The slides are from a webinar that I facilitated on March 30, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars Micro ID for Problem-Based and Game-Based Learning 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.

1. Andy Petroski
Director of Learning Technologies
Asst. Professor of Learning Technologies
Harrisburg University of Science & Technology
@apetroski
www.linkedin.com/in/apetroski/
http://www.slideshare.net/apetroski
apetroski@harrisburgu.edu
LTMS
CAELT
Harrisburg
University

2. What is your main reason for attending this webinar?

3. Game –
Based
Learning
Micro
Instructional
Design
Macro
vs. Micro
Micro
Models
Current
State
Pebble
in the
Pond
Examples

4. 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

5. instructional design
Analysis
Design
DevelopmentImplementation
Evaluation

6. Info Info Info Info Quiz

7. Info Info Activity Info Quiz

8. Info Info Activity Info Quiz
Problem Decision Decision Decision Solution(s)
Info
Info
Info
Info
Info Info

9. macro vs. micro
Analysis
Design
DevelopmentImplementation
Evaluation

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

11. Integration Activation
Application Demonstration
Problem
first principles of instruction
Evaluation

12. first principles of instruction

13. Evaluation

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

15. Problems Non-Examples
• Organize content for our new
Internet and Intranet
• Effectively upsell products to
benefit the customer and
company
• Pack a kayak, within safety
guidelines, for overnight
wilderness camping
• Project managers are given a
bunch of documents that are
not complete, have errors, and
don't make sense. In order to
develop the scope they have
to figure out the direction and
plug gaps.
• Look at the pre-designed route
and identify inefficiencies.
• how to apply the information
learned to service customers
successfully
• new hire needs to have basic
understanding of
terms/business
• learners transitioning from the
legacy systems to the new
system
• locate the information
necessary to do the job
effectively

16. Progression: Design a simple to complex
progression of problem portrayals and
design a functional prototype
demonstration or application for each
portrayal in the progression.
Problem
Progression
Component
Skills
Enhance
Strategies
Finalize Design
Evaluation

17. 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.
Problem
Progression
Component
Skills
Enhance
Strategies
Finalize Design
Evaluation

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

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

20. examples

21. Enhance Strategies: Design a structural
framework for the problems in the
progression. Design peer sharing,
discussion, collaboration and critique.
Problem
Progression
Component
Skills
Enhance
Strategies
Finalize Design
Evaluation

22. Finalize Design: Design an
appropriate interface, navigation
and supplemental materials for your
functional prototype.
Problem
Progression
Component
Skills
Enhance
Strategies
Finalize Design
Evaluation

23. Evaluation: Design assessment
opportunities and conduct a
formative evaluation of your
functional prototype.
Problem
Progression
Component
Skills
Enhance
Strategies
Finalize Design
Evaluation

24. action mapping

25. story character goal
obstacles feedback levels
 
  


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

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

28. Game –
Based
Learning
Micro
Instructional
Design
Macro
vs. Micro
Micro
Models
Current
State
Pebble
in the
Pond
Examples

29. Andy Petroski
Director of Learning Technologies
Asst. Professor of Learning Technologies
Harrisburg University of Science & Technology
@apetroski
www.linkedin.com/in/apetroski/
http://www.slideshare.net/apetroski
apetroski@harrisburgu.edu
LTMS
CAELT
Harrisburg
University