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Talk:Instructional Design

Welcome to our instructional design camp. We hope you enjoy it.

This course is based around a core created by Peter Honebein and students at Indiana University Bloomington. Groups from other universities, as well as other researchers and experts, are welcome to add modules to this page.

 * Above comment originally from the project home page, moved here to extend discussion. -- Dave Braunschweig (discuss • contribs) 23:45, 1 March 2014 (UTC)

This topic was started as a class activity for the Indiana University Spring 2007 R626 course (Designing Instructional Strategies). Phonebein 22:43, 9 February 2007 (UTC)

____________________

{{font|color=336699|Collaborative Authors}}
--Lkirkner 21:04, 20 February 2007 (UTC)
 * Please put your signature here by clicking "edit this page" & then by clicking the button just to the right of the W with the red circle and line through it (look up above).[[Image:Signature_b.jpg]]
 * We can eventually compile a list of our class with links to personal Wiki homepages.

--Jennifer 00:57, 21 February 2007 (UTC)

--Jamesfneal 13:51, 21 February 2007 (UTC)

--Cambrass 16:42, 22 February 2007 (UTC)

--Phonebein 19:13, 22 February 2007 (UTC)

--Kaholden 19:40, 25 February 2007 (UTC)

--Lzinsmei 20:52, 25 February 2007 (UTC)

--Melissa 23:41, 8 April 2007 (UTC)

____________________

As Ray noted in the General Discussion, a couple of organization structures have been proposed. I will repost mine here for group discussion. Edit away!

I agree that we should keep a unified approach across teams. Here is how things fit together in my mind. It appears to me that each team's efforts contribute to a overall "lesson" entitled "Micro-level Instructional Methods" (at least that is the working title on the wiki on this page at http://en.wikiversity.org/wiki/Topic:Instructional_Design ). Each team is responsible for preparing what I view as a "module" within the "lesson". Therefore, it makes sense to me that each "module" within the "lesson" would have the same look and feel.

This is my take on the wiki hierarchy:

* Topic Level: Instructional Design

* 1st Sub level: Instructional Tactics and Strategies - Wiki breadcrumb being Instructional Design > Instructional Tactics and Strategies.

* 2nd Sub level: Micro-level Instructional Methods - I view this as the overall "Lesson" level with regard to our collective project for R626. * 3rd Sub level: The "Modules" created by each project team form the"Lesson" and are based on instructional methods for each domain type, including:

- Affective Domain Module: [Instructional Design > Instructional Tactics and Strategies > Micro-level Instructional Methods > Affective Behaviors] - Cognitive Domain Module: [Instructional Design > Instructional Tactics and Strategies > Micro-level Instructional Methods > Cognitive Behaviors] - Psychomotor Domain Module: [Instructional Design > Instructional Tactics and Strategies > Micro-level Instructional Methods > Psychomotor Behaviors] - Interpersonal Domain Module: [Instructional Design > Instructional Tactics and Strategies > Micro-level Instructional Methods > Interpersonal Behaviors]

Is this how others view it? Jennifer 18:25, 18 February 2007 (UTC)

__________________

Author: 	Laurie A Kirkner  (reposted here by Jennifer 18:44, 18 February 2007 (UTC) ) Posted: 	2/18/2007 1:34:49 PM Subject: 	Our Audience & Who...Toward What...With-What-End Audience: • Distance students • Adults, bachelor-degreed • At some introductory point in the IST masters/PhD process, i.e. basic foundational knowledge of the field, though maybe not much in affective-domain • Highly motivated • Independent • Want to craft their own way

Goal (the Who Toward-What With-What-End): Instructional Design graduate students will acquire enough knowledge of the background/research of the affective domain, such that they can apply affective concepts/models to the design of (a) affective learning (b) cognitive/psychomotor learning. (Learners need to be able to begin applying to other models/theories.)

What now?
I am not clear where we are in the decision making process. It seems like we have decided on an overall structure for our main page, with links to each of our domain pages. (see Jennifer's bread crumb trails above.) Other to-do's: --Lzinsmei 22:18, 19 February 2007 (UTC)Ladema
 * 1)  Micro-level instructional conditions page.  Someone else suggested that we have overarching lesson (or module) on Micro-level instructional methods.  That sounds like a good idea.  A page has already been created. Should we just jump in and start adding/editing content?  In the spirit of Wiki, we should search wiki to see if there are other pages already out that are dedicated to this topic.
 * 2)  Common topics for each domain page.  I think we have decided that each domain page should have the same commmon topics. Yes?  If so, is that one of our next steps? to suggest those topics, in the same way that Jennifer suggested the overall structure?

Working outline for each module
Here is a slightly altered version of Laurie's outline for each module. Please offer suggestions for improvement over the next week or so and we can shoot for March 1st to move this to our respective pages/modules.

Micro-level instructional methods for *** behaviors

Contents Overview - Goals - Objectives

Core topics / related topics Strategies & tactics Examples - Production (media design) - Online learning - Face-to-face Learning Resources / Related websites Fundamental theories, models & taxonomies Instructional methods Projects Ask a question Site design discussion area

First, I think our topic is at too high a level. I’d drop it down to Micro-Instructional Strategies.

Next, I guess I’m looking at this a little differently. If I were an instructional designer with a specific instructional problem to solve, then I think I would appreciate a quick way to find a solution to the problem, rather than having to read through an entire course.

Under that scenario, the first thing I would want to provide for the designer would be a way to identify which domain his or her problem fell into. From there, I would provide a link to a list of typical problems or conditions within that domain. Once the designer chose an item from that list that matched, or was similar, to his or her problem, I would provide a list of strategies that might be useful for addressing the selected problem.

So, my hierarchy would look like:

Micro-Instructional Strategies Domains Problems/Conditions Specific Micro-Strategies

We might need something else at the higher level, but I wouldn’t include any headings that didn’t help get the learner to the Specific Micro-Strategies level quickly. Rdubrayj 00:27, 21 February 2007 (UTC)

Site-Design Discussion Area (Ask a Question)

 * I don't know how this all works out, but I thought I would enter my additions/suggestions in colored text (336699), thinking that Pete might finalize the page by returning kept/edited text to black. I'm trying to find a way that, as we all get more active, we can see what's been changed/added. Thoughts? (Thanks, Laurie)

 * Re: "discussions" - there is a discussion tab (see top of each page) for each wiki page where we can propose and discuss ideas prior to posting on the wiki itself. I suggest we conduct the discussions there. Also, I noticed that if you end your sentence with 4 of these symbols (~) in a row, it will name and date stamp your "post". Sound good? Jennifer 18:32, 18 February 2007 (UTC)

I am wondering what if anything, any processes any of the groups may have decided to use to work on their instructional methods. Did anyone come up with a good process, or what they think is good? I think this is a great idea, and I'm testing how it feels by typing here..Deb1207 09:42, 19 February 2007 (UTC)

I agree we use different colors or font to help identfy our enteries to this discussion. Rea

Related Resources & Websites
The book How people learn: brain, mind, experience and school and the associated Wikiversity project of the same name explore the implications of recent research in psychology for learning and teaching.

Vinson, C. (no date). Learning Domains and Delivery of Instruction. Available at

Great start, but stale
I think this is a very interesting topic, but it looks like the page has gone stale. Is there anyone still doing anything with this? If not, I might co-opt the page and refresh the content a bit. Historybuff 15:07, 14 March 2008 (UTC)

Hi, we work on this course as a class at Indiana University pretty much every Spring. It is a masters-level course in instructional design - R626. I'm the professor. Intention is to add more lessons each semester I teach the class. Thus, it can go dark between semesters. We're interested to see how it emerges and evolves with not only the participation of the class, but other editors and experts. Phonebein 04:15, 2 April 2008 (UTC)

 * I've now gone through a college level course in course Design, so I will be dropping in and adding a bit here and there. Historybuff 20:27, 24 January 2009 (UTC)
 * For reference, it appears Indianan University R626 has changed from "Designing Instructional Strategies" to "Instructional Strategies and Tactics", Link Mbrad 00:08, 24 January 2010 (UTC)

Ok thank you.

Links to ADDIE articles are both broken
Any chance of getting updated links to more info about ADDIE? Chorkizard (discuss • contribs) 18:17, 5 June 2020 (UTC)

 * Try the Wikipedia article or search the Internet for ADDIE. There are many alternate sources available. -- Dave Braunschweig (discuss • contribs) 00:26, 6 June 2020 (UTC)

title: Talk:Instructional Design


text:
User:MichaelBillington/Sandbox/rss

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license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User:MichaelBillington/Sandbox/rss


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Instructional design/Micro-level instructional methods

About Micro-level Instructional Methods
The classification of instructional methods as "macro" and "micro" is attributable to Dr. Charles Reigeluth in his 1983 book, Instructional Design Theories and Models. Micro refers to instructional methods used to teach a single idea. Macro instructional methods, on the other hand, are used to teach multiple ideas.

Topic:Instructional Design


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Heterosexuality Questionnaire

One of the pleasant phenomena of questionnaires is their variability. The questionnaire below can also be reformed by exchanging homosexual, monosexual, oligosexual, or polysexual for heterosexual. Have some fun and enjoy learning by doing.

Heterosexuality Questionaire
Read the Heterosexuality Questionnaire and comment below in the Discuss section.

 * 1) "What do you think has caused you to be heterosexual?"
 * 2) When and how did you first decide you were a heterosexual?
 * 3) Is it possible your heterosexuality stems from a neurotic fear of people of the same sex?
 * 4) If you've never slept with a person of the same sex, how do you know you wouldn't prefer it?
 * 5) Isn't it possible your heterosexuality is just a phase you may grow out of?
 * 6) Isn't it possible that all you need is a good gay lover?
 * 7) If heterosexuality is normal, why are a disproportionate number of mental patients heterosexual? (Fact check: there is a disproportionate number of homosexual mental patients  )
 * 8) To whom have you disclosed your heterosexual tendencies? How did they react?
 * 9) Why do heterosexuals place so much emphasis on sex? Why are they so promiscuous? (Fact check homosexuals in the Western countries are more promiscuous. See here for further discussion.)
 * 10) Do heterosexuals hate and/or distrust others of their own sex? Is that what makes them heterosexual?
 * 11) If you were to have children, would you want them to be heterosexual knowing the problems they'd face?
 * 12) Your heterosexuality doesn't offend me as long as you don't try to force it on me. Why do you feel compelled to seduce others into your sexual orientation?
 * 13) The great majority of child molesters are heterosexuals. Do you really consider it safe to expose your children to heterosexual teachers?
 * 14) Why do you insist on being so obvious, and making a public spectacle of your heterosexuality? Can't you just be who you are and keep it quiet?
 * 15) How can you ever hope to become a whole person if you limit yourself to a compulsive, exclusively heterosexual lifestyle, and remain unwilling to explore and develop your homosexual potential?
 * 16) Heterosexuals are noted for assigning themselves and each other to narrowly restricted, stereotyped sex-roles. Why do you cling to such unhealthy role playing?
 * 17) Even with all the societal support marriage receives, the divorce rate is spiraling. Why are there so few stable relationships among heterosexuals? (Fact check: the divorce rates vary among homosexuals, with lesbians being even less stable than among heterosexuals.)
 * 18) How could the human race survive if everyone were heterosexual like you, considering the menace of overpopulation? (Fact check: non-sequitur.)
 * 19) There seem to be very few happy heterosexuals. Techniques have been developed that could help you change if you really wanted to. Have you considered trying psychotherapy or even aversion therapy? (Fact check: see Point 7.)
 * 20) Could you really trust a heterosexual therapist/counsellor to be objective and unbiased? Don't you fear he/she might be inclined to influence you in the direction of his/her own preferences?
 * 21) How can you enjoy a full, satisfying sexual experience or deep emotional rapport with a person of the opposite sex when the differences are so vast? How can a man understand what pleases a woman, or vice-versa?
 * 22) Would you describe yourself as "polyamorous", "oligoamorous", or "monoamorous"?

 * Keynote lectures/Sex integration
 * Women's studies

title: Heterosexuality Questionnaire


text:
Talk:Heterosexuality Questionnaire

pls let me know if this is problematic mehmetaergun 23:19, 9 February 2007 (UTC)

 * The page states "Reprinted with permission via email" You should place a copy of the body of the email here so that anyone can verify that the permission was granted.  It is ok to cut out the email address (so the person doesn't get spam)  --mikeu 04:04, 16 December 2007 (UTC)

questionnaire
The questionnaire has been blanked due to lack of copyright permission. See discussion. --mikeu talk 22:02, 11 April 2008 (UTC)

Useful
I can see it has been restored now. It is actually useful as an example of deconstruction. Let us keep it here. Zezen (discuss • contribs) 09:31, 15 September 2020 (UTC)

title: Talk:Heterosexuality Questionnaire


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Talk:Instructional design/Cognitive behaviors

=Design Document= The following describes the design driving this instructional module. Phonebein

Target Audience
The audience for this module are people who are creating instruction for educational outcomes within the cognitive domain.

Course Goal
People who are designing a training program will be able to design a micro-level instructional method for a cognitive objective. The result shall be a method that is effective, efficient, and appealing.''

Learning Objectives
After completing this module, the learner will be able to:
 * Write a micro-instructional strategy to achieve a given cognitive learning objective that has appeal and is effective and efficient.
 * Recognize the definition of the cognitive domain.
 * Recognize the definition of a micro-instructional strategy.
 * Identify the defining characteristics of a cognitive-oriented micro-instructional strategy.
 * Given a list of instructional strategies, identify the micro-instructional strategies for cognitive skills.
 * Explain the concept of appeal in instructional design.
 * Explain the concept of efficiency in instructional design.
 * Explain the concept of effectiveness in instructional design.

Learning Experience
Describe the learning experience and how it will achieve the goal and objectives.

 * 1) The learning experience will consist of written definitions of cognitive domain and micro-instructional strategies and give examples of each.  There should be links to relevant sites that both give more specific detail (depth) to those definitions and some that also enrich and broaden the learner's exposure to the definitions.
 * 2) The learning experience will also consist of a section which breaks out the component parts of a micro-instructional strategy to help the learner identify micro-instructional strategies.
 * 3) To help the learner write an objective that has appeal, the lesson will explain the concept of appeal in instructional design, including examples and non-examples.
 * 4) To help the learner write an objective that is efficient, the lesson will explain the concept of efficiency in instructional design, including examples and non-examples.
 * 5) To help the learner write an objective that is effective, the lesson will explain the concept of effectiveness in instructional design, including examples and non-examples.
 * 6) To assist the student in writing a micro-instructional strategy for a cognitive learning objective, the learning experience will include one or more examples and non-examples of micro-instructional strategies, along with explanations of what makes them micro-instructional strategies or not.
 * 7) The lesson will include a model (fill in the blanks?) or formula for writing a learning objective that meets the criteria outline in the course goal:
 * 8) Is in the cognitive domain
 * 9) Is a micro-instructional strategy
 * 10) Has appeal
 * 11) Is efficient
 * 12) Is effective

--Lzinsmei 02:46, 26 February 2007 (UTC)

What is the Cognitive Domain?
The cognitive domain deals with learning objectives "...related to information or knowledge, naming, solving, predicting, and other intellectual aspects of learning. (Morrison et al. 2004, p. 109) (Team: I guess we need to come up with a way to list our references. Also, I want to this on its own page, but I'm confused by the page naming conventions. I was just going to link it to the "Recognize the definition of the cognitive domain" bullet, but I'm not sure that is what we want the page name to be. Ray)Rdubrayj 01:03, 5 March 2007 (UTC)

=Discussion= Team, I am trying out two means of facilitation. Tell me which you like the best. What you see here is my edit of what you've collectively posted. I've opted for simplicity, just enough to get you started on the next step, which is focusing on the design of the learning experience. If you want to see my previous edits, which were in-line with your edits, use the history tab to compare.

I would suggest the team begins working on one of the enabling objectives, specifically those related to the cognitive domain. Collaboratively develop a prototype of a text-based lesson for that objective. Let's also try moving away from being additive (in terms of each person posting their own versions of something), to more of an editing role: First person starts developing a lesson, others edit and elaborate. For fairness, each person should probably take the lead on developing a lesson for one of the objectives. Phonebein 20:03, 27 February 2007 (UTC)

Here is my first pass at an objective for our module.

Novice instructional designers will be able to choose an appropriate micro-instructional strategy for fostering  in the cognitive domain with the result that the students they design for will achieve high scores on evaluations appropriate to the type of learning designed for. Rdubrayj 03:04, 18 February 2007 (UTC)

Here's my refinement of the above: Given an enabling objective associated with the cognitive domain, the learner will be able to generate a micro-level instructional method for that objective. The instructional method must enable the target audience to achieve the objective (effectiveness), score a 4 or greater on a Level 1 evaluation (5-point scale) (appeal), and have a reasonable timeframe, as judged by an expert (efficiency). Phonebein 16:12, 18 February 2007 (UTC)

You're very diplomatic with your "refinement." But, it seems like a pretty tall order to me, given our timeframe. To achieve it, we'd not only have to provide instruction in what the micro-level methods are, but some sort of meaningful practice across a range of possible objectives in the domain.

Also, I'm having trouble seeing beyond the Reigeluth material. It seems like we'd want to create the next generation explanation of the strategies. But, I can't see it yet. Rdubrayj 17:18, 18 February 2007 (UTC)

Think beyond just this class. Think of this wiki learning experience being continually edited and updated not just by this class, but by classes in the future. I understand that we are time-limited, so as long as we get one or two instructional units that contribute to that objective this semester, we're doing good.Phonebein 19:18, 22 February 2007 (UTC)

Since our design document is due tomorrow, I took a stab at the learning objectives and a description of the learning experience. This is a first pass, and I would like feedback from the rest of the team. --Lzinsmei 03:05, 26 February 2007 (UTC)

Just tring to jump in. We talked about having a chat session this Wednesday night. Unless anyone else has a thought, I can create a Cisco Meeting Place meeting, this will give us a toll free conference number and the ability to share a document to review/edit. What time? Kkatz 18:36, 4 March 2007 (UTC)Karen

Karen, I thought we decided 8:30 on Wednesday. But, I can't remember if Jennifer was still there or not. Also, we have to remember to include Nancy Tamez. We can also invite Pete, who has indicated an interest in sitting in on team discussions, although he may not be available. What I'm saying is that we should invite him, but we shouldn't let his availability, or lack thereof, to determine when the rest of us meet. Rdubrayj 00:12, 5 March 2007 (UTC)

A chat session would be great, especially for me since I feel so out of the loop on this exercise. I am really unsure of where we are in the process, and I want to contribute! Please just let me know what time on Wednesday (I am in Central time), so please let's make it after 6:00 pm. Thanks!! Nancy

8:30 pm EST works for me. I have a dinner, but I'll try to wrap up in time for the call. I'll email Pete to get information on the free conference call number. --Lzinsmei 13:31, 7 March 2007 (UTC)

Good job, Ray! Thanks for taking the lead and blazing the trail. Looks like you've made great progress!--Lzinsmei 21:35, 14 March 2007 (UTC)

yea prolly not!


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Talk:Instructional design/Psychomotor behaviors

=Design Document= The following describes the design driving this instructional module.

Target Audience
• Corporate and vocational trainers developing instruction for physical tasks. Individuals should already been familiar with instructional strategy from the cognitive domain.

• Higher education specialist (academicians?) seeking a broad overview of psychomotor learning domain.

Course Goal
Training developers will be able to create and/or select instructional strategies for teaching specific interpersonal topics. Additionally, they will be able to effectively and correctly evaluate different methods and strategies within the psychomotor domain, and will be able to decide which training or instructional options would be the best option to meet very specific training goals within the domain. The result shall be an instructional unit that is efficient, effective, and appealing.

Learning Objectives
Given a learning objective that involves a psychomotor skill, the learner will be able to create and/or select micro-level instructional strategies for designing instruction that teaches the psychomotor skill. --Susanwright 00:30, 13 March 2007 (UTC)
 * Describe which topics and issues fall within the psychomotor domain.
 * Define and describe various methods and strategies used for creating instruction within the psychomotor domain.
 * Evaluate a learning environment for use in psychomotor instruction, including implementation considerations
 * Develop Strategies in Psychomotor Assessment

Melissa 03:29, 16 April 2007 (UTC)

Learning Experience
This unit provides an online, self-paced learning experience in which students wishing to learn about instructional design methods, theories, strategies, and issues within the Psychomotor Domain.

Text, photos, video, and audio clips will be used to help guide students as they produce their own instruction for psychomotor skills using Harrow's Taxonomy: Imitation - Manipulation - Precision - Articulation - Naturalization.

The unit will also include demonstrations, scenarios, opportunities for practice, and an assessment on development of performance-based and skill-based evaluations. After completing this unit, students will be equiped to determine if the learning domain for their course falls within the psychomotor, cognitive, or affective domain.

=Discussion= Team review page 357 in Driscoll book

Perhaps we can review the different schools thought on the domain

Directions from Pete: ''You may continue to edit these elements, please please do so without signing or adding things out of the structure -- edit directly in the structure. Your next task is to develop a prototype lesson for one of the enabling objectives. Someone should take the lead, choose one, and begin development. Others should contribute, edit, and elaborate. For fairness, everyone will take the lead on at least one of the enabling objectives. Let's start with the prototype, then apply what we learn to the other objectives''

Conference Call Notes for 2/27/2007
Regarding the objectives: The team will tweak the wording and looking at diferent ways for presenting these objectives.

Bryan is going to look at these two objectives:  Describe which topics and issues fall within the psychomotor domain. Define and describe various methods and strategies used for creating instruction within the psychomotor domain.

Susan is going to look at the Target Audience area and these two objectives:   List the delivery considerations for instruction within the psychomotor domain.  Describe the Intelligence that deals with psychomotor skills  Rea is going work on Learning experience and the following two objectives  Give examples of exercises which facilitate instruction for psychomotor skills.  Define delivery methods for instruction
Melissa is going to work on the following objectives:

Describe the psychomotor domain.
 List the strategies for instructional material development for psychomotor skills And
Start developing a prototype using the Describe the Domain looking at using appropraite micro-strategies and       possible media to use in the lessons

 Team will post their findings in the Discussion area Findings for March 3''' and mark it with their signature by Friday, March 2, 2007 by 11:59pm.

Next conference call is scheduled for Saturday, March 3, 2007 at 7pm. Bryan will call all team members for the call.''' --Melissa 03:17, 28 February 2007 (UTC)

Findings for March 3 Discussion
From Bryan Hudson

Describe which topics and issues fall within the psychomotor domain.

The psychomotor domain receives less attention in the instructional design community than the cognitive and affective domains. While this lesser role is justified given the propensity of learning needs in the cognitive and affective domain, Ppsychomotor domain learning needs exist in many environments. According to Romiszowski, it is also important to “recognize the interralateness of psychomotor skills with best practices in the cognitive, affective and other domains of learning.” (Romiszowski, from Releigluth, p. 461)

“One can therefore place effective psychomotor training models within paradigms such as the one the performance technology movement has spawned.” (p. 461)

Instructional Design focused on cognitive/affective outcomes in an area such as training lab technicians will also require attention to the psychomotor domain issues such as speed, productivity, accuracy, and error rate. (p. 461) As a performance related topic, lab work in the context of the psychomotor domain provides opportunities to measure procedural validity. This is very important consideration beyond possessing knowledge of chemistry.

One of the weaknesses of early psychomotor domain theory/practice was the emphasis on simple movements or repetitive sequences.(p. 462) Later work has focused on the larger, more complex skills of which simple movements are components.

“A distinction was made by Poulton (1957), in the context of sports training, between ‘closed’ and ‘open’ tasks, the former requiring a response to a stable environment (e.g. bowling), and the latter requiring continuous adjustment to an unpredictable, changing environment, as during a football game.” (p. 462)

The “closed” task is also referred to as “productive” tasks, while “open” is referred to as “reproductive” tasks. Using this model, it is not difficult to envision and instructional design project that blends considerations of the psychomotor domain alongside the cognitive and affective domain, especially where knowledge acquisition is followed by motor activity.

Romiszowski proposed a “skills cycle” that involves a cycle of stages starting from the reception of information and leading to specific action in a given environment. (p. 463). The following diagram (insert Fig. 19.1 from page 463) illustrates the value of including psychomotor skills (physical action) alongside the categories of cognitive skills (decision making), reactive skills (self control), and interactive skills (dealing with others).

Define and describe various methods and strategies used for creating instruction within the psychomotor domain.

Building on Romiszowski’s “skills schema,” instructional designers can consider which methods and strategies might serve learning needs for projects that have a psychomotor component.

“The skills cycle draws our attention to the importance of considering such factors as perception, memory, intellectual skills, and cognitive strategies when we engage in the teaching of psychomotor skills.” (p. 465)

Regarding the specific process for psychomotor learning, Romiszowski, building on the work of Seymour (1954, 1966) proposes the following five stages: [Re-print text from pages 467-468]

The larger strategy for psychomotor learning follows four categories:

1.	Information (explanation, demonstration and guidance)

2.	Practice (Frequency, spacing, etc. ) [Add video of Alan Iverson’s quote about “Practice?”]

3.	Feedback (Frequency, form, quality, etc)

4.	Transfer and generalization

Sources: Reigeluth, Charles (1999). Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. Hillsdale, NJ:

Bryhudso 12:49, 3 March 2007 (UTC)

From Rea White Breckenridge

Create examples and non-examples of exercises which facilitate instruction for psychomotor skills.

An example of an exercise which facilitate instruction for psyschomotor skills is the Naval Rescue Swimmer School. The swimmers receive extensive cognitive knowledge as well as associated psychomotor skills. A non-example is class about swimming outside the pool,in which the swimmers receive cognitive knowledge without the associated psychomotor skills.

Determine effective delivery methods for psychomotor skills.

In order to determine the most effective delivery method for psychomotor skills, you must first be aware of the stage of learning. According to R. H. Dave, a widely accepted psychomotor taxonomy adaptation of Bloom’s Psychomotor Domain Taxonomy there are 5 stages of learning.

1. Imitation – demonstrations, observation, role play – the learner may be asked to read about the subject or watch a video performance of the skill.

2. Manipulation – Skill is broken into sequences in which the learner performs and practice, practice, practice.

3. Precision – The learner will continue to practice until the skill become less of an effort and begins to master the skill.

4. Articulation –

5. Naturalization –

Sources:

=Lesson Prototype Development= From Rea White Below are revised objectives based on our conference call 03-12. Please edit or give your approval...

Revised Objectives: 1. Define the psychomotor domain and describe the psychomotor domain.

2. Define and describe various methods and strategies used for creating instruction within the psychomotor domain.

3. Evaluate a learning environment for use in psychomotor instruction, including implementation considerations.

4. Develop strategies for psychological condition in the performance of psychomotor skills Describe the psychomotor domain.

For further information about the Psychomotor Domain, click the following link: http://itc.utk.edu/~jklittle/edsmrt521/psychomotor.html

Proposed timeine
Proposed next steps -
 * March 6 - review feedback from Pete
 * March 12 - submit course outline for your two objectives (Bryan e-mailed link to a sample lesson) for group feedback
 * March 16 - feedback due
 * March 30 - submit course draft for group review
 * April 6 - feedback due
 * April 14 - lesson due for final group review
 * April 16 - wiki lesson due to pete

Links for Team Review
http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual10.htm http://www.findarticles.com/p/articles/mi_qa3717/is_200204/ai_n9076737 http://www.findarticles.com/p/articles/mi_qa3848/is_200106/ai_n8957047 http://www.findarticles.com/p/articles/mi_m2405/is_4_125/ai_53953570 http://www.findarticles.com/p/articles/mi_m2493/is_3_55/ai_n15963535 http://scholar.lib.vt.edu/ejournals/JITE/v32n4/whetstone.html http://www.nwlink.com/~donclark/hrd/bloom.html http://coe.sdsu.edu/eet/articles/psychomotor/index.htm


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Talk:Instructional design/Affective behaviors

=Design Document= The following describes the design driving this instructional module. Phonebein

A (for Affective) design team, I have done some minor editing in the Lesson One Prototype and think we should structure other activities/lessons similarly.

Lesson Objective:

Interim Objectives:

Introduction and Lesson Organizer

Learning Resources

Task

Key Points/Lesson Summary

Assessment

Cheers, Brent --Jonesbre 11:07, 10 March 2007 (UTC)

Target Audience

 * Individuals studying or practicing instructional design
 * Age: Adult
 * Individuals interested in learning more about:
 * the affective domain and affective learning outcomes
 * strategies and/or methods useful in designing instruction to elicit specific affective outcomes
 * evaluating and/or critiquing instructional effectiveness
 * Individuals interested in developing skills in the following areas:
 * designing instruction when presented with a topic and affective domain objectives
 * selecting effective and efficient micro strategies to elicit specific affective domain outcomes
 * Individuals with at least general understanding of the ID field and component sub-fields
 * Individuals with at least basic familiarity with common ID terminology, models and processes
 * Practical-minded individuals who are able to think critically.

Course Goal
Trainers or instructional designers will develop a rich toolbox of affective methods and strategies and be able to apply those methods and strategies to develop affective behaviors in learners. Additionally, trainers or instructional designers will be able to critique and defend the application of affective instructional methods and strategies. The result shall be instruction that is effective, efficient, and appealing.

Learning Objectives

 * Given an interpersonal skill, the learner will be able to generate a micro-level instructional strategy that teaches the interpersonal skill.
 * Given a design document, evaluate whether or not the strategies and methods within the document meet the affective needs of the particular course.
 * Given a list of instructional strategies and methods, associate them in a diagram with the different elements of the affective domain and taxonomy.
 * After observing an example that teaches an affective behavior, evaluate how well the instructional strategies and methods used meet the apparent objectives.
 * Presented with a context (conditions), target outcome(s) and instructional micro strategy (methods), learners will demonstrate the ability to write a critique of the selected micro strategy.
 * Learners will develop an appreciation for affective strategies by exploring their own learning experiences and identifying the presence or absence of affective considerations in their experiences

Learning Experience
Describe the learning experience and how it will achieve the goal and objectives.

=Discussion= Team, I have taken Laurie's draft of the design document and other work, edited things, and moved it above into our wiki design document template. I suggest from now on all we do is edit what is above as the project moves forward. Look over the design document as it stands above and edit/elaborate as appropriate. Your next task is to develop a prototype lesson for one of the enabling objectives. Someone should take the lead on starting the lesson, with others contributing and elaborating. Ultimately, for fairness, each one of you should take the lead on designing a lesson for the other enabling objectives. Let's try to keep the work and deliverables focused within the wikiversity environment, since that is the key part of our grand experiment. In other words, avoid MS Word documents, etc. and posting them -- let's experiment and figure out how to do the similar create and edit tasks in the wiki environment. Phonebein 20:31, 27 February 2007 (UTC)

Thank you! Lkirkner 17:49, 1 March 2007 (UTC)

You might find this reference helpful: Krathwohl et al (1964), Taxonomy of Educational Objectives, Book 2: Affective Domain. See Taxonomy Phonebein 22:53, 14 February 2007 (UTC)

Also for discussion:

I know we've tossed around some objectives, how do we want to go about agreeing/narrowing/etc?

Also, from Morrison, Ross and Kemp (p. 7), here are the elements to an instructional design plan, I thought they might be helpful, especially for the "design decisions" section:

1. Identify instructional problems and specify goals for creating instruction

2. examine learner characteristics

3. Identify subject content and analyze task components related to stated goals and purposes

4. specify the instructional objectives

5. sequence content within each instructional unit for logical learning

6. design instructional strategies so that each learner can master the objectives

7. plan the instructional message and devlop the instruction

8. develop evaluation instruments

9. select resources to support instruction.

Chrisie 14:00, 23 February 2007 (UTC)

Design Document Outline
To get us started on the design document, I suggest the following outline. Please offer any suggestions you have for improvement.

Introduction This should include our collective understanding of what it is we are attempting to do and how this will fit with what the others are doing.

Analysis Here we can include our proposed objectives for the module as well as a review of relevent literature.

Design Decisions This section can be used for both macro (page) and micro (activity) level guidelines. We should also discuss evaluation issues.

Next Steps Here we can get down to specifics and maybe include the division of labor we decide upon.

Conclusion

Lesson One Prototype
TEAM: I moved this lesson over to the main page, I figured we could continue editing there. Chrisie 14:38, 26 March 2007 (UTC)

Intro/grabber

Welcome to the affective domain module! "The affective domain describes the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings" (wiki aricle: Taxonomy of Instructional Objectives).

Before we delve into what that definition means, let's take a look at this video.

The video teaches a very simple concept: the proper way to cough. The message is also simple: cough into your clothing and not into your hand. The video likely could have gotten its point across in only a few seconds. Why then is the video over five minutes long?

The answer to this lies in the true objective of the video. One might at first assume the objective of the video to be psychomotor in nature, and indeed, the video does want to change your physical behavior. The video however, reveals a deeper objective in the first few seconds when is states "The purpose of this video is to make coughing into one's sleeve fashionable". The video wants to change your attitude or belief toward coughing. This places the objective squarely in the affective domain.

Chrisie 19:51, 16 March 2007 (UTC)

 * move on to Recollection of prior experience

Lesson Objective: In this lesson, you will learn what the affective domain is and how if can affect learning. At the end of this lesson, you should be able to identify situations calling for an affective strategy by recalling prior experiences and identifying the presence or absence of affective considerations in those experiences.

Interim Objectives:
 * Learners will be able to differentiate between the affective domain and other domains
 * Learners will recall personal learning experiences and identify the affective components
 * Learners will examine new situations to determine the affective considerations

Introduction and Lesson Organizer

 * There are five major categories to the affective domain (from http://itc.utk.edu/~jklittle/edsmrt521/affective.html):
 * Receiving (Here's a link to the "Bueller" video we talked about on the call)  Chrisie 20:18, 13 March 2007 (UTC)
 * Responding (Shall We Dance a link to a seen from the movie where Richard Gere's character responds well to what he's learned. Lance 03:51, 21 March 2007 (UTC)
 * Valuing - here is an example of valuing. Homer Simpson quickly reaches the valuing stage.
 * Homer: Aw, twenty dollars! I wanted a peanut!
 * Homer's Brain: Twenty dollars can buy many peanuts!
 * Homer: Explain how!
 * Homer's Brain: Money can be exchanged for goods and services!
 * Homer: Woo-hoo!

Lance 03:51, 21 March 2007 (UTC)
 * Organization
 * Value or Value Complex (Characterization)

Taking a stab at this, please feel free to correct/edit as necessary (I may not be 100% clear on all stages) Chrisie 18:10, 19 March 2007 (UTC)

Let's take a look at each of these stages with respect to the video from the beginning of the lesson.

Receiving is being open to the information; you haven't yet made any decisions at this stage, but you've agreed to at least receive the information. In our example, merely watching the video satisfies the receiving stage.

Responding is actively participating in the information. If the video had included tasks or an assessment and you had completed them, you would be satisfying the requirements of responding.

Valuing is attaching worth to the ideas presented. In our video example, if you had believed that the technique offered was worth considering and begun to think about implementing it in your everyday life, you have reached the valuing stage.

Organization is incorporating the new information into your existing schema. In the case of the video, this would include implementing the technique presented in your daily life.

Characterization occurs when you truly become an advocate of the new information. In the video example, this may mean telling others about the technique or finding some way to pass the information along to others.

Chrisie 18:10, 19 March 2007 (UTC)

Comparing the Affective Domain

Lance 03:55, 21 March 2007 (UTC)

"Learning Resources'

Expanding on the above description, the affective domain includes behaviors not covered by the cognitive, psychomotor and interpersonal domains. Namely, we are talking about values, attitudes, beliefs, feelings and emotions. Some examples of positive and negative affective learning outcomes include:

"Positive"
 * A teacher praises a young learner on the picture she is drawing. The child feels good about herself and is encouraged to challenge new areas.
 * A trainer uses a think-aloud protocol in explaining how to add animation to PowerPoint presentations. The trainee(s) recognizes the value of using this type mental checklist and decides to use this in the future.
 * An online interactive time line of women's history Lkirkner 20:36, 17 March 2007 (UTC)
 * A video driven expose of Susan B. Anthony & Elizabeth Cady Statton Lkirkner 20:36, 17 March 2007 (UTC)

"Negative"
 * A piano teacher slams her fist down on the piano and asks their pupil why they are so dense and talent-less. The pupil goes away feeling worthless and begins thinking of ways to get out of the next lesson.
 * A lecturer in an introductory philosophy class spends the first half of class reading from the assigned text without looking up. Half of the students are talking among themselves or text messaging on the mobile phones. The few learners who were interested in the topic begin to feel that registering for the class was a mistake.
 * A (boring) text-based time line of women's suffrage Lkirkner 20:36, 17 March 2007 (UTC)

The following articles should help you toward a better understanding of affective domain as related to learning outcomes.

The survey instrument in this article will help you understand some of the dimensions of the affective domain.
 * Learning and Teaching in the Affective Domain by Mary Miller
 * Cleveland-Innes, M. & Ally, M. (2004). Affective learning outcomes in workplace training: A test of synchronous vs. asynchronous online learning environments. Canadian Journal of University Continuing Education. 30 (1)
 * Transferable Skills and Affective Learning Outcomes by Rod Jeffcote

Tasks

You, the learner, will think back on your own experiences and describe in a learning journal (online or paper based) one good learning experience and one bad one. Include in your discussion the affective outcomes (such as increased/decreased motivation, constructive or destructive anxiety, changes in self-confidence). You will also need to relate your own experiences to the concepts and discussion in articles from the Learning Resource section and other relevent readings of your own choosing. Finally, you should discuss the affective dimensions of your learning as you progressed through this activity.

Key Points/Lesson Summary (This needs some work) Effective instructional design for most contexts should include careful consideration of affective dimensions of the learning event. The following key points should help you in your future ID endeavors: Effective Affective Instruction Smith and Ragan (1999) focus on the behavioral aspect of attitude learning and emphasize the importance of three key instructional approaches: Adding Affective Components: most often less is better! '' Miller, M. (2005). Learning and teaching in the affective domain. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Available Website: http://www.coe.uga.edu/epltt/affective.htm.'' Lkirkner 20:36, 17 March 2007 (UTC) Assessment
 * realistic, relevant & stimulating
 * presents new information
 * persuasive in a credible manner
 * elicits emotional involvement for a purpose
 * involves learners in planning, production and/or delivery
 * allows for discussion or critique after lesson
 * demonstration of the desired behavior by a respected role model
 * practice of the desired behavior, often through role playing
 * reinforcement of the desired behavior

Assessment will be based on your demonstration of:
 * an advanced understanding of key concepts related to affective behavoirs
 * a synthesis of ideas from the various readings and your own personal experiences
 * the ability to deliniate effective and efficient instructional strategies from those that those that are not

Chrisie 19:35, 2 March 2007 (UTC)

Lesson Two Prototype
Hi Team, I wanted to include some notes regarding design decisions. This lesson is definitely a work in progress. Please jump in and add any suggestions for improvement.

First, I was working with the following objective.

"After observing an example that teaches an affective behavior, evaluate how well the instructional strategies and methods used meet the apparent objectives."

I was originally thinking of preparing a lesson based on personal stories/anecdotes. I was looking for an entry point and remembered the IST colloquia page. The Bonk lecture jumped out at me because of the discussion that came up regarding the value of the lecture as a mirco strategy. I decided then to change course and see if I could prepare a lesson that might bring about affective change in our classmates.

I didn't want to jump right in with the video, so I prepared a short survey about attitudes/beliefs related to lecturing. My thinking was that this would get learners/users to think about their own opinions/feelings regarding lectures. Please post any additional statements here or in oncourse and I will add them to the quia survey.

I also came across the Martin and Reigeluth paper in the green book and thought it contained some important considerations regarding design for the affective domain. At the same time, I liked the table that Chrisie included in her lesson and wanted to experiment. I do not have my heart set on including this table in my lesson if anyone on the team would like to move it to their lesson.

As for the task and assessment, I wanted to target Level 3 (Valuing) behavior in our learners. I liked the idea of contributing to a blog that we discussed in our telephone conference. I was hoping learners would be able to pick out at least three lecture strategies they liked and discuss the merits. I also brought back the idea of having learners share their stories/anecdotes. I know Prof. Honebein was thinking about having learners set up their own individual blogs, but I thought it would be neat to have one blog with a collection of stories.

I hope this gives you a better understanding of my thought process with this lesson. Again, I welcome any comments/suggestions.

Jonesbre 07:53, 2 April 2007 (UTC)

Oh no! Not another lecture

Introduction How many hours of your life have you wasted in boring lectures? This lesson is offered as a critical look at this often overused (abused) instructional strategy. Before proceeding, take the Survey of Lecture Attitudes/Beliefs at quia.com (http://www.quia.com/sv/112182.html). You will need to enter the password “affect” to proceed.

Online Lecture Now, take some time to watch a lecture by Curtis Bonk in the online colloquia archives Distance Education: Instructional Systems Technology http://crlt.indiana.edu/video/ offered by the School of Education at Indiana University -

Go to the April 29, 2005 colloquia titled Hyper-Engaging Lectures: Low-Risk, Low-Cost, Low-Time by Curtis Bonk

Reading Assignment Read the article by Martin and Reigeluth (1999) for a discussion of the controversies surrounding the affective domain as well as a useful conceptual model for considering the major components and dimensions of development in the affective domain.

Table 1. Martin & Reigeluth (1999). Conceptual Model for Affective Development

Tasks
 * 1) Top Three - Select from the Bonk lecture the three strategies you believe are most effective in bringing about target behavior outcomes in the affective domain. Offer support for each of your choices in exactly 50 words. Post to the Stories from the Affective Domain blog.
 * 2) Go to the Stories from the Affective Domain blog and post a short description of one lecture you have received or given that was especially effective or ineffective as an instructional strategy in terms of eliciting behavior in the affective domain.
 * 3) Go to the Stories from the Affective Domain blog and comment on at least two other posts.

Assessment You will be assessed by the level of understanding demonstrated in your arguments for the above tasks.

References Martin, B. L. & Reigeluth, C. M. (1999). Affective education and the affective domain: Implications for instructional-design theories and models. In Reigeluth, C. M. (Ed). Instructional-design theories and models: A new paradigm of instructional theory (Vol II). Mahwah, New Jersey, Lawrence Erlbaum Associates.

Jonesbre 01:10, 29 March 2007 (UTC)

Lesson 3 Prototype
Laurie, I would like to offer a few comments and suggestions about your lesson plan. First, I like the idea of listing the specific micro strategies and having learners match these to specific affective outcomes. I was hoping that someone would do this.

I was a little confused by the meaning of "elements" in the objective and your lesson plan. Are we talking about the "levels" in Krathwohl's taxonomy? We should clarify this for the learners with a clear definition and/or examples. Without this support, I am afraid learners may have trouble completing the task.

The CloudNet link includes a few good examples but I also worry that there are too many unrelated links and a few dead links as well. Maybe we should link directly to the best 5 or 6 articles/sites.

The task (Compile your findings) seems reasonable. Having learners post this to the discussion area might work but we might think about setting up a blog for this like we are thinking about for Lesson 1 and 2. This would have the added benefit of making the learner feel more like a member of our community of learners.

I understand your intention in linking to the youtube of the sleepy student, but felt that it didn't add much to your overall lesson. To tell the truth, I was a little irritated by the first twenty or so seconds.

Let us know if there is anything we can do to help move this lesson along. We will try to help where needed.

Jonesbre 07:10, 2 April 2007 (UTC)

'''What methods best support affective elements? (working on title)''' Lesson Goal: Given a list of instructional strategies and methods, associate them in a diagram with the different elements of the affective domain and taxonomy. Lesson Introduction As we begin looking at this objective, notice that two components are necessary for you to complete this task: the instructional strategies list and the affective domain elements. The task is to connect these components in a diagram of your choosing. To get started, you will need to clearly know & understand the elements of the affective domain, which are not provided for you here. Take some time to list these elements in a Word document with notes of important for each. As you identify and take notes, keep in mind the three components of each affective domain element; each element has a cognitive, an affective and a psychomotor component to it. Save this document and return to this lesson. When you’ve completed this, consider taking a moment to reflect on the differences of each element; what are the overt and subtle differences and connections?

Affective Objective Terms for Each Element It may help you to familiarize yourself with commonly used affective objectives. Consider visiting CloudNet at http://www.cloudnet.com/~edrbsass/affectiveeducation.html. This site breaks down objectives per the elements of the affective domain.

1. Receiving "refers to the learner's sensitivity to the existence of stimuli - awareness, willingness to receive, or selected attention." 2. Responding "refers to the learners' active attention to stimuli and his/her motivation to learn - acquiescence, willing responses, or feelings of satisfaction." 3. Valuing "refers to the learner's beliefs and attitudes of worth - acceptance, preference, or commitment. An acceptance, preference, or commitment to a value."
 * feel
 * sense
 * capture
 * experience
 * pursue
 * attend
 * perceive
 * conform
 * allow
 * cooperate
 * contribute
 * enjoy
 * satisfy
 * believe
 * seek
 * justify
 * respect
 * search
 * persuade

4. Organization "refers to the learner's internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system.  As values or beliefs become internalized, the leaner organizes them according to priority." 5. Characterization "refers to the learner's highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs." Affective Domain & Instructional Methods Now that you’ve returned with a document on affective domain elements, look over the following list. If you’d like further information on some of these strategies refer to: http://www.honebein.com/astd/Methods.htm From the list below, choose 20 instructional methods and categorize them into the affective element they most support in your opinion. You may list an instructional method under more than one affective element. Analyzing the Data Are there blatant methods that don’t help support affective considerations? (http://www.youtube.com/watch?v=fwkiGV5Mp3Q) Where are the gray lines? Which methods appear in the most affective element categories? It may be helpful to gather some basic occurrence statistics in a diagram or pie chart. Consider some of the following as a means of summarizing your findings (your visual interpretations would contain specific labels, where generics are used below):
 * examine
 * clarify
 * systematize
 * create
 * integrate
 * internalize
 * review
 * conclude
 * resolve
 * judge

Compile Your Findings Compile a findings report in the discussion/submission area of this site.
 * Include any diagrams & pie charts (see image-loading instructions under this site's resources area (I'll put this up later).
 * Discuss what you judge to be the most successful and least successful methods for addressing affective issues/objectives.
 * Create an affective objective and describe 1 instructional method you would use to construct a lesson covering your created objective.
 * Submit your example affective objective and instructional method choice in the discussion/submission area of this lesson.

Other Affective Strategies The linked-article below discusses Affective considerations in the Pharmaceutical discipline. Read this article identifying what affective techniques were used and for what objective. Did the techniques-objectives discussed work? Do you see these as solid affective decisions? Is there something else or more that you might do to encourage the achievements mentioned in the article?

Self-Directed Professional Development: The Pursuit of Affective Learning

Lesson Resources Below you will find instructional materials to aid you in the navigation & participation in this lesson; you will also find academic articles and points of interest. Instructions on Loading a File to Wikiversity Lesson Submission Area

Lkirkner 02:41, 29 March 2007 (UTC)

Day to Day Discussions
Tasks - I compared the tasks of this lesson to our objectives and found that they didn't quite match up. So, I've reworked them a little. Please rework again as anyone sees fit, but I think there should be a near direct correlation. 1) Create a table in a Microsoft Word document that outlines the major components of cognitive learning, psychomotor & affective. Submit this via email to the professor. 2)  You, the learner, will think back on your own experiences and describe in a learning journal (online or paper based) one good learning experience and one bad one. Include in your discussion the affective outcomes (such as increased/decreased motivation, constructive or destructive anxiety, changes in self-confidence). You will also need to relate your own experiences to the concepts and discussion in articles from the Learning Resource section and other relevant readings of your own choosing. 3) Finally, using this lesson as a new situation, you should discuss the affective dimensions of your learning as you progressed through this activity. Detail affective experiences present and absent.  These tasks seem to more closely align with the objectives at the opening of our lesson, which I reprint here:

1) Learners will be able to differentiate between the affective domain and other domains 2)  Learners will recall personal learning experiences and identify the affective components 3) Learners will examine new situations to determine the affective considerations   Lesson Summary: I also added some material here (appears in the actual lesson above, most of which came from the articles in our lesson. Again, please add/modify as you see fit. Thanks, Laurie. Lkirkner 17:59, 18 March 2007 (UTC) Hi Chrisie - I was thinking more about the format than the content. I liked how the lesson flowed and felt this structure might help us along.

I will work on designing a story telling activity when I have some time. I hope everyone can share at least one story about an affective learning outcome, good or bad. Again, I will try to contribute to the existing proto activity and Overview and/or Theoretical Underpinnings. Jonesbre 14:38, 7 March 2007 (UTC)Brent

Brent - Hope skiing was fun!! About the activity - are you wanting to pull the idea of having the learner think about different theorists and what they would have to say about the affective domain? Or something more than that? I definitely like the idea of sharing personal stories, especially if one of our goals is to get the learners to come up with their own stories, this will be a nice jumping off point.

I also will continue to fill in information above: I think the next step is to determine high-level topics, then to decide how we want to present each one.

Chrisie 15:42, 6 March 2007 (UTC)

Hi team, Sorry to be incommunicado for the past few days. I took a short ski trip with my family and have been busy moving offices. I have most of the boxes unpacked but still don't have an internet connection. I am writing this from home. It seems like we have a good start on the first lesson. Here are a few of my observations, ideas.

First, I like the structure of the lesson in the following link listed by Laurie.

http://midsolutions.org/samples/MC72quest/gagne_and_boys_online.htm

I think we can use this as a model for one or more of our activities. This example also provides a nice structure for evaluation, i.e. we list what the evaluation will include but don't actually offer formal evaluation or feedback.

I also agree with Laurie that we will need to provide some resources but suggest we limited this to two or three really good articles per activity. I think the Miller paper (http://www.coe.uga.edu/epltt/affective.htm) offers some useful insight and the Turk article (http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Turk.pdf) builds on this. We will eventually have a comprehensive overview, background information and links under Theoretical Underpinnings and elsewhere, so we don't need to go overboard.

I will try to add to the activity and one or more of the other headings when I have time this week. I was also thinking of an activity where we each share a story or anecdote about a learning experience and then ask learners to identify the affective behaviors and micro strategies. I can take the lead on this if everyone agrees this might be something we want to pursue.

Talk to you soon. Brent

Chrisie and Lance, I like what you've done with the language of the objective. I think as we hone in on the details of this, an even more particular list of interim objectives will take shape...methods-conditions-outcomes I found some resources that group members can evaluate for usefulness in this lesson. resources about the domain resources about the application of the domain More Later ~ Thanks ~ Lkirkner 03:04, 4 March 2007 (UTC)
 * "A Revision of Bloom's Taxonomy: An Overview"
 * "Case study: Learning in the affective domain within two undergraduate IT subjects"
 * "Mediated Conversations and the Affective Domain: Two Case Studies"
 * "Teaching with Case Studies"
 * "What would Gagne and the boys have to say"
 * "Multimedia art projects that address kindness"
 * "FOREIGN LANGUAGE FOR THE GIFTED: EXTENDING AFFECTIVE DIMENSIONS"
 * "Using Student Journals to Stimulate Authentic Learning: Balancing Bloom’s Cognitive and Affective Domains"
 * "CARING as an Imperative for Nursing Education"
 * "Cognitive structure and the affective domain: on knowing and feeling in biology"

I reworded the objective slightly per Lance's suggestions - please feel free to edit further though. I've also started an outline for our first lesson (posted above); again, this is nothing more than brainstorming, I may be thinking too big or too small for one lesson, feel free to edit. Chrisie 19:35, 2 March 2007 (UTC)

I posted some of my ideas in the document right after it was posted earlier but I don't know if any of you have seen it. It might be obsolete now. I can post it in here if you'd all like. Chrisie, I will support your first try! I will contribute as much as I can to your effort. I'm sure you'll do fine.

I think the objective you've chosen to start is great (activates prior knowledge and experience). I think we need to be careful with "develop an appreciation". What does this mean? At what level? How do we measure it? I think that we should maybe change it to something like what we are doing in this class, writing a pro position. If our learners are able to write a good pro position for affective considerations, we would have a pretty good idea that they at least understands its importance and possibly appreciate its existence as a domain. Rewrite "Support (in writing) a pro position for affective stratefies by exploring past learning experiences and identifying the presence or absense of affective considerations in those learning experiences.Lance 22:46, 1 March 2007 (UTC)

Laurie - Great idea, I like the red/blue idea and I especially like leaving them a color until they’re no longer relevant or have been decided then back to black. I also like starting with your suggested objective “Learners will develop an appreciation for affective strategies by exploring their own learning experiences and identifying the presence or absence of affective considerations in their experiences.”

As for leading – In the spirit of total honesty – I am feeling a bit out of my element here and am nervous; I’m not sure I yet have a clear vision of how this will shake out or how it will look. That being said, I am willing to collect and polish and post as long as everyone promises to be really supportive and kind. =)   Now – if someone else is feeling really confident or has a great vision of this in their head, I will certainly yield and will lead later, but if everyone is feeling equally unsure….   Chrisie 18:43, 1 March 2007 (UTC)

Chrissie, I agree that we could use colored text to track the newness of information being posted. I would like to suggest that new comments be posted in red ("CC0000"). After a day the comment can be changed (either by author or whomever notices that the post isn't new). We could change posts over a day (or a week?) old in a paler color, perhaps this blue ("3333CC"). Items that we finalize can be changed to black. What do you all think? I've been involved in some home renovations that have kept me off-line for a few days, but am digging in today all aspects of our class. I liked Pete's suggestion that for each objective one person volunteers to take the lead and handle the editing/posting primarily. We submit work and the leader polishes. Would anyone like to take the driver's seat on this first objective? I like the idea of starting with the objective, "Learners will develop an appreciation for affective strategies by exploring their own learning experiences and identifying the presence or absence of affective considerations in their experiences." It's a 'friendly' way to ease learners into the topic of affective study; it starts by having learners attach a perceived value (of the affective domain) to previous experiences, which may increase their motivation for studying the rest of the lesson. It seems the first two orders of business are to pick the objective to address first and to determine who will drive on this one. Thanks! Lkirkner 17:30, 1 March 2007 (UTC)

In light of what Dr. Honebein has said above, one suggestion would be to decide on an objective to begin with and then start working on a strawman (I don't know if this is a term the people I work with made up or not, but it means basically an outline that the storyboard is built upon) and then since we will be our own SMEs, start filling in from there.

I'm assuming that each objective will be a lesson and then each lesson will have interim objectives, will provide information, will include a task for review and then will have some type of assessment (does wiki support any kind of assessment?).

Where does everyone else stand on how to proceed?

PS - I'm making this red b/c it's new, but obviously if we keep doing that, it will just all be red - we should have some sort of system or organization or this thing is going to get very clutered and I fear people will miss new information posted. Mabye a font color the first day then back to black? Maybe making sure we post at the top? Other suggestions? Chrisie 19:02, 28 February 2007 (UTC)

Good Afternoon, Team! It's 02/26/07 & I believe our design document is due sometime today. I attach here a draft that I've been working on. I tried to include what we brainstormed and removed the repetitiveness of most of it. There are still some unfinished areas that need attention. Perhaps we can each take a look at it, each add to the "empty" sections today, and share. I would volunteer to collect everyone's work and consolidate it again into one document. And, we might have a final revision. How does this sound? Let's try to hammer something out ASAP, please. Attached file: Affective Domain design document DRAFT Lkirkner 18:10, 26 February 2007 (UTC) "Lance's"

Goal: Present instructional strategies (concepts) and how to use them in designs or how to design with them (procedure).

Learning Outcome: Learners will become confident and knowledge affective domain designers with a rich toolbox of affective methods and strategies.

Audience: Our audience will be instructional designers who are having a hard time designing for the affective domain. They could be new IDers or veterans. They all have a GAP!! Designing for the affective domain and eliciting affective behaviors!

Objectives:

1. Given objectives that are based on the affective domain, list instructional strategies and methods that would help acheive the objectives, discuss why, and defend your reasoning.

2. Identify instructional strategies and methods that best align with each level of the affective taxonomy, discuss why, and defend your reasoning.

3. Given a design document, evaluate whether or not the stratgies and methods within the document meet the affective needs of the particular course.

4. Given a list of instructional strategies and methods, associate them in a diagram with the different elements of the affective domain and taxonomy.

5. Given a "affective" instructional scenario, create a design document and design one module to meet the needs of the audience.

6. After observing instructional examples, evaluate how well the instructional strategies and methods used meet the apparent objectives.

There could be much more

Here are some ideas for course objectives. We also need to compile a design document by Monday. I will post the outline below. Please add to or modify any section you feel needs it.

"Brent's" These are fairly generic and could have wide applicability.

 * 1) Learners will demonstrate a willingness to invest time in unsolicited self study activities.
 * 2) Learners will demonstrate a tolerance for ambiguity when presented with an as-yet unencountered problem.
 * 3) Learners will demonstrate a willingness to consult with peers when they have a question or are unsure of how to proceed.

Some ideas I included earlier are

Goal 1 Learners will gain an understanding of important considerations when selecting micro strategies for eliciting target affective behaviors.

Objective 1 Presented with a context (conditions) and target affective outcome(s), learners will demonstate the ability to select an appropriate instructional micro strategy (method) and explain their selection process.

Objective 2 Presented with a context (conditions), target outcome(s) and instructional micro strategy (methods), learners will demonstrate the ability to write a critique of the selected micro strategy.

"Chrisie's" (theory) Learners will defend their choice of instructional method using resources provided in [our] instructional unit.

(practice) Learners will create quality instruction using their knowledge of the affective domain.

"Laurie's" Modified Objectives in a Procedure-Oriented framework… These are overarching goals/objectives, for which specific sub-objectives would be written, but I thought we should nail down what the procedural (and/or topical) we want to include before working on specific tasks to induce the achievement of…

 * 1) Procedure: Review and become familiar with history/research of affective learning/domain
 * 2) Procedure: Distinguish & apply the dimensions of development
 * 3) Procedure: Given a series of general goals (cognitive, psychomotor or affective), write specific applicable objectives containing: procedure, conditions, criteria
 * 4) Procedure: Apply Reigeluth’s et al’s application model to real-world situations
 * 5) Procedure: designing a lesson for a cognitive or psychomotor skill, using affective techniques/principles

Design Document
Here is Chrisie's Morrison structure

--Lance 04:18, 24 February 2007 (UTC) Introduction
 * 1) Identify instructional problems and specify goals for creating instruction
 * 2) examine learner characteristics
 * 3) Identify subject content and analyze task components related to stated goals and purposes
 * 4) specify the instructional objectives
 * 5) sequence content within each instructional unit for logical learning
 * 6) design instructional strategies so that each learner can master the objectives
 * 7) plan the instructional message and devlop the instruction
 * 8) develop evaluation instruments
 * 9) select resources to support instruction.

This document outlines our team's analysis of the task of designing an instructional unit on micro-strategies with affective domain objectives.

Course Goals/Objectives

Our working list of goals and objectives includes:

Goals

 * 1) To help learners understand what the affective domain is and how it differs from other domains. (from Brent in oncourse) To use examples, anecdotes, metaphors, and analogies to help learners understand the affective domain. (these are the same goal. Brent just mentions some strategies to achieve it. Basically, we want our audience to understand [what level?] the affective domain)(UTC)--Lance 04:18, 24 February 2007 (UTC))Chrisie 20:25, 23 February 2007 (UTC)
 * 2) Present learners with instructional strategies, methods and theories (concepts) and how to use them in designs or how to design with them for the affective domain (procedure). (I combined these as well because, again, they are essentially the same. Basically we want learners to have a toolbox of strategies and methods and to know how to apply them)))Chrisie 20:25, 23 February 2007 (UTC)--Lance 04:37, 24 February 2007 (UTC)
 * 3) To help learners to evaluate and critique examples of instruction based on affective domain objectives (basically, they would be able to support a position of whether what they observe is good uses of strategies, good choices of strategies or vice versa for instruction in the affective domain)--Lance 04:37, 24 February 2007 (UTC)
 * 4) to help learners actually create some instruction for objectives based on the affective domain--Lance 04:37, 24 February 2007 (UTC)

Summary - we make sure they understand the domain. we make sure they master the strategies and how they apply (toolbox and its use). We make sure they can critique any affective situation for its use of stratgies and methods. Finally, we make sure they can design for the affective domain. that how I see it. I just took what Chrisie did and expanded a bit.--Lance 04:37, 24 February 2007 (UTC)

Audience Characteristics

 * A student or practitioner or instructional design; male and female

 * Age: 23-65 - this takes into account the youngest grad student just starting out to the nearly retired practitioner.

 * Within the age group, our audience could be lacking in the following areas:
 * Knowledge or awareness of the affective domain
 * Knowledge or awareness of strategies and/or methods useful in designing instruction  to elicit affective behaviors
 * Skills in evaluating and critiqueing instructional effectiveness
 * Design skills when presented with a topic and objectives aligned with the affective domain

(I think that, considering the proposed age range, individuals would come to this site because they lack a good understanding of this domain and how to design for it. It can be very difficult, even for the best designers, to acheive learning outcomes in this area. Our lessons would give this audience a good foundation and a toolbox to apply to any instructional challenge that is based on the affective domain.)
 * Our audience has a basic to expert knowledge in much of the ID field. We can assume the they would be familiar with common ID terminology and process at least at the basic level.

 * our audience is mostly self motivated and eager to learn and improve upon skills. The majority would seek our lessons as a key resource. Few might be sent to our site to learn. Many will come thinking of specific projects they are currently working on or will in the future.

 * ID is still somewhat of a specialized field which may help us know what kind of individual is in our audience. We should design for an audience that is very smart, academically and practically minded, and able to think critically. They will obviously be wired to grasp instructional design concepts and procedures more quickly than someone not associated with or interested in ID.--Lance 05:21, 24 February 2007 (UTC)

Subject Content

Affective domain content references: http://itc.utk.edu/~jklittle/edsmrt521/affective.html (Krathwohl) or http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual9.htm (Bloom)--Lance 05:58, 24 February 2007 (UTC)

Definition of Affective Domain Chrisie 04:52, 25 February 2007 (UTC)

Applying the affective domain (fairly specific to the sciences) Chrisie 04:52, 25 February 2007 (UTC)

What other content overview can we add here?

Key Concepts and Procedures: Task Breakdown

Attach to previous experience Journal about poor learning experiences vs the most memorable learning experiences (What separates the two? What was essential to the positive experience (regarding the people there, the environment, what was going on internally)?

 * Research at least 2 articles on affective learning (allow choice, but provide at least a handful)

Article Suggestion: WBL vs. f2f instruction - differences in affective domain. (Probably need to log in to view) Chrisie 04:40, 25 February 2007 (UTC)
 * Outline major concepts…then choose either a argumentation, comparison, evaluation perspective and share in a discussion area
 * After reading peer postings, post a summarizing statement in which you articulate the overarching ideas found in all.
 * Create an FAQ for a basic affective domain introduction website/class

 * Learn the six dimensions

Sorry for the stupid question, but I must have missed something - what acronym are you referring to here? Chrisie 05:19, 25 February 2007 (UTC)

 * Create an alternate phrase from the acronym (EMSSAM, can change order)
 * Create an image-term slide show to help learn the dimensions
 * Distinguish between and know which goals fall into which dimension
 * Create a 2-example-2-non-example chart of the dimensions
 * Create a role-play scenario in which participates experience a particular affective dimension
 * Discuss: How could you handle, say, the social dimension through cognitive, psychomotor and affective means? Can you begin to think of each dimension in these different contexts (cognitive, psychomotor, affective)?

 * Learn components of application model (topics, orientation, breadth, integration, duration, personal, instructional methods of curriculum)
 * Using personal workplace, determine a problem or preemptive issue that could be addressed and the dimensions of affective development being affected
 * Interview/apprenticeship, role model exercise
 * Culmination of knowledge/application
 * Lesson creation…

more here... Lkirkner 02:03, 25 February 2007 (UTC)
 * Select appropriate affective strategies for given goals/problem-resolution

(obviously a lot more work can go into this)
 * CONCEPTS
 * Affective Domain
 * Instructional Strategies and Methods
 * PROCEDURES
 * Evaluating, Critiqueing
 * Designing
 * Applying conceptsLance 05:58, 24 February 2007 (UTC)

Our goal is to present micro-strategies that can be used by designers to teach learners concepts in the affective domain (such as attitude and motivation). Our procedure to accomplish this will include the following:

Chrisie 19:55, 24 February 2007 (UTC) '''this needs to go in the goals section. If you read what is already in the goals section, I think what you have written is covered. I would suggest that we edit what is already there. Just a thought'''--Lance 21:58, 24 February 2007 (UTC)
 * introduce several micro-strategies we feel are particularly useful for the affective domain
 * offer examples, stories, etc of how these methods can be implemented in various types of instruction
 * offer research that supports the use of these methods?
 * Explain some of the theory/models that support instructing on the affective domain?

Sounds good - what are we envisioning for the "procedures" then? Chrisie 23:26, 24 February 2007 (UTC)

Objectives

(1) Provided with a bank of literature (texts, articles, websites) and the option to conduct independent research, learners will differentiate the dimensions of affective development in a short essay. Lkirkner 01:17, 25 February 2007 (UTC)

(2) Given a series of general goals (cognitive, psychomotor or affective), learners will write specific applicable affective objectives containing: procedure, conditions, criteria. Lkirkner 01:17, 25 February 2007 (UTC)

(3) Learners will design a short lesson (or activities within a lesson) for an affective, cognitive or psychomotor skill, using affective techniques/principles. Lkirkner 01:17, 25 February 2007 (UTC)

(4) Provided with a bank of literature (texts, articles, websites) and the option to conduct independent research, learners will select a few strategies and connect the strategy with affective objectives.

(5) Learners will develop an appreciation for affective strategies by exploring their own learning experiences and identifying the presence or absence of affective considerations in their experiences. Lkirkner 02:03, 25 February 2007 (UTC)

(6)

Sequence

Lkirkner 02:30, 25 February 2007 (UTC)
 * Learners are lured into the lesson with "something" and begin stimulating their recollections about affective experiences
 * Learners visit websites, read provided articles, are encouraged to research on their own, and just generally begin acclimating themselves to the affective domain, its dimensions and components.
 * gaining first an overall sense of the domain
 * breaking the domain into smaller parts and having students conduct application practice
 * provide examples (non-examples, anecdotes, etc.) of applications of affective methods...have students identify, evaluate, defend, discuss
 * begin building components of an affective lesson or building the affective components of a cognitive/pyschomotor lesson...
 * just brainstorming here...

Our Strategies

Plan for development

Evaluation of Design and Learning

References/SupportLance 05:58, 24 February 2007 (UTC)

Design Decisions Here are some of the design decisions I was considering. (Brent)

 * 1) Clear performance objectives will be established at both the macro (module) and micro (task/activity) levels.
 * 2) Criterion-referenced test items will be developed to clearly measure progress and performance.
 * 3) All components will have the underlying goal of increasing familiarity with designing instruction targeting the affective domain.
 * 4) Material should be relevant to IDers who design for either face-to-face or online contexts.
 * 5) Material should complement the work done by teams working on the other domain modules.

In designing the module and component activities we will rely on the following list of guiding principals.

 * Effective and efficient use of existing resources,
 * Balance between theorical and practical considerations,
 * Balance between concept learning and procedural learning,
 * Activities and materials that appeal to various learning styles,
 * Activities and materials that are intrinsically motivating,
 * Teaching methodology based on accepted and emerging theories of learning,
 * Activities and materials that promote success and boost confidence

Conclusions

== Content from Article Page, 3/12/07 I've moved the previous content on the article page here so as to establish a consistent UI Welcome to our discussion of the affective domain as related to instructional design and micro strategies. These pages will include a basic introduction to designing instruction that targets outcomes in this domain. We will also look at the "why" and "how" of selecting specific strategies to promote positive affective outcomes and avoiding or decreasing negative outcomes. "'No profit grows where no pleasure is taken; In brief, sir, study what you most affect.' ~William Shakespeare~"

References/Bibliography
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. Available online at

Duncan-Hewitt, W., Leise, C., & Hall, A. (no date). Affective Domain. Available online at

Koballa, T. (no date). Framework for the Affective Domain in Science Education. Available online at

Miller, M. (2005). Learning and teaching in the affective domain. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Available online at

Site Design Discussion Area (Ask a question)
Team, I have moved this discussion history to the Discussion tab. From now on, that's where discussion and brainstorming should be associated Phonebein 20:37, 27 February 2007 (UTC)


text:
Talk:Instructional design/Interpersonal behaviors

=Design Document= Design Document [edit]The following describes the design driving this instructional module.

Target Audience [edit]

• Individuals with at least a high school education, seeking knowledge and information on how to design instruction for affecting the Interpersonal Domain. This could include trainers, instructors, teachers, designers and/or workshop planners with varying levels of expertise and knowledge.

• University level students or researchers seeking information on the interpersonal domain for training and instructional purposes.

• All will already have some awareness of the training field, gained through reading books, and/or attending a training oriented conference or class.

• Individuals who ( for purposes of fulfilling professional or vocational goals, or research) seek help and information on:
 * - how to define the interpersonal domain
 * - Topics and issues that fall within the interpersonal domain
 * - Methods and strategies that can be used to teach or plan instruction about interpersonal behaviors
 * - Information on how to analyze and evaluate the effectiveness of the training they provide

Course Goal
After completion of this course, trainers will be able to:

- Create and/or select instructional strategies for teaching specific interpersonal topics.

- Effectively and correctly evaluate different methods and strategies within the interpersonal domain.

- Be able to decide which training or instructional choices will be best to meet a very specific training goal within the interpersonal domain.

- Use these resources to create, plan and develop an instructional unit that is effective, efficient and appealing.

Learning Objectives
Given a learning objective that involves an interpersonal skill, the learner will be able to create and/or select micro-level instructional strategies for designing instruction that teaches that interpersonal skill.

Given a learning objective that involves an interpersonal skill; evaluate which activities would be most effective in meeting the objectives.

Given a learning objectives that involves an interpersonal skill; select which methods would be most appealing for meeting the objective.

Given an interpersonal skill, the learner will be able to generate a micro-level instructional strategy that teaches the interpersonal skill.
 * Describe which topics and issues fall within the interpersonal domain.
 * Define and describe various methods and strategies used for creating instruction within the interpersonal domain.
 * List the delivery considerations for instruction within the interpersonal domain.
 * Describe the Intelligence that deals with Interpersonal skills
 * Describe the interpersonal behavior domain.
 * List the strategies for instructional material development for interpersonal skills.
 * Give examples of exercises which facilitate instruction for interpersonal skills.
 * Define delivery methods for instruction

Learning Experience
This unit provide an online learning experience for students wishing to learn about instructional design methods, research, theories, strategies and issues within the Interpersonal Domain.

Within the course, students will be able to read about strategies, theories, issues and research; but will also be provided with links for their further exploration into specific areas within the domain of their choice.Deb1207 05:53, 23 February 2007 (UTC)

The learning experience will be self-paced and will include a variety of examples related to instruction within the interpersonal domain. --Kaholden 22:51, 25 February 2007 (UTC)

Where appropriate, examples will be further demonstrated with pictures, audio or links to video.Casvilar 00:03, 26 February 2007 (UTC)

=Discussion= Team, I have edited the design document above to consolidate the content and model how to write and structure the goals and objectives. You may continue to edit these elements, please please do so without signing or adding things out of the structure -- edit directly in the structure. Your next task is to develop a prototype lesson for one of the enabling objectives. Someone should take the lead, choose one, and begin development. Others should contribute, edit, and elaborate. For fairness, everyone will take the lead on at least one of the enabling objectives. Let's start with the prototype, then apply what we learn to the other objectives. Phonebein 21:01, 27 February 2007 (UTC)

Added a discussion section. --Kaholden 21:55, 25 February 2007 (UTC)

Does anyone have any readings that they can recommend that deal with the interpersonal domain? (Beyond the chapters that touch on it in the GB II.) --Kaholden 22:18, 25 February 2007 (UTC)

I have not found any readings yet that totally deal with interpersonal behavior/domain as it relates to instruction. One article I have found by Charlotte Vaughan refers to the domain as The Experiential and Interpersonal. I'll share more as I find them. Right now I am finding general explanations. Still looking for that in-depth article.Casvilar 00:14, 26 February 2007 (UTC)

I have been trying to figure out a way to help us clarify and focus and here is what I came up with. I feel it can be confusing to keep one's head staight about what we're trying to do. But imagine you have a friend who is a trainer at a local community college. She was assigned the task of developing workshops (maybe on let's say team building, or leadership). Her job is to plan "whatever" (workshops, classes, activities) that will meet certain objectives in affecting "interpersonal behavior". From my research, I broke down "interpersonal" into: Deb1207 01:46, 6 March 2007 (UTC)

How to Get Along Socially with Others:

How to Be A Leader: Inspiring Others, Power Issues

How to Get Along on a Team or in a Group

Effective Ways to Manage Conflict

Do we pick from one of these to discuss???--Jamesfneal 20:03, 21 March 2007 (UTC)

Content From Article Page 3/12/07
Just moving the content here just in case 71.93.88.42 03:59, 13 March 2007 (UTC)

Topic:Instructional Design

Welcome to our discussion of the Interpersonal domain as related to instructional design and micro strategies. This site and its resources are geared to help designers, workshop planners, instructors, course planners or designers, or teachers whose projects may include informing learners about interpersonal behaviors; or who seek to positively affect interpersonal behavior in others.

These pages will include: a definition of the Interpersonal Domain ideas about effective methods and strategies for designing instruction for this domain examples of training and courses in the Interpersonal Domain links to theorists, researchers and information related to the Interpersonal Domain--Deb1207 03:10, 21 February 2007 (UTC)


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Wikiversity:Simple navigation

Simple navigation is needed so Wikiversity can address complex topics.

Please propose ways to simply and quickly navigate Wikiversity, below.

Personal left sidebar portlet
People interested in a particular topic should be able to customize and share a section of their left sidebar and set it as their default personal left sidebar addition in their Wikiversity user preferences. It could be a portlet located below the Search portlet. --Rogerhc 00:24, 10 February 2007 (UTC)
 * could be implemented on a userpage/subpage named something like userpage/mytopic, similarly to the way you can customize your own CSS for Wikiversity by editing your User:your-username-here/monobook.css page. The default contents of userpage/mytopic could be a link to a userpage/mytopic Help page explaining how to edit and use it. And a user could transclude his favorite topic's collaboratively maintained mytopic page with something like in his username/mytopic page. Example: TESOL nav. --Rogerhc 07:53, 11 February 2007 (UTC)

Case insensitive page names
MediaWiki should be modified so that page names and page section names are case insensitive. People will have a very hard time conforming to the capitalization conventions of naming conventions because of the complex page names Wikiveristy will have which is unlike Wikipedia's simply vocabulary bound name space.

Modifying MediaWiki so that page names and page section names are case insensitive would programmatically solve this. Alternatively, Wikiversity editors could strictly enforce page name capitalization conventions by moving pages but that is tedious hard work that could be programmatically avoided if MediaWiki were modified this way.

Better Initial User Tutorial
A fairly concise section showing how to easily configure or use a couple of techniques to build personal navigation aid. For example show user how to create a sub-page on their user or talk page with a personal list of links. This is redundant to the watchlist but is an easy technique many might find better than the watchlist for quick navigation. For example, I do not want the help desk on my watchlist.... I go there only when feeling friendly and willing to provide a quick tidbit to queries which catch my eye. This may already exist in the new user tutorial, I will go check and maybe implement. Mirwin 00:48, 10 February 2007 (UTC)

title: Wikiversity:Simple navigation