1. Pepeke Henua
Instructional Design
University of Hawai‘i, Mānoa
ETEC 613 Spring 2011
Instructional Design and Development
Laureen Kodani, Melissa Kunitzer, Davileigh Nae‘ole, Jayneen Souza
6. Instructional Design Model
Dick & Carey Model
Revise
instruction
Conduct
instructional
Assess analysis
needs Design and
to Develop and conduct
identify Write Develop Develop select formative
goal(s) performance assessment instructional instructional evaluation of
obectives instruments strategy materials instruction
Analyze
learners
and context
Design and
conduct
summative
evaluation of
instruction
18. Content Analysis
Goal
Given an instructional worksheet, the
undergraduate student enrolled in a beginning
Hawaiian Language course will be able to
formulate a basic pepeke henua (locational
sentence).
42. Module Prototype Highlights
Motivation
`Ōlelo No`eau
‘ike
hana ka arns.
Ma ka ng one le
ki
In wor u‘u .
i ka n he highest. ālau
E kū l ia t ike i ka h
to reach pa u ka ‘
Strive A‘ohe i. d in
ah t learne
ho‘ok ledge is no
w
All kno school.
e
just on
52. Formulative Evaluation
Method
Student Attributes
4 Beginning Hawaiian Language Students
18-65 years
2 Female and 2 Male
Completion Time
30 – 45 minutes
53. Formulative Evaluation
Method
Procedure
One-on-One Testing
Observation
Oral and written comments
Body language
Expression
Talk Alouds
54. Summative Evaluation
Results
Post-Test
Three subjects - 4 out of 5
One subject – 2 out of 5
Other observations
Visual helpers or drawings
Notes in margins and back of paper
Marking important sections
55. Evaluation
Summary
What is working well…
Good use of color and white space
Pictures worked for visual stimuli
Examples and Non-examples on same page
Reviewing examples and lessons
Good use of BOLD and italics
Format
56. Evaluation
Summary
We need to fix…
Problem: Not enough room for notes
Problem: Page border and lines are distracting
Problem: Need explanation for pre and post-test
Problem: Inconsistent test questions
57. Evaluation
Summary
Next time, we should…
Problem: Not enough room for notes
Solution: W I D E R margins
Problem: Page border and lines are
distracting
Solution: Eliminate border and lines
58. Evaluation
Summary
Next time, we should…
Problem: Explanation for pre and post-test
Solution: Provide purpose descriptions
Problem: Inconsistent test questions
Solution: Provide consistent test questions
59. Evaluation
Summary
Let’s keep using…
Revise
instruction
Conduct
instructional
Assess analysis
needs Design and
to Develop and conduct
identify Write Develop Develop select formative
goal(s) performance assessment instructional instructional evaluation of
obectives instruments strategy materials instruction
Analyze
learners
and context
Design and
conduct
summative
evaluation of
instruction
60. Evaluation
Summary
Let’s keep using…
Consistency and parallelism
Color and white space
Font effects for emphasis
Graphics
61. Evaluation
Summary
Added $$$ and time, let’s have…
Computer assisted module
Audio or video classes
Pronunciation classes
Augmented reality
Assisted multiple choice questions
62. Evaluation
Summary
Added $$$ and time, let’s have…
Animated graphics
Gratification if right
Gentle leading if wrong
63. Evaluation
Summary
Added $$$ and time, let’s have…
More module prototype testing
Story line
Employ an illustrator
Employ an SME
More lesson checks
64. Pepeke Henua
Ua pau
[All done]
Ninau?
[Question?]
Aloha `ahi `ahi Mahalo for attending our presentation tonight. Our instructional design is Pepeke Henua, a location sentence structure in the Hawaiian Language. Our group members are Melissa, Kahea, Kehau and myself.
Briefly read the agenda list.
Tonight’s `olelo is…. POLL: How many of you are aware that the Hawaiian Language is an official language in Hawai`i and recognized by the US Gov? YES or NO?
The purpose of the Units is to learn how to formulate a basic pepeke henua or location sentence by designing lessons which scaffold upon each other. As in all languages, sentence structure is essential. Beginning ‘Ōlelo Hawai‘i students learn many different types of sentence structures or pepeke. This instruction was designed to provide the necessary tools for constructing a basic pepeke henua (locational sentence) to University of Hawai‘i college students enrolled in a beginning ‘Ōlelo Hawai‘i course.
As we have been learning over the last two semesters, when designing instruction, we ask ourselves, which model will we use to design the instruction? In this case, Peter had us use….NEXT slide…
… the Dick & Carey Systems Approach. This is the model we used to determine the Design Components of our Instruction
There are several components to design. Last semester, ETEC600, we learned about needs assessments. We first identified a need (problem) and determined a rationale for the instruction. What is it specifically that our learners need to know? What is the desired outcome?
Identifying the need and rationale provided a foundation for our instructional goal. Given an instructional worksheet, the undergraduate student enrolled in a beginning Hawaiian Language course will be able to formulate a basic pepeke henua (locational sentence).
Next, we analyzed the learners and context to distinguish our target population. At this time, they are like shadows and we need to define them better and in many ways, put faces to our learners. Kehau will provide more detail about our target audience shortly.
The next several activities proved to be some of the most difficult for our group. It required ALL of our gears to work hard and we found ourselves revising along the way as we gained a better perspective of the instruction. DOMAIN OF LEARNING = COGNITIVE The instructional analysis was derived in large part by academic and/or personal experiences by our team members. However, there is a specific structure to follow. What is the required outcome to achieve our goal? The learner will be able to formulate a pepeke henua (locational sentence). 4 major steps **Sub-steps **Sub-skills Cognitive Strategies - scaffolding
We used the top – down format that Peter suggested to design our hierarchy chart Terminal objective = Problem solving Steps = Rules Sub-steps = Concepts Sub-skills = Discriminations EL behavior
At this point, we were able to begin writing our performance objectives. We used the ABCD format, audience, behavior, condition, and degree. OBSERVABLE VERBS One of the most challenging aspects of this section was determining the appropriate verb to use and to be clear about the degree of the performance objective. We had several drafts and revisions before the final objectives were determined.
After the performance objectives were complete, we began determining assessment instruments. We chose, multiple choice questions and parallelism for our assessment instruments, as addressed in our CAR and implemented in our Module Prototype.
Methods (Activities) – Description, Examples vs Non-examples, Lesson Check, Answer & Feedback Learning environment – F2F
Once the assessments were done….NEXT SLIDE
We understand an evaluation process is critical, so thank you to our fellow classmates, TA, and Peter -we received valuable feedback….NEXT SLIDE
… to make improvements before implementing our module prototype.
Let’s review our terminal goal
All of the planning process came together as we synthesized each component.
To design our module prototype, we needed to choose a cluster from our hierarchy chart. Kehau will share how we did that.
Undergraduates at a University of Hawai’i System Ages 17 to over 65 years ol Distinctive Multi-Ethnic mix Varying socioeconomic backgrounds Attain and Utilize Information
Personal interests in the language and culture of Hawaii Pre-requisite course to fulfill University requirements No prior knowledge of Hawaiian language Cognitive level is age appropriate
How does this affect the instruction? Knowledge acquisition: scaffolding of vocabulary and pronunciation Instructional materials and pedagogy include imagery, modeling, questioning, guided feedback, coaching Engage in social interaction to practice oral as well as written skills Celebration and appreciation of ‘ohana will be thematic through out instruction to derive relevance and personal connection
All tests are multiple-choice Pre- and post-tests prior to module to measure strengths and weaknesses, as well as whether the instruction is necessary Embedded tests: determine new concepts learned include answer key with immediate feedback
Gagne's Nine Events of Instruction: gaining attention (reception) Motivation: (2) informing learners of the objective (expectancy) Examples and Non-Examples (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception)
Gagne's Nine Events of Instruction: (5) providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement)
Our module prototype contained the following sections.
Our module prototype contained the following sections.
In addition, each section contained 6 parts.
In addition, each section contained 6 parts.
In addition, each section contained 6 parts.
In addition, each section contained 6 parts.
In addition, each section contained 6 parts.
In addition, each section contained 6 parts.
In our module we used olelo noeau (traditional hawaiian sayings) to motivate our students.
We also use the image of a shaka as a motivator
And included the shaka image with motivating text at the end of each lesson
And included the shaka image with motivating text at the end of each lesson
And included the shaka image with motivating text at the end of each lesson
And included the shaka image with motivating text at the end of each lesson
And included the shaka image with motivating text at the end of each lesson
And included the shaka image with motivating text at the end of each lesson
Using motivation ‘ olelo no`eau Shaka Clean & Neat Layout Boxing the objectives To focus learner on key information for the lesson Having Examples & No Examples on the same page to give the learner a direct contrast Clear & Crisp Images to support lesson points Using headers to orientate the learner Since lessons flow through a number of pages Lesson Checks (embedded questions)
The purpose of the Units is to learn how to formulate a basic pepeke henua or location sentence by designing lessons which scaffold upon each other. To help with memorization, a visual mnemonic was introduced. Visualizing a he‘e or octopus body will help you see the different parts of the pepeke. Po‘o (head) + Piko (body) + ‘Awe (tentacles)
Module Prototype testing – One on one and small groups