Applying Instructional Design System Theory to Mobile Learning Environments
Trelisa R. Glazatov - Sponsor: Dr. Gertrude Abramson
Mobile
technology
presents
an
opportunity for an instructional delivery
system that will allow learners to
access,
consume,
and
create
knowledge without regard to time and
space.
General Systems Theory,
which
has
influenced
many
instructional systems design models,
refers to a set of concepts and
relationship between objects identified
in an environment (Richey, Klein, &
Tracey, 2011). For the mobile
instructional system, components such
as how people are learning in the
present day, the functional resources
of mobile devices, and instructional
design (ID) theory guiding the process,
will necessitate an adjustment to the
instructional strategies adopted and
implemented.
Mobile Learning
Research Opportunities
Learning Landscape
Component Display Theory Prescriptive Rule 11
Primary Presentation Forms
a)Iegs.N + IG.N + Iegs.N + IG.N
a. Iegs.N = Explore
categories
b. IG.N = Invent definition
The general sequencing for the content will be
inquisitory instance (Iegs.N) followed by
inquistiory generality (IG.N) then another
inquisitory instance and inquisitory generality Or
more simply practice, recall, practice, recall.
PPF content
(b) Iegs.N = Explore categories
(c) IG.N = Invent definition
For the lesson, the learner will view video on two
Harlem Renaissance poets (Langston Hughes,
Zora Neale Hurston) with the video giving
examples of poem content and key themes each
wrote about (Iegs.N). The video content is
followed by review questions (IG.N). A
secondary video will be shown of two more
literary examples, followed by review questions.
Secondary Presentation Forms
With IG.N:
(d) feedback = use
Secondary presentation forms are added to the
primary to enhance the learning. For this
prescriptive parameter, feedback for assessment
items should include explanations on the correct
answer and additional examples of the
characteristics/themes.
Interdisplay Relationships
For all:
(e) learner control = LC
for Ieg.N presentation/practice:
(f) divergence = divergent
(g) response delay = untimed
(e) Learners will control the pace of the
information presented to them as well as the
presentation style (where possible, multimedia,
audio-only, text-only, and picture only will be
available).
(f) Each example will be as different as possible
to help learners discern important
characteristics/attributes when comparing Harlem
Renaissance literary, visuals, performing arts, to
other cultural pieces in the same time period.
(g) For assessment, learners will be allowed as
much time as needed to respond.
Integrating mobile technologies into 21st century
learning environments
• How does group learning occur in a mobile learning
environment?
• How should shared mobile learning environments
be designed?
Validation and extension of established ID models to
mobile learning
• How can current ID models guide the design &
development process for mobile learning
environments?
• Do 21st century learning and mobile technology
characteristics necessitate the need for a new ID
approach?
Understanding the mobile learning workflow process
from the instructional designer perspective
• How is the workflow efficiency maximized during
the instructional design and development process?
• What are the workflow limitations and constraints
when designing and developing a mobile learning
environment?
General Steps of Component Display Theory
Component Display Theory (Merrill,
1994)
FIND
RULE 11
USE
RULE 8
REMEMBER GENERALITY
REMEMBER INSTANCE
RULE 5
RULE 12
RULE 9
RULE 6
Identify lesson objectives
and assessment items
RULE 13
RULE 10
RULE 7
RULE 1
RULE 2
RULE 3
RULE 4
FACT
CONCEPT
PROCEDURE
PRINCIPLE
Classify
objectives/assessment in
performance-content
matrix
Performance - Context Matrix
Cognitive learning objectives and test items are represented by two factors:
what the student is expected to do and the type of content presented.
Instructional content is represented, sequenced, displayed, and assessed
according to one of the 13 prescriptive rules, each with four parameters:
•primary presentation form (PPF) prescriptions;
•PPF content consistency prescriptions;
•secondary presentation form (SPF) adequacy prescription;
•inter-display relationship adequacy description
Objective 2: Examine literature, art, and
performances by reviewing audio and
visual media, and infer several
characteristics and themes associated
with the Harlem Renaissance
Sub-topics will be identified to make
sequencing, chunking, and assessment
of information more manageable. For
example, the objective will include a subobjective related to literary works of key
writers.
Based on the matrix, the Main Objective
would be Find – Concept. Since the
student needs to infer from the
information, the objective is asking for a
performance in which the student will
derive a new abstraction from the
information (FIND). Since the objective
is examining a group within the Harlem
Renaissance period – sharing some
common characteristics - the content
would be classified as CONCEPT.
Identify the instructional
method and delivery,
student, and task
attributes that may affect
instruction
Information is accessed through a mobile
application (app). Mobile device
characteristics, such as screen size, input
capabilities, and network connection, may
affect how the visuals and content are
represented and chunked.
Identify the appropriate
prescriptive table
Rule 11 is appropriate for the prescriptive
table.
References
Fallery, B., & Rodhain, F. (2011). Three epistemological foundations for
e- learning models. ICEEE 2011, International Conference on eEducation, Entertainment and e-Management, 27-29, Jakarta,
Indonesia.
Glazatov, T. (2012). Applying instructional design system theory to
mobile learning environments. Journal of Applied Learning
Technology, 2(2), 28-34.
Kundi, G.M., & Nawaz, A. (2010). From objectivism to social
constructivism: The impact of information and communication
technologies (ICTs) on higher education. Journal of Science and
Technology Education Research 1(2), 30-36.
Merrill, M. D. (1994a). Chapter 7: The descriptive component display
theory. Instructional Design Theory (pp. 111-157). Englewood
Cliffs, NJ: Educational Technology Publications.
Merrill, M. D. (1994b). Chapter 8: The prescriptive component display
theory. Instructional Design Theory (pp. 158-176). Englewood
Cliffs, NJ: Educational Technology Publications.
Richey, R.C, Klein, J.D., & Tracey, M.W. (2011). Chapter 2: General
systems theory. The Instructional Design Knowledge Base: Theory,
Research and Practice (pp. 11-29). New York, NY: Routledge.
Smith, Aaron. (2011) Americans and their cell phones. Pew Internet &
American Life Project, August 15, 2011. Retrieved from
http://pewinternet.org/Reports/2011/Cell-Phones.aspx