Transcript Document

Instructional Design (ID)
An Overview
FKIP – UNSRI
June-July 2014
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What Is ID… and What It Isn’t
Is it…
technical writing?
information design?
interface design?
graphics and animation design?
teaching?
having subject matter knowledge?
multimedia authoring?
web programming?
all of the above and more?
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What Is ID… and What It Isn’t
None of it!
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So What Is It?
Instructional Design is the systematic
development of instructional specifications
using learning and instructional theory to
ensure the quality of instruction. It is the
entire process of analysis of learning needs
and goals and the development of a delivery
system to meet those needs. It includes
development of instructional materials and
activities; and tryout and evaluation of all
instruction and learner activities.
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SIX BASIC ASSUMPTIONS OF ID
(Gagne, Wager, Golas & Keller, 2005)
1. Aiding the process of learning , Intentional
not incidental learning. Target goals and
desired learning outcomes guide the design
and selection of learning activites.
Meaningful learning outcomes are a starting
and ending point for most design processes
(The chosen learning activities depend on
the type of outcome desired)
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SIX BASIC ASSUMPTIONS OF ID
(Gagne, Wager, Golas & Keller, 2005)
2. Learning is a complex process affected by
many variables.
Five major variables affecting the degree of
learning :
- learner perseverance
- time allowed
- quality of instruction
- aptitude
- student’s ability to learn
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SIX BASIC ASSUMPTIONS OF ID
(Gagne, Wager, Golas & Keller, 2005)
3. ID models can be applied at any models.
Principles of ID can be made of immediate
value to a teacher or trainer (a lesson for a
day’s activity or preparing a three-day
workshop) or a curriculum developer
designing a course of study. ID can be an
individual effort, can involve a team of
designers, subject matter experts, evaluation
experts, and production personnel on a large
scale project
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SIX BASIC ASSUMPTIONS OF ID
(Gagne, Wager, Golas & Keller, 2005)
4. Design is an iterative process. (instructional
materials and activites must be tested to
determine what works and what
doesn’tdesigners don’t design to perfect
instruction; they perfect instructional
designs.
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SIX BASIC ASSUMPTIONS OF ID
(Gagne, Wager, Golas & Keller, 2005)
5. ID itself is a process consisting of a number
of identifiable and related subprocesses.
At the simplest level, ID is aligning desired
outcomes, instructional methods, and student
assessments.
More elaborate process models include processes
for determining desired outcomes, developing
learning activities involving students in authentic
tasks, and designing alternative forms of practice,
assessment, and feedback.
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SIX BASIC ASSUMPTIONS OF ID
(Gagne, Wager, Golas & Keller, 2005)
6. Different types of learning outcomes demand
different types of instruction.
There is no best way to teach everything.
Conditions of learning appropriate to the type
of desired outcomes affect the design of
learning activities and materials. (eg. Problemsolving skills cannot be developed without having
learners engaged in solving problems)
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ID Process
1. Analysis
2. Design
3. Development
5. Evaluation
4. Implementation
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1. Analysis
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Training Needs Analysis
Learner Analysis (Learning Styles)
Performance Analysis
Job-Task Analysis
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1. Analysis
Training Needs Analysis
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Define scoring and grades
Identify prerequisites
Understand learning context:
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What training is relevant to your employees’ jobs
What training will improve performance
Distinguish between training needs from
organisational problems
Link improved job performance with the
organisation’s goals and bottom line
Through surveys, interviews, focus groups,
performance feedback
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1. Analysis
Learner Analysis
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Personal characteristics
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Age
Profession
Gender
Culture…
Purpose and application of learning
Prior knowledge of subject
Computer or web expertise, if applicable
Learning style
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1. Analysis
Learning Styles
Three primary learning styles:
Visual
Auditory
Kinesthetic
As many as 12 or 13 types of intelligences
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1. Analysis
Performance and Task Analysis
Performance Analysis
Are the goals of teaching being met?
Task Analysis
What tasks does the learner have to do?
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2. Design
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Learning objectives
Course content
Instructional strategies and methods
Evaluation and design plan
Resource requirements
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2. Design
Learning Goal and Objectives
• Determine overall learning goal
• Determine specific objectives
• State in a clear and measurable
manner
• Use performance-oriented words
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2. Design
Adult Learning
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Focused rather than general
Application rather than theory
Build on existing concepts
Self-directed and self-paced
More than one medium
It is harder for adults to retain and recall information
that conflict with prior experience and previously
formed ideas and beliefs. Lessons will at times
affect change in belief systems and values.
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2. Design
ID Models
Choose a design model to follow or design your
own using established instructional principles.
Instructional theory describes a variety of methods
of instruction (different ways of facilitating human
learning and development) and when to use--and
not use--each of those methods.
It is about how to help people learn better.
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2. Design
ID Models
1. Gagne's Theory: Behaviorist view
2. Ausebel's Theory: Cognitivist view
3. David Merrill: Component Display
Theory
4. Dick and Carey: Systems approach
5. Jerrold/ Kemp: Holistic approach
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2. Design
ID Models
6. Gerlach and Ely: Prescriptive model suited to
higher education.
7. Hannafin and Peck: 1) Needs assessment 2)
Design 3) Development and implementation
8. Knirk and Gustafson: 1) Problem
determination 2) Design 3) Development
9. Tripp and Bichelmeyer: Rapid Prototyping
suited for research
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2. Design
ID Models
How do you pick an ID model? Depends on
the instructional goal.
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Concept learning information gathering
and organization
Cognitive skills  problem solving and
critical thinking
Procedural skills  practice and hands-on
experience
Behavioral changes  role play and
situational practice
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3. Development
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Course materials
Learning activities
Lesson plan and instructor's guide
Delivery system
Tests and assessments
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3. Development
Course Materials
• Provide active learning activities
• Provide meaningful experiences to
apply course concepts
• Allow for differing ways of learning
• Plan for differing media
• Chunk information
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3. Development
Delivery System
Synchronous or asynchronous?
Blended approach?
Is multimedia appropriate?
Should I use audio and text?
What tools should I use?
Is video necessary?
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3. Development
Assessment: Blooms Taxonomy
Bloom identified a hierarchy of six levels
of cognitive learning:
1.
Knowledge (recall, least complex)
2.
Comprehension
3.
Application
4.
Analysis
5.
Synthesis
6.
Evaluation (most complex)
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3. Development
Assessment: Blooms Taxonomy (A Revision)
A revision of Bloom’s Taxonomy:
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
Anderson et al (Eds.) 2001
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4. Implementation
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Usability test
Production
Train-the-trainer
Delivery
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4. Implementation
Production Tools
Macromedia Authorware
Macromedia Coursebuilder
Toolbook
Multimedia tools
Web authoring tools
Database programming tools
LMSes
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5. Evaluation
A. Formative evaluation: learner
assessments, communication with
learners, periodic evaluations
B. Summative evaluation: analysis of
formative assessments, examinations,
surveys, interviews
C. Evaluation should closely link to the
course objectives
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ID Supporting Cast
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Technical writer/Course Developer
Editor
Graphics designer/Illustrator/Animator
Web designer
Web programmer
Multimedia author/integrator
Sound recorder/editor
Database designer/programmer
Project manager
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ID Competencies
• Knowledge of Instructional Design Theories
and ability to create model
• Knowledge of Education and Training
• Knowledge of Adult Learning Principles
• Chunking Information
• Building Interactions
• Preparing Quizzes
• Creating Evaluations
• Knowledge of Standards:AICC, SCOR
• Knowledge of Copyright Issues
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A Few Other Good Books to Read
Basics of Instructional Systems Development,
Chuck Hoddell
Training Design Basics, Saul Carliner
The Systematic Design of Instruction, Walter
Dick and Lou Carey
The ID CaseBook, Peggy A.Ertmer and James
Quinn
A Practical Guide to Needs Assessment, Kavita
Gupta
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THANK YOU
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