9 keyelementsofinstructionaldesign

9 Key Elements of Instructional Design

Morrison, Ross, & Kemp Instructional Design Model

9 Key Elements

1. Instructional Problem2. Learner Analysis3. Task Analysis4. Instructional Objective5. Content Sequencing Schemes6. Instructional Strategies7. Designing the Message8. Development of Instruction9. Evaluation Instruments

1) Instructional Problem

Define a performance problem

Analyze and identify the instructional problem

Examine whether instruction is the solution to the problem and why we need instruction

Define a Performance Problem

e.g.) Learners frequently make errors in the use of JP case particles -wa and -ga.

Accuracy rate among intermediate to advanced students – as low as a little over 30%.

Russell, R.A. (2005). Acquisition and attrition of -waand -ga in Japanese as a second language. ISB4: Proceedings of the 4th International Symposium on Bilingualism, 2020-2036.

Analyze and identify the instructional problem

e.g.) Learners are using improper grammar rules for selection of the two particles.

e.g.) This approach doesn’t work, but that’s what is that conventional method of teaching it and that’s who it is taught in school.

Learner Analysis

You might want to consider:

General characteristics

Specific entry characteristics

Learning styles (?)

Personal and social characteristics

Characteristics of unconventional learners

A Thought about Learning Styles

"Think You're An Auditory Or Visual Learner? Scientists Say It's Unlikely." -- NPR's Health Blog, August 29, 2011.

http:/ /www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely

A huge gap

Change and mix learning styles

Also, prior knowledge, learning environment, individual strengths, physical condition, etc.

Not essential to or dictating how we approach our learning

Examples?

Presenter

Presentation Notes

I think that there’s often a huge difference/gap between the nature of the knowledge and skills to be learned AND what a particular learning style is good for. I also think that people change and mix their learning styles depending on the nature of the knowledge and skills to be learned. Also, prior knowledge, learning environment, individual strengths, etc. influence your so-called style of learning. So, I don’t consider learning styles essential to or dictating how we approach our learning.

http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely

http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely

2) Learner Characteristics

General Characteristics

Specific Entry Characteristics

Personal and Social Characteristics

Learning Methods/Approaches

Unconventional Learners

3) Task Analysis

What skills and information are necessary to address the instructional problem?

What knowledge does the expert have that is essential to the task?

What related subject matter should be taught?

How can subject content be organized?

How is a task analyzed to identify its components and then to sequence the actions required?

Presenter

Presentation Notes

What skills and information are necessary to address the instructional problem? What knowledge does the expert have that is essential to the task? What related subject matter should be taught? How can subject content be organized? How is a task analyzed to identify its components and then to sequence the actions required?

3) Task Analysis

Brainstorm Tips: Outlining the content (topic analysis) Identifying fact, concepts, principles

and rules, procedures, interpersonal skills and attitudes, etc. (content structure)

Walking through the steps in a process (procedural analysis)

Examining what happens in a learning situation (critical incident method)

4) Instructional Objectives

Specify what behavior the leaner will be able to demonstrate to indicate that he or she has mastered the knowledge or skills.

Specify learning in specific measurable terms

Types of objectives:

Cognitive, psychomoter, affective, etc.

5) Content Sequencing Scheme

Learning-related sequencing

World-related sequencing:consistent with the real word

Concept-related sequencing

6) Instructional Strategies

Gaining attention

Inform the learner of the objective

Stimulate recall of prior learning

Present the stimulus

Provide feedback

Assess performance

Provide examples

Make representation more concrete

Focus the attention of the learner

Apply generative strategies such as....

Generative Strategies

Recall by repetition, rehearsal, review, nmemonics

Integration by paraphrasing, generating examples, generating questions

Organization by analyzing key ideas, outlining, categorizing and interpreting new information

Elaboration by generation of mental images, creating physical diagrams, sentence elaborations, etc.

Consider…

What is the nature of what is being learned?

How do your strategies match the type of learning?

Recall ApplicationFactConceptPrinciples and RulesProcedureInterpersonalAttitudes

7) Designing the Message

Types of activities and Formats

Informative Presentation?

Discussion?

Demonstration?

Group Project?

Research Paper?

Video?

8) Development of Instruction

What materials?

Formats?

Tools?

Delivery Methods

9) Evaluation Instruments

Key aspects to be avaluated?

How?

Tools?

9 keyelementsofinstructionaldesign

Education

learning examples

learner analysis

instructional problem

typeof learning

instructional strategies

recall of prior learning

instructional objective

content topic analysis