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Lecture notes and take-away messages ID&E CA$4.61   Add to cart
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  5. Instructional Design and Evaluation (201300016)

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Lecture notes and take-away messages ID&E
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  • Course
  • Instructional Design and Evaluation (201300016)
  • Institution
  • Universiteit Utrecht (UU)

Summary of the lectures for ID&E with the most important models/figures from the slides. Each paper is also summarized into a core message of 1 to 2 sentences. This will help you understand the main idea of the papers!

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  • October 29, 2019
  • 17
  • 2019/2020
  • Class notes
  • Unknown
  • All classes

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  • ide instruction instructional design and evaluation master uu utrecht university university utrecht educational sciences educational sciences design evaluation

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  • Universiteit Utrecht (UU)
  • Onderwijswetenschappen
  • Instructional Design and Evaluation (201300016)
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Educational Sciences MA – Instructional Design & Evaluation 2019-2020

Week 1
Lecture notes
The central question with the articles is: how can we apply theory to practice?
Instructional Design & Evaluation is about theories of learning, theories of instruction, and theories
of evaluation > they all have to align

Margaryan, Bianco & Littlejohn
cMOOCs = the original MOOCs, designed by companies to get outsiders to learn.
xMOOCs = made by universities, less focused on a learning community; traditional learning online.

Merill’s first principles: problem-centred, activation, demonstration, application, integration were
used for evaluating MOOCs in the article.

Critiques:
- Why those specific principles? Do they all need to be incorporated?
- The principles are for problem-based learning, but are MOOCs problem-based as well?
- Methodology: was the inter-rater reliability sufficient?
- There is no explanation for why the findings on cMOOCs and xMOOCs are similar

Hew et al.
Scientific research does not use a lot of theory explicitly + even less refinement/critique on existing
theories takes place.

Critiques:
- What is the difference between explicit, vague and none? What are the cut-off points?
- How was inter-rater reliability achieved?
- The representation of the results is biased, because 2% a is too low conclusion
- If knowledge evolves, then what is it based on? Without a solid conceptualisation, everyone
could make up their own definition of what knowledge is

Behaviourism Cognitivism Constructivism
Knowledge is… Teaching reality Interpreting reality Constructing reality
Aim of learning is… Reproducing Remember/apply from Construct knowledge
behaviour long-term memory and apply in contexts
Learning process is… Repeating/reinforcing Refining mental models Carrying out authentic
behaviour tasks

Connectivism = social learning in which everyone is a node.
Connectivism is not referred to in the article, but it is sometimes regarded as a learning theory.

Byrnes
MBTSs: cross-classifying theories:
- Phenomenon of investigation
- Nature of knowledge > what should be learned + mental representations
- Origin of knowledge

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