This slidedeck is from a 12/17/13 webinar. Description: Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design. Objectives: -Define macro and micro instructional design -Explore a micro instructional design model -Consider how game-based learning can come from problem-based learning

1. Micro
Instructional Design
for Problem & Game-Based
Learning

2. LTMS
Andy Petroski
Director of Learning Technologies
Assistant Professor of Learning
Technologies
Harrisburg University
apetroski@harrisburgu.edu
@apetroski
Harrisburg
University
CAELT

3. who are you and what are you looking for?

4. connect training to Level 3 eval
connect training to business performance
Macro vs. Micro
ID
Principles of
Instruction
Problem-Based
Learning
Game-Based
Learning

5. instructional design
Analysis
Evaluation
Implementation
Design
Development

6. Info
Info
Info
Info
Quiz

7. Info
Info
Activity
Info
Quiz

8. what is quality instruction?
effective
efficient
engaging

9. examples

10. examples

11. examples

12. examples

13. examples

14. examples

15. examples

16. examples

17. examples

18. examples

19. examples

20. examples

21. examples

22. examples

23. 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

24. macro instructional design
Analysis
Evaluation
Implementation
Design
Development

25. macro
vs.
Analysis
Evaluation
Implementation
Design
Development
micro

26. macro
vs.
micro
Analysis
Evaluation
Implementation
Design
Development
Pebble-in-the-Pond
From First Principles of Instruction, David Merrill

27. Problem: Identify a problem and design a prototype
demonstration and application for a portrayal of this problem.

28. Progression: Design a simple to complex progression of
problem portrayals and design a functional prototype
demonstration or application for each portrayal in the
progression.

29. 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.

30. Enhance Strategies: Design a structural framework for
the problems in the progression. Design peer sharing,
discussion, collaboration and critique.

31. Finalize Design: Design an appropriate interface,
navigation and supplemental materials for your functional
prototype.

32. Evaluation: Design assessment opportunities and
conduct a formative evaluation of your functional
prototype.

33. problem and
problem progression
Integration
Activation
Problem
Application
Demonstration

34. problem and problem progression
From First Principles of Instruction, David Merrill

35. problem and problem progression
From http://edutechwiki.unige.ch/en/First_principles_of_instruction

36. action mapping

37. problem-based instructional design
Info
Info
Info
Info
Info
Problem
Problem
Part
Part
Part
Info
Quiz
Problem
Part
Whole
Problem
Info
Problem
Info
Info
Info

38. examples

39. design considerations
Design Element
Analysis
Course Structure
Consideration
Uncover problem, not information
Problem progression, not modules
Assessment
Consider the problem as an assessment or consider problembased assessments
Event
Incorporate watch me, reflection and creation into the learning
experience to extend beyond the event (social learning)
Format
A problem-based approach can apply to any training format

40. organizational considerations
Org Element
Consideration
Culture
Will the culture accept a change to problem-based learning?
Learning and Manager
Expectations
How will you change learner/manager expectations and prepare
them for a different approach?
Assessment
How is assessment currently viewed in the org and how will a
problem-based approach alter or challenge the current state?
Technology
Is your LMS prepared to track and report on problem-based
learning?
Methodology / Skills
How can your learning team adapt to a problem-based approach
and what new skills will need to be developed?

41.  story
obstacles
character
 feedback
goal
 levels

42. game-based learning
http://seriousgamesmarket.blogspot.com/2011/03/serious-games-simulating-real-world.html

43. game-based learning
http://seriousgamesmarket.blogspot.com/2013/12/serious-games-for-achieving-sales-goals.html

44. questions & comments

45. learn more

46. other opportunities
Graduate course
LTMS 636: Micro Instructional Design
Fall 2014
Workshop
Solve a Problem & Play a Game
January 28, 2014
More info: www.harrisburgu.edu/learningtechnologies

47. LTMS
Andy Petroski
Director of Learning Technologies
Assistant Professor of Learning
Technologies
Harrisburg University
apetroski@harrisburgu.edu
@apetroski
Harrisburg
University
CAELT

48. feedback