An Introduction to Instructional Design
Download
Report
Transcript An Introduction to Instructional Design
An Introduction to
Instructional Design
Online Learning Institute
Mary Ellen Bornak
Instructional Designer
Bucks County Community College
What is Instructional Design?
A systematic process
For analyzing, developing, designing, implementing,
and evaluating instructional materials and activities
A formal discipline that focuses on
Research and theory about instructional strategies
The process for developing and implementing these
strategies
Instructional Systems Design
Model – “ADDIE”
Phase 1 – Analyze
Phase 2 – Design
Phase 3 – Develop
Phase 4 – Implement
Phase 5 – Evaluate
Revise as necessary
Phase 1 -- Analyze
Course Content
Material described in the syllabus
Skills or competencies involved
Outcomes expected
Teaching/Learning Interface
Presentation
Interaction
Assessment
Phase 1 – Analyze
Specific Outcomes:
How will you know that students achieve
course outcomes
Knowledge, judgment, synthesis, performance that
accomplish course goals
Did they learned what you wanted them to learn?
Assessment should be based on outcomes
Phase 2 -- Design
Plan a strategy for developing instruction
Strategy is based on the information collected in
Analysis
Define the course objectives
Detailed, clear descriptions of what the learner will
be able to do
Measurable
Observable
Phase 2 – Design
Identify the tasks that the student should
be able to perform prior to instruction
Is a tutorial or refresher needed?
Design a course sequence and structure
Is the knowledge learned in sequential blocks, does
it need to be linear?
Is the content complex - requiring demonstration?
Will pre-tests, unit post-tests, and end-of-course
tests reinforce learning?
Phase 3 -- Development
Structure content delivery
On Analysis and Design phases
Select the course delivery method
WebCT
Phase 3 -- Development
Identify the media that will be used
Books
Internet
Video
CD-ROMs
Data bases
Phase 3 -- Development
Identify learner activities
Augment direct instruction
Use discovery, active, guided learning
Build in peer interaction
Overriding goal - student success
Purpose course structure, content, activities, and
assessment to that goal
Phase 4 -- Implementation
Pathway
Process
Do materials adequately present the content?
Do activities apply new knowledge to real-life?
Opportunity for collaboration, interaction?
Support
Is the navigation clear?
Are tutorials necessary?
Is practice offered to master objectives?
Communication
Teacher presence
Peer Interaction
Phase 5 -- Evaluation
Measures the effectiveness of instruction
Formative evaluation
Takes place during course delivery
Purposed to support knowledge acquisition before
summative evaluation.
Summative evaluation
assesses the overall effectiveness of course
instruction and delivery
Revision…Why and How?
Constant tending brings constant improvement
Use formative and summative evaluations to
pinpoint weaknesses
Use student feedback, successes and failures
Revision insures success
Revision is not a negative
It is a positive step to meet student needs
Each revision will reflect improvement.
An Introduction to
Instructional Design
Online Learning Institute
Mary Ellen Bornak
Instructional Designer
Bucks County Community College