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3. ID MODEL & THEORETICAL FRAMEWORK

3.1 Instructional Design Model

To promote a quality upskilling of workshop participants in journalism, particularly the mastery of the fundamentals of news and news writing, the design requires an instructional model that would best fit the design and carry out the instructional implementation, as well as a model that would work best with the cognitivist learning perspective.

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The proponent decided to use the Morrison, Kemp, and Ross (MRK) Instructional Design Model as it highlights the importance of understanding the learners' need and its adaptable nature. The MRK Model will guide the development of activities and assessments aimed at gauging and improving the basic understanding of news and news writing, including characteristics, structure, and elements of a lead paragraph. Its cyclical nature fits the development of this ID so there is a content planning, design, and evaluation to ensure effective instruction (Hanley, 2009 as cited in Basu, 2021; Kurt, 2016). By careful consideration of the inner elements of MRK ID Model, it would allow a combination of instructional and assessment approaches to better develop the participants mastery of the workshop objectives.

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The Inner Elements of the MRK Model explained.

  • Instructional Problems: The needs assessment of the MRK model emphasizes understanding the background, learning preferences, and knowledge levels of its target audience (Kurt, 2016). This allows for the customization of workshop content and prompts on how the implementation of the design can address specific needs of the learners.

    • To identify the instructional problem, a needs assessment needs to be done which includes profiling of the students (see tables in pages 2 to 5) and determining the students’ prior knowledge or basic understanding of the fundamentals of news and new writing. A 13-item quiz will be provided which provides an overview of the topic that will be discussed in the workshop.

  • Learner & Context Analysis: It is crucial and beneficial to identify their needs and characteristics. The MRK model will help design activities that adapt to the characteristics of the learner (Kurt, 2016).

    • This is a localized instructional design, in a community where the used of news media is not commonly used especially among the youth. The learner and context analyses dig deep on the learners’ cognitive abilities to process information through direct instruction, cooperative learning, and real-time practical assessment tasks. By identifying the strengths and limitations of the students as individuals and as a collective, the instruction can maximize the tools and approaches needed to realize the learning outcomes.

    • With regard to the environmental factors, traditional instructional methods will be used (i.e., direct instruction, used of media and technology, cooperative learning, and constructive learning). The design will maximize the technological, human, and physical resources available within the school community or within the reach of the school directory, particularly the school paper adviser (SPA).

  • Task Analysis: The main task would be to teach the participants the fundamentals of news and news writing, and there will be tasks and subtasks that will align with the defined performance objectives. (See next section)

  • Instructional Objectives: The learning objectives in the MRK model capitalize on cognitive processes. The framework makes sure that these are made to stimulate cognitive functions, allowing students to use what they have learned through the assessment tasks (Gregory, 2016).

  • Content Sequencing: The MRK approach encourages logical content sequencing to provide seamless subject transitions and allow flexibility in real-time adjustments (of content or learning activities) in order to achieve the specified learning objectives (Gregory, 2016)

  • Instructional Strategies & Message Design: The design strategies in the MRK model are designed to enhance retention of key concepts of the subject matter. The model highlights effective message design to establish clarity and understanding of the topic.

  • Instructional Development: In some ways, MRK aligns with the principles of self-directedness. It allows participants to explore news writing concepts by engaging in meaningful discussions during their learning and assessment activities. This component is unique to this instructional model which the design can take advantage of if the instruction would require additional technological support personnel or special education assistants to facilitate learning or learning activities (e.g., the organization has a student with ADHD).

  • Assessment & Evaluation: The MRK Model places a strong emphasis on practical exercises and assessments, both formative and summative, to measure learning outcomes (Gregory, 2016). This is in line with the workshop's objective of enabling each participant to implement new ideas independently. 

 

The MRK Model of Instructional Design provides a structured paradigm that integrates seamlessly with the instructional strategies for this journalism seminar-workshop. The workshop can effectively achieve the goal of acquiring the fundamentals of news and news writing by establishing the model's attention on leaner needs, cognitive processes, and assessments. This will be valuable in the upcoming topics of this seminar-workshop series.

3.2 Theoretical Framework

This instructional course aimed at developing students’ cognitive skills, specifically in the domain of campus journalism, with a focus on news and news writing. Needless to say, the chosen Instructional Model for this program, which is the MRK Instructional Design, is closely tied to Cognitive Theory of Learning. This model for Instructional Design incorporates principles from cognitive theory, with a particular focus on information processing. To effectively enhance students’ higher-order and critical thinking skills, it is crucial to apply cognitive theory, ensuring a thorough grasp of news and news writing concepts.

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With the cognitivist learning perspectives, the learning objectives were designed to emphasize mental process involved in learning - thinking, schema, metacognition, constructivism, and information processing. The objectives also guide the instructional plan to provide a meaningful learning experience to the students, meaning they are engaged more in understanding the content rather than merely memorizing it.

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Guided also by the same perspetive, the defined learning objectives allowed me to identify key topics and areas of the instruction that might require scaffolding and feedback, as well as the activities that will encourage active learning. Hence, making the instruction making use of various instructional strategies.

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The cognitivist perspective supports assessment that measure not just the recall of information but also the understanding, mastery, and application of the knowledge into a given assessment task.


















 

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Instructional Activities and Their Theoretical Basis

  • Audio-Visual Presentation
    The use of an audio-visual presentation is based on Dual Coding Theory (Paivio, 1986). This theory suggests that by engaging both the auditory and visual systems, the presentation allows learners to acquire knowledge through multiple channels, enhancing overall learning outcomes. Exposure to information through various modes increases the likelihood of understanding by creating multiple possibilities for processing.

  • Writing an Initial Understanding of What a News Program Does
    This activity emphasizes active and personal meaning-making engagements that align with the principles of Constructivism (Vygotsky, 1978). It requires students to reflect on their existing knowledge about the topic and integrate new concepts with their initial understanding.

  • Identify: News or Not News
    This activity uses Information Processing Theory (Miller, 1956) to help learners recognize distinctive features of news. Students use the information from previous presentations to process, store, and retrieve knowledge, which they apply to the task at hand.

  • Work in Pairs: Identify the Type of News - Hard, Soft, or Feature
    Pair work to categorize news types is associated with Social Constructivism (Vygotsky, 1978), which posits that learning is inherently social and occurs in collaborative contexts. Vygotsky emphasized that understanding develops through interactions with others.

  • Chip in a Key Word to Collaboratively Define News in Their Own Words
    This collaborative task is grounded in Constructivism (Piaget, 1977), focusing on active participation and the co-creation of knowledge. Through dialogue-driven social processes, students construct a deeper understanding by critically thinking and sharing ideas.

  • News Story Showcase - Audio-Visual Presentation
    Based on Mayer’s Cognitive Theory of Multimedia Learning (Mayer, 2005), this task uses audio-visual presentations to engage learners through multiple sensory channels. This approach facilitates dual coding and cognitive flexibility, aiding in the comprehension and retention of key concepts.

  • Write Two Words That Characterize News
    This task supports Constructivist learning principles (Vygotsky, 1978) by encouraging active engagement and personal meaning-making. By distilling the essence of news into two words, students engage in reflective thinking and knowledge synthesis, promoting deeper understanding.

  • Lecture Assisted by an AV Presentation Regarding the Characteristics of News
    Integrating verbal and visual representations aligns with Dual Coding Theory (Paivio, 1986), enhancing learning effectiveness by engaging multiple sensory modalities that aid information processing.

  • Analyze News Reports to Determine the News Characteristics They Possess
    This activity involves collaborative learning and knowledge construction, where students engage in joint problem-solving tasks. It falls under Social Constructivism Theory (Vygotsky, 1978), fostering a shared understanding through cooperation.

  • Student Sharing About the Most Unforgettable News They Heard
    This task aligns with Humanistic Learning (Maslow, 1943), encouraging personal storytelling to promote socio-emotional learning and reflective thinking. It allows students to express themselves, empathize, and connect with peers, enhancing engagement in the learning process.

  • Lecture Assisted by an AV Presentation About the Significance of News in Society
    Using lectures and audio-visual presentations aligns with Constructivist and Sociocultural learning theories (Vygotsky, 1978). This approach helps shape students' awareness of news' role in society by providing meaningful learning experiences.

  • What Could Have Been: Students Predict the Impact of the Lack of News in Society
    This activity is anchored in Problem-Based Learning (Savery, 2006). By engaging students in speculative scenarios, it encourages critical thinking and scenario analysis regarding the implications and importance of news in society.

  • Lecture Assisted by an AV Presentation About the Inverted Pyramid Format
    The use of an audio-visual presentation, based on Dual Coding Theory (Paivio, 1986), enhances learning by engaging both auditory and visual channels. This method provides diverse cues for information processing and comprehension.

  • Open Forum / Question and Answer Portion
    This session supports active participation and metacognition under Social Learning Theory (Bandura, 1977). Dialogues and inquiries allow students to clarify their understanding and reflect on their learning process through peer interaction.

  • Students to Restructure a Basic News Story Using the Inverted Pyramid Format
    This practical exercise aligns with experiential learning concepts (Kolb, 1984). The activity is designed to help students develop their understanding and skills regarding the inverted pyramid format in news writing, providing opportunities for practical application to solidify learning.​

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3.3 Task Analysis

The content and task analysis will employ the topic analysis method. It enables the designer to examine the content structure and identity the key topics, concepts, and relationships between the topic and sub-topics to ensure that the learning activities are directed and pertinent to achieving the general learning goal. Additionally, the design efforts can examine the complexity and level of knowledge and skills required by employing the topic analysis method (Jonassen et al., 1999 as cited in Brown & Green, 2016); consequently, better scaffolding and information breaking down into manageable chunks to enforce understanding across the learning participants can be carried out.  

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1. Identification 

  • Introduce the topic: Fundamentals of News and News Writing, including its Definition, Characteristics, Importance, and Structure 

2. Description 

  • Definition: Explain what news is and how it differs from other forms of information dissemination media platforms; Highlight its purpose of informing the public (targeted or general) about the current events, trends, issues, and developments

  • Characteristics: Determine the major characteristics of news, such as news worthiness, timeliness, relevance, objectivity, human interest, engagement, adaptability, attribution, active, and ethical. 

  • Importance. Discuss the impact of news in our society in the past, present, and future, including its vital role in public discourse and public awareness. 

  • Structure: Illustrate and describe the basic news structure, known as the inverted pyramid (headline, lead, body, and conclusion). 

3. Break Down 

  • Definition: Define news and then provide the distinctions between hard news, soft news, and feature stories

  • Characteristics: Review each of the qualities of news and news writing, and give examples (e.g., images and illustrations).

  • Importance: Explore many advantages that news provides for different stakeholders and the reasons it is essential to our society, whether it is locally or globally.

  • Structure: Probe the elements of a news story and how they work together to effectively communicate information.Structure: Probe t

4. Elements

  • Definition: Key words and ideas about news and news writing.

  • Characteristics: News articles that best illustrate each characteristic.

  • Significance: Studies or real-world illustrations demonstrating how news affects society. 

  • Structure: A sample of a news article with a breakdown each part: headline, lead, body paragraphs, and concluding statement.Structure: A sample of a news article wit

5. Sequencing

  • The workshop material should be presented logically, beginning with the definition of news and moving on to its characteristics, importance, and structure.

6. Complexity

  • Examine the intricacy of comprehending every facet of news and news writing, taking into account variables including learners' cognitive capacities, linguistic competency, and prior knowledge.

7. Relationships

  • Draw attention to the connections between every aspect of news reporting and news writing, demonstrating how they impact one another and expand knowledge of the subject as a whole.

8. Evaluation

  • Assess whether the task analysis was successful in giving a thorough grasp of the fundamentals of news and news writing. Make sure the intended audience can access, understand, and use the material.

3.4 The Design on Diversity and Inclusivity

The University of Illinois at Urbana-Champaign (2019) explained that diversity refers to the differences among individuals in various aspects of their personal identity and as members of social groups. As part of the learners and needs assessment phase, learners will be profiled based on their access to technology (particularly news media), need for assistive technology, and ease of access to the workshop setting. Additionally, students' religious beliefs, emotional tendencies, and proficiency in written and spoken language will be assessed. It is important to note that the purpose of gathering this data is not to discriminate against any students in workshop activities, but rather to ensure that the design is as sensitive and encouraging to each student's spirit as possible, embracing the value of inclusivity among participants in this seminar-workshop.


Diverse samples and scenarios (diverse representation) will be incorporated into the design, notably in instructional activities and materials, to foster a sense of psychological safety and belonging, especially for younger participants. Also, through inclusive pedagogy, students will be exposed to a range of viewpoints and experiences during learning, which should help them develop a deeper understanding of what news is, what it stands for, and how news is carefully chosen and published.


In this regard, a more differentiated approach to instruction will be used to align learning objectives, tasks, activities, and resources with the unique needs, learning styles, and rates of each learner (Gronseth et al., 2020). Furthermore, there will be a focus on utilizing the same learning resources and pedagogical approaches as required, along with the anticipated need for offering real-time instructional interventions; hence, emphasizing the importance of needs assessment and analysis.

3.5 Goal Analysis and Subordinate Skills Analysis

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

It is important to emphasize that cognitive domain outlines the skills and subskills illustrated above. This is aligned with the MRK Instructional Model that capitalized on cognitive processes (e.g., information processing and linguistic abilities). This will assist the design to tailor the most appropriate instructional strategies and assessment tasks to best measure the participants learning acquisitions (Center for the Advancement of Learning, 2018). 

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