Instructional

Component

VR Elements

Introduction

Initiate orienting activities in which the purpose for personally engaging in the instruction is clearly established, and learners have an opportunity to set personal goals relative to the impending instruction. 

Gain learner attention 

Articulate in some way the skills, knowledge, and attitudes (SKA) already needed to succeed within the new learning environment 

Identify opportunities in which learners will relate what is about to be learned (goal) to what they already know how to do

Inform learners of objectives (o.k. to be vague)

Present a "Big Picture" and fit objectives into it

Present the utility (relevance) of the SKA to be learned

Clearly identify the incentives/rewards for learning the SKA and succeeding within the learning environment

Establish clearly-perceived learner accountability, role(s) and task(s) within the learning environment

Establish clearly-perceived instructor role(s) and learner support mechanisms

Employ specific content-area methodologies/context approach(es) if applicable (ensuring that all other elements are properly addressed)²

Activities

Establish the appropriate conditions for the type(s) of new SKA facilitated

If appropriate, structure activities conforming to "Situated Learning" guidelines and strategies: access to expert performances, modeling of processes, coaching and scaffolding at critical times, and facilitated reflections

Relate all SKA to a clearly-defined content domain

Provide learner guidance for learners as they apply information presented to SKA being facilitated

Present a variety of clear, concrete examples and nonexamples

Provide opportunities for learners to explore the learning environment with minimal instructor guidance and intervention

Practice

&

Feedback

Provide initial learner guidance

Must match performances and conditions indicated within objectives

All should get practice

Feedback as immediate as possible (unless delayed feedback is desirable)

Review

Provide opportunities for learners to summarize the key ideas (including how these ideas fit into the "Big Picture”), what they learned how to do, and how they personally learned it

Restate objectives

Assessment

Must match performances and conditions indicated within objectives (goal may be only thing assessed)

Transfer (following the completion of the entire set of goal steps)

Present new context and/or context approach which elicits the same performances under different conditions

Make the utility of succeeding within the new context apparent

Present cues within the new context which aid learners in selecting and applying the appropriate previously-learned SKA

Clearly identify the incentives/rewards succeeding within the new context