Analysis
Learning Goals:  Sometimes goals are given to you (ex. core curriculum). 
Needs Analysis: What is the need?  Why do we need to accomplish this goal, and does it require training?  Applies more to us on the in class level.  Look at the root cause (special ed referrals, interventions, screenings).  Is there a cause that doesn't require training (i.e defiant behavior).   As a Teacher I already: pretests, informal observations, reading core curriculum, assessment data, KWL.
Learner Analysis: Who am I teaching?  Understand the student in relation to what you are trying to teach them.  Know the current level of mastery and the background knowledge.  Motivation, language competency, cultural norms, and learning styles.  Looking at the demographics, implementation preferences.  As a Teacher I already: medical needs, family situations, languages, socio-economic, culture, background, AIMSweb, CFA, surveys, listening
Task Analysis:  Job (air traffic controller), Task (clearance to planes to land), Skill (monitoring data screens, look out the window), Subskill (how do I monitor the data screens?).   As a Teacher I already: What are the steps to creating this learning experience?  Empathize...break down the skills into sub-skills, what steps will be taken to get to my goal.  Curriculum mapping
Context: HOW to teach. 

Vision Statement
What is the purpose for my portfolio or my vision for the future.  What am I looking to achieve?  Short, clear, vivid, paints a picture.  Engergizes!  Creates desire and motivates.  Short paragraph....2-4 sentences.  Clear, non ambiguous, achievable, Realistic.

Notes on the class presentations:
  -Dick and Carey-  sum of isolated parts.  Break instruction down into smaller parts.  Relies quite a bit on background knowledge.  Develop tests first, based on the pre-written objectives.  Cons--teach to the test, not a wide range of activities, avoids individual learning styles.  Presumes that learning is predictable and reliable. 
  - Reigeluth's Elaboration Theory-  ZOOM!  Starts with the bigger picture and slowly focuses on the smaller details. 
  - Merrill- Begin with problem: Activate background knowledge, Demonstration- use media-show ways to solve,  Application- learners required to use knowledge to solve the problem.   Integration- use new knowledge for future problems and to teach others.  Pros--hands on learning  Cons-- steps can't stand on their own.  Must have each stage work together.
   - Regan and Smith- Cohesive/Complex approach.  Analysis/assessment comes very first, Connect background knowledge to the learning objectives.  Three stages- Analysis, Strategy, Evaluation.  Pros- holistic, lots of assessment, tailored to the learner, facilitates engagement.  Cons- very complex, designer must be well trained in ISD...framework to understand other models. 
  -Kemp-  9 Components.  Not lineal, more like a cycle.  Pros- constant evaluation for improvement, focus on individual learners needs, documents what you're doing to do better in the future.  Cons- production rather than implementation, time intensive, many details.
  -Gagne- Moves responsibility from teacher to student with 9 events of instruction.  present knowledge/demonstrate, provide practice with feedback, provide learner guidance. 
1- Gain Attention 2- Describe the goal  3- Stimulate recall of prior knowledge.  4- Present the Material to be Learned  5- Provide Guidance for Learning  6- Practice  7- Provide informative feedback.  8- Assess Performance Test              9- Enhance Retention and Transfer
 Pros- Steps slowly moves responsibility from teacher to learner.  Cons- May have to reorder or reorganize one of the steps.
  -Kirkpatrick- Buisness format to assess effectiveness of training and selling.  4 Steps- 1: Reactions- how students react to learning event.  2: Learning- pre-test, post-test.  3: Transfer- Can student transfer knowledge and skills to other areas of life?  4: Results- things are changing, positive changes. 
Pros- cheap and simple, teachers used to it, easily learned, tell how engaged student is, evaluate training, real world.
Cons- Not applicable to all classrooms, too simple, old fashioned, fails to take into account many aspects of learning.
  -Backward Design- Identify desired results, Determine acceptable evidence, Plan learning experiences and instruction.  "Big rocks vs. little rocks."  You have to pinpoint what you want the kids to ultimately gain from your instruction.  Enduring understanding. 
Pros- hit the big rocks first, fill in with small stuff.  Allows hands on learning, blooms taxonomy,
Cons- Time consuming, labor intensive, familiar with the model, labor intensive for grading. 
  Rapid Prototyping-  prototype is used to test key features of a design.  Good with computer based instruction. 
Create design, research it as utilized, install and maintain system. 
Pros- Encourages students to be active in their process, increases creativity through user feedback. 
Cons- It doesn't replicate the real thing. 

Big picture of ISD over the past 20-30 years.  We are the designers of our own systems.  We pay attention a little bit better to what we are doing.  Looking back to the foundation of teaching practices. 


Addie Model
Most widely used and respected models for instructional design.  Researched based. 
Analysis-  Data gathering.  Discover existing materials.  Analyze learners and the content, write learning objectives. 
        -Know Goals, Materials that needs to be taught, and Learners current capabilities. 
Design- Write objectives, construct content and format, create strategy, design assessments, complete design plan. 
Development- Actual creation or production of the content and learning materials (technology development).  run through.  Feedback etc. 
Implementation-  Plan is put into action.  Arrange learning enviornment.  Prepare learners. 
Evaluation-  Formative and Summative.  Correct errors, revise, go back through instructional program.  Check analysis.  Did my students reach the objectives?
OBJECTIVES....Common Sense....Write it down. 

Curriculum Mapping
Helps us to see the bigger picture, pace our instruction, integrate subjects, plan for re-teaching, we get a better flow.  Assessment planning. 

Thematic Units
-Involve a group of correlated activities that are designed around topics or themes and cross several areas of curriculum.
- Can be planned around a book theme, an author study or any topic that has interest for students.   
-Makes connections among subject areas. 

WHY??  Increase effective use of computers and technology
            Compacts the curriculum
            Interdisciplinary nature of learning
            Increase student interest in learning and time engaged
            Expand assessment strategies
            Utilizes collaborative and cooperative learning
            Focus learner on mastery of objectives
COMPONENTS
    -Theme (appropriate for curriculum etc)
    - Grade Level Appropriate
    -Focus
    -Objective
    -Materials and Resources
    - General Activities
    -Discussion Questions
    -Literature Selections
    -Culminating Activity

  I honestly had no idea what "ISD" was when we started out.  It took me awhile to figure out it mean Instructional System Design.  After I figured that out, I had to think about what it meant.  My first thought was how does this relate to technology?  This sounds like everything I learned in college.  I guess we'll see how different it really is!
         ISD---nothing more than common sense with a plan. 
        Robert Gagne:  Nine events of instruction....(to come later on!)  Basis of most lesson plans.  Influenced formation of ISD as a process.
        Dr. J Marvin Cook:  Creation of academic courses and programs associated with the theory and practice of instructional design.  People have advanced degress in ISD.

Theories that have been developed:  (History...models used to implement)
design model summary