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| Enhancing Behavior Analysis Through Instructional Design: Examining ADDIE the Taxonomy of Learning |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center 403/404 |
| Area: EDC/CBM; Domain: Service Delivery |
| CE Instructor: Rick M. Kubina, M.Ed. |
| RICK M. KUBINA (Penn State), JARED VAN (The Chicago School of Professional Psychology) |
| Description: Instructional design (ID) refers to the careful planning, design, development, and delivery of instruction to result in effective, efficient, and engaging learning. The field of ID has general principles that, when applied, can result in programs and curricula that promote robust learning sequences. However, contemporary ID has theoretical influences that lie in cognitive psychology and constructivism. Behavior analysis has a history in ID that began with Skinner and saw incredible contributions from several designers. Susan Markle represents a significant figure in ID who began with behavioral analytic principles and made substantial contributions. The taxonomy of learning offered by Markle and her colleague Tiemann provides order to the messiness of real-world instruction. The taxonomy guides practitioners and suggests an organizing structure for addressing developmental, remedial, and functional instruction. All behavior analysts should have a foundational knowledge of instructional design and how the taxonomy plays a critical role in designing simple and complex learning programs. Yet beyond the taxonomy behavior, analysts should also understand the greater role ID plays in the design, construction, implementation, and iteration of instruction. The following presentation will introduce instructional design and demonstrate the connection to all programming. The hands-on presentation will introduce the general framework (i.e., ADDIE) for ID and teach the taxonomy of learning as a framework for creating sound, efficient instruction. |
| Learning Objectives: Participants will state the definition of instructional design and provide an example and nonexample. Participants will classify examples in reference to the ADDIE model of instructional design. Participants will define three categories of learning in the taxonomy of learning. Participants will discriminate correct instructional strategies based on the proper type of learning. Participants will state how concepts, principles, and strategies affect instructional design. |
| Activities: • Instructional strategies include lecture, discussion, small group breakout, and individual quizzes Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning. The format combines lecture, small group activities, guided practice, and frequency-building exercises. |
| Audience: People interested in elevating their practice through instructional design. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): instructional design |