Transcript Introduction to the Instructional Design Process

Questions to Consider
 What are the components of a comprehensive
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instructional design plan?
What premises underline the instructional design
process?
What benefits can result from applying the
instructional design process?
What is the value of instructional design to teachers?
What is the relationship between instructional design
and human-performance technology?
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Goal of Instructional Design
 To make learning more efficient and effective
 To make learning less difficult
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Instructor vs. Designer
 Subject-matter expert or instructor approaches course
design from content perspective of what to cover.
 Instructional designer approaches the task by first
defining the problem and then determining what
knowledge and skills are needed to solve the problem.
 Instructional design process focuses on what the
learner “needs to know”.
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Education vs. Training
 Both are concerned with learning.
 One of the goals of formal education is to prepare an
individual to be a contributing member of society.
 Focus is quite broad.
 Training in organizational setting is defined by the
information need to perform a specific task or related
tasks.
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Academic Education and
Training Programs
 Specific job training tends to have precise, immediate
requirements with identifiable and often measureable
outcomes.
 Formal education tends to have broader purposes and
more generalized objectives.
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What is Instructional Design?
 Using a systematic design process
 Based on what we know about:
 Learning theories
 Information technology
 Systematic analysis
 Educational research
 Management methods
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ID Approach Focus
 What level of readiness do individual students need
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for achieving the objectives?
What instructional strategies are most appropriate in
terms of objectives and learner characteristics?
What technology or other resources are most suitable?
What support is need for successful learning?
How is achievement of objectives measured?
What revisions are necessary?
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Instructional Development
 The production process
 The translation of the instructional design plan into
instructional material such as
 Print
 Video
 Multimedia
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Instructional Design Premises
Requires attention to both a systematic procedure
(orderly, logical method of identifying, developing,
and evaluating set of strategies) and specificity for
treating details within the plan.
2. Starts by identifying an instructional problem.
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Identify the performance problem and then uses a
variety of tools to determine what knowledge and
skills are need to solve the problem.
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Instructional Design Premises
3. Design plan is developed primarily for use by the
instructional designer and planning team.
4. While planning, every effort is made to provide for a
level of satisfactory achievement rather than the
minimal achievement for all learners.
5. Success of instructional product dependent on
accuracy of information flowing into the design
process.
Creating instruction for task that is not a performance
problem not likely to lean to improvement in
performance.
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Instructional Design Premises
6. Focuses on the individual rather than what content
to cover.
7. There is no single best way to design instruction.
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Design Model
Framework for Systematic Instructional Planning
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Four Fundamental Questions
 For whom is the program developed
 Characteristics of learners/trainees
 What do you want them to learn or demonstrate
 Objectives
 How is the objective content or skill best learned
 Instructional strategies
 How do you determine the extent to which learning is
achieved
 Evaluation procedures
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Design Model
 Instructional Problems
 Identify the needs or performance problem
 Learner and Context
 Define the characteristics of the target audience who are
not performing as expected
 Task Analysis
 Determine what knowledge and procedures yu need to
include to help learner master objectives
 Instructional Objectives
 Specify exactly what the learner must master
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Outcomes
Teaching/Learning
Resources
Content
Learner
Characteristics
Teaching/Learning
Strategies
Evaluation
 Formative and Revision
 Informs how well the instructional program is serving
the objectives as it progresses.
 Summative
 Evaluates effectiveness of final materials
 Confirmative
 Determines if course of instruction remains appropriate
over time.
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Answering the Critics
 ID process would only be mechanistic if elements were
treated in a fragmented manner rather than in an
integrated approach.
 A humanistic approach to instruction recognizes the
individual learner in terms of:
 His or her own capabilities
 Individual differences
 Present ability levels
 Personal development
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CURRICULUM FRAMEWORK
Workplace Needs
Emerging Trends
in Field
Stakeholder Input
Program Learning
Outcomes
College Policy
Technology &
Resources
Government
Guidelines
Course Learning Outcomes
Learners
Learning Activities
Assessment
Learning Resource
Materials
Belief Systems
April/07
Learning Principles
Design Principles
Adapted from Eastern Region Curriculum Development Program: Aligning and Building Curriculum (ABC)