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The Ncme Instructional Design Model: A Constructivist Approach To Learning

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Successful Grant Proposals

Tagged Division

Engineering Technology

Page Count

11

Page Numbers

11.1313.1 - 11.1313.11

DOI

10.18260/1-2--447

Permanent URL

https://peer.asee.org/447

Download Count

458

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Paper Authors

biography

James Houdeshell Sinclair Community College

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Jim is currently a Professor of Quality Engineering Technology and a Principal Investigator for a current NSF-ATE funded grant. He is a registered Professional Engineer in Ohio, a Certified Reliability Engineer, and Quality Auditor. Completed degrees include a Ed.D. in Instructional Technology and Distance Education, M.S. degrees in Engr. Mgmt. and Systems Engr., and a B.S.ChE. Prior engineering working experience include consulting and ten years at Inland Division of GMC.

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biography

Shep Anderson Sinclair Community College

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Shep is a Department Chairperson for the Industrial and Quality Engineering Technology Departments and Principal Investigator for the current NSF-ATE Resource Center grant. Completed degrees includes B.S. and M.S. degrees in Industrial Engineering and holds a SME Certified Manufacturing Engineer certificate.

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biography

Gilah Pomeranz Sinclair Community College

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Gilah is publications manager for the NCME and a Principal Investigator under a current NSF-ATE funded grant. She holds a master’s degree in English with a concentration in instructional design and has been a classroom teacher at both the high school and post-secondary levels. She presents faculty development workshops nationwide based on the module architecture developed by the NCME.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

The NCME Instructional Design Model: A Constructivist Approach to Learning Abstract In January 1995 the National Science Foundation Advanced Technological Education (NSF-ATE) Program funded the creation of the National Center for Manufacturing Education (NCME) to develop curricular materials for a novel manufacturing education associate degree program. The primary deliverable included 62 instructional units (modules) that create a novel associate degree program in manufacturing engineering technology. The program was considered innovative in its pedagogy, organization, and content[1]. This paper focuses on the constructivist framework that supports the pedagogy (instructional design model), a supportive Curriculum Assessment Checklist, and the results obtained from our external evaluator, the Higher Education Evaluation and Research Group (HEERG)[2, 3]. The first tasks in the creation of this novel program revolved around the determination of the curriculum competencies  the what  and the philosophical underpinning for a new instructional design model, the how.

The NCME determine that a constructivist learning philosophy defined within fifteen learning statements provided the underpinnings for the Instructional Design Model. The learning statements and subsequently developed instructional design model go beyond the eight instructional principles and the three primary constructivist propositions defined by Savery and Duffy (1995, 2001) on how we come to understand or know, to include the learner’s preferred learning modes[4, 5]. The instructional design model as shown in Figure 1 supports activity-based, contextual, industry-verified, whole-to-part learning. Each of the instructional modules contains more than one authentic learning task and a transfer activity. A key element of the module is a transfer activity at the end of each module, which provides a context for integrating all the competencies developed within that module, and to provide contextual linkage between modules. The most commonly used context is based on a virtual company, Robotic Grippers Inc.

Core Concepts Learning Activities Big 15 Learning Picture Authentic Beliefs Learning Tasks Context Transfer 6 Assessment/ Activities Evaluation Beliefs Integrating Learning Activities Manufacturing Experience

Closure/ Capstone Generalization Experience

Figure 1. Instructional Design Model Definitions developed by the NCME for the learning activities nomenclature can be found in the following table.

Houdeshell, J., & Anderson, S., & Pomeranz, G. (2006, June), The Ncme Instructional Design Model: A Constructivist Approach To Learning Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--447

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