relation to educational strategies. It emphasizes the application of the 'pebble-in-the-pond' model from David Merrill's principles of instruction for designing effective learning experiences, including problem identification, prototyping, and evaluation. Additionally, it highlights the importance of designing instructional content that progresses from simple to complex problems while incorporating assessments and collaborative strategies.
Micro Instructional Design for Problem-Based and Game-Based Learning
- 1. Andy Petroski Director of Learning Technologies Asst. Professor of Learning Technologies Harrisburg University of Science & Technology @apetroski www.linkedin.com/in/apetroski/ http://www.slideshare.net/apetroski apetroski@harrisburgu.edu LTMS CAELT Harrisburg University
- 2. What is your main reason for attending this webinar?
- 3. Game – Based Learning Micro Instructional Design Macro vs. Micro Micro Models Current State Pebble in the Pond Examples
- 4. economics Macroeconomics is focused on the movement and trends in the economy as a whole, while in microeconomics the focus is placed on factors that affect the decisions made by firms and individuals. The factors that are studied by macro and micro will often influence each other, such as the current level of unemployment in the economy as a whole will affect the supply of workers which an oil company can hire from, for example. http://www.investopedia.com/terms/m/macroeconomics.asp
- 6. Info Info Info Info Quiz
- 7. Info Info Activity Info Quiz
- 8. Info Info Activity Info Quiz Problem Decision Decision Decision Solution(s) Info Info Info Info Info Info
- 10. Evaluation macro vs. micro Pebble-in-the-Pond From First Principles of Instruction, David Merrill Analysis Design DevelopmentImplementation Evaluation
- 11. Integration Activation Application Demonstration Problem first principles of instruction Evaluation
- 12. first principles of instruction
- 13. Evaluation
- 14. Problem: Identify a problem and design a prototype demonstration and application for a portrayal of this problem. Evaluation
- 15. Problems Non-Examples • Organize content for our new Internet and Intranet • Effectively upsell products to benefit the customer and company • Pack a kayak, within safety guidelines, for overnight wilderness camping • Project managers are given a bunch of documents that are not complete, have errors, and don't make sense. In order to develop the scope they have to figure out the direction and plug gaps. • Look at the pre-designed route and identify inefficiencies. • how to apply the information learned to service customers successfully • new hire needs to have basic understanding of terms/business • learners transitioning from the legacy systems to the new system • locate the information necessary to do the job effectively
- 16. Progression: Design a simple to complex progression of problem portrayals and design a functional prototype demonstration or application for each portrayal in the progression. Problem Progression Component Skills Enhance Strategies Finalize Design Evaluation
- 17. Component Skills: Determine a distribution of component skills across the progression of portrayals and design a functional prototype demonstration and application for each component skill. Problem Progression Component Skills Enhance Strategies Finalize Design Evaluation
- 18. problem and problem progression From http://edutechwiki.unige.ch/en/First_principles_of_instruction
- 19. From First Principles of Instruction, David Merrill problem and problem progression
- 20. examples
- 21. Enhance Strategies: Design a structural framework for the problems in the progression. Design peer sharing, discussion, collaboration and critique. Problem Progression Component Skills Enhance Strategies Finalize Design Evaluation
- 22. Finalize Design: Design an appropriate interface, navigation and supplemental materials for your functional prototype. Problem Progression Component Skills Enhance Strategies Finalize Design Evaluation
- 23. Evaluation: Design assessment opportunities and conduct a formative evaluation of your functional prototype. Problem Progression Component Skills Enhance Strategies Finalize Design Evaluation
- 24. action mapping
- 25. story character goal obstacles feedback levels
- 28. Game – Based Learning Micro Instructional Design Macro vs. Micro Micro Models Current State Pebble in the Pond Examples
- 29. Andy Petroski Director of Learning Technologies Asst. Professor of Learning Technologies Harrisburg University of Science & Technology @apetroski www.linkedin.com/in/apetroski/ http://www.slideshare.net/apetroski apetroski@harrisburgu.edu LTMS CAELT Harrisburg University