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?
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A systematic process
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For analyzing, developing, designing, implementing,
and evaluating instructional materials and activities
A formal discipline that focuses on
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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
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Phase 1 -- Analyze
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Course Content
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Material described in the syllabus
Skills or competencies involved
Outcomes expected
Teaching/Learning Interface
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Presentation
Interaction
Assessment
Phase 1 – Analyze
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Specific Outcomes:
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How will you know that students achieve
course outcomes
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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
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Plan a strategy for developing instruction
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Strategy is based on the information collected in
Analysis
Define the course objectives
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Detailed, clear descriptions of what the learner will
be able to do
Measurable
Observable
Phase 2 – Design
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Identify the tasks that the student should
be able to perform prior to instruction
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Is a tutorial or refresher needed?
Design a course sequence and structure
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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
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Structure content delivery
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On Analysis and Design phases
Select the course delivery method
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WebCT
Phase 3 -- Development
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Identify the media that will be used
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Books
Internet
Video
CD-ROMs
Data bases
Phase 3 -- Development
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Identify learner activities
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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
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Pathway
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Process
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Do materials adequately present the content?
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Do activities apply new knowledge to real-life?
Opportunity for collaboration, interaction?
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Support
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Is the navigation clear?
Are tutorials necessary?
Is practice offered to master objectives?
Communication
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Teacher presence
Peer Interaction
Phase 5 -- Evaluation
Measures the effectiveness of instruction
 Formative evaluation
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Takes place during course delivery
Purposed to support knowledge acquisition before
summative evaluation.
Summative evaluation
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assesses the overall effectiveness of course
instruction and delivery
Revision…Why and How?
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Constant tending brings constant improvement
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Use formative and summative evaluations to
pinpoint weaknesses
Use student feedback, successes and failures
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Revision insures success
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Revision is not a negative
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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