Instructional Design

MM503-61

Monday 6:00-8:40

Objectives

1. Definitions (review)

2. Introduce Analysis - needs assessment

3. Learning perspectives

4. Introduction ToolBook interactions

Definitions

ID is a systematic process of translating principles of learning & instruction into plans for instructional materials, activities, information resources, and evaluation.

What is instruction?

Purposeful arrangement of activities and materials for the attainment of specific learning goals (Smith & Ragan, 2005).

“Deliberate arrangement of learning conditions to promote the attainment of some intended goal" (Driscoll, 2000).

What is instruction?

Design and development of instruction is often complex, requiring a systematic development process.

Models of instructional design typically encompass analysis, design, development and evaluation phases.

What is training?

Training is instruction focused toward acquiring specific skills for immediate use.

Attending a workshop on HTML, XML, PHP because the client needs a product developed with these technologies in 4 months.

What is Learning?

Change in one’s:AbilitiesAttitudesBeliefsCapabilitiesKnowledgeMental modelsPatterns of interaction or skills (Spector, 2000).

From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 15. Hoboken, NJ: Wiley.

Fig. 1.4 Summary Diagram for Chapter 1 (part A)

Definitions

Definitions

E-learning (electronic learning): A wide set of applications and processes, such as:Web-based learning,Computer-based learning, Virtual classrooms, and Digital collaboration.

American Society for Training and Development (2007)

Definitions

E-learning (electronic learning):

Includes the delivery of content via: Internet, intranet/extranet (LAN/WAN), Audio- and videotape, Satellite broadcast, Interactive TV, CD/DVD-ROM, and more.

American Society for Training and Development (2007)

Conceptualizing ISD

Architecture Instructional Design

Definitions

Conceptualizing ISD

What is instructional design?

Consult with client

Draw a plan

Revise plan

Consult with client

BuildAn idea or need???

Building

ArchitectureEngineering

LogisticsMathematics, etc

What is instructional design?

Consult with client

Draw a plan

Revise plan

Consult with client

An idea or need???Build

Cognitive PsychologyPedagogy

Learning theoryCommunication theory

What is instructional design?

Consult with client

Draw a plan/prototype

Revise plan

Consult with client

An idea or need???

Build

ELearning

Pedagogy

Pedagogy Learning theory

Learning theory

PsychologyPsychology

Com

munica

tions

Com

munica

tionsC

om

pute

r Sci

ence

Com

pute

r Sci

ence

ID develops detailed specs or blue prints for instruction

Source: Tufte, Envisioning information

Instruction Instruction DesignDesign

Models

ADDIEModel

Models

ADDIE PopularTends to be inefficient - not iterative.Linear approach works well for static content

or content with predetermined end state.Assumes you can know requirements before

developing content.

http://www.instructionaldesign.org/models/addie_weaknesses.html

Source: http://www.instructionaldesign.org/models/dick_carey_model.html

Models

ModelsDick, Carey, & Carey (2009) present ten components of a systems approach model representing theories,

procedures, and techniques used by instructional designers to design, develop, evaluate, and revise instruction.

1. Identify instructional/learning goals

2. Conduct instructional analysis

3. Analyze learners and contexts

4. Write performance objectives

5. Develop assessment instruments

6. Develop instructional strategy

7. Develop and select instructional materials

8. Design and conduct formative evaluation

9. Revise instruction

10. Design and conduct summative evaluation

Models

A — Analyze learners S — State standards & objectives S — Select strategies, technology, media & materials U — Utilize technology, media & materials R — Require learner participation E — Evaluate & revise

Model for using technology in instructions An approach to writing lesson plans.

Heinich, Molenda, Russell, Smaldino

http://www.instructionaldesign.org/models/assure.html

Phase IIIDevelop & Implement

Phase I Analysis

Phase IIDesign

Evaluate & Revise

Start

Models

Hannafin & Peck – Model for CBT

Piskurich, George M. (2006). Rapid instructional design (p.5)

Models

From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 11. Hoboken, NJ: Wiley.

Fig. 1.3 A More Realistic Representation of Instructional Design Practice

Models

From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 10. Hoboken, NJ: Wiley.

Fig. 1.2 An Instructional Design Process Model

ModelsSmith & Ragan: Instructional Design Process Model

Smith & Ragan, U of Oklahoma, Instructional Psychology and Technology.

ModelsModels

Example

Tire changing activity

Example

With your partner(s), discuss the following questions and develop a short plan for how you will proceed.

  1) How do you proceed? What are you first steps?  2) What do you need to know?

About the problems (traffic fatalities related to flat tires) The instructional system The learning environment The learners

 3) How do you proceed to get answers to these questions?

http://www.jma.duq.edu/classes/gibbs/jma503-61

Springhouse ID Case

http://www.youtube.com/watch?v=qiUrI_kbTfs

From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 10. Hoboken, NJ: Wiley.

Fig. 1.2 An Instructional Design Process Model

ModelsSmith & Ragan: Instructional Design Process Model

Smith & Ragan, U of Oklahoma, Instructional Psychology and Technology.

Analysis of Learning Context

1. Justify need for instruction/training.

2. Description of learning environment.

Analysis of Learning Context

• Substantiation of need for instruction

• Does an instructional need exist for training on changing a flat tire?

• Perhaps if tires were made better we wouldn’t need to change them.

Ways to Substantiate Need

1. List the goals/needs. Ask yourself the question, "what should learners be able to do.“ (e.g., change tire without getting hurt).

2. Determine to what extent the goal/need you identified in step 1 is being met.

3. Determine the discrepancy between "what is" and "what should be“. If there is a discrepancy, then you have a need.

Ways to Substantiate Need

1. Prioritize discrepancies or needs.

2. Rate how important or critical the needs are. The following questions can be asked:

What are the biggest gaps/needs? (people can’t get hurt)

What goals and associated needs are most important?

How many individuals are affected by the need?

How much is it costing to not reduce or eliminate discrepancy?

What are the consequences of not meeting the goal?

How probable is it that you can reduce/eliminate the need?

Ways to Substantiate Need

Determine which discrepancy/need requires instruction.

There are numerous reasons why learners may not be performing well and not all of those reasons required training or the development of an eLearning program.

Description of the Learning Environment

In what environment will the e-Learning program be placed.

Instructional programs are made up of and affected by many factors including learners, instructional materials, trainers, instructional equipment and facilities, and the organization (school, company).

Think about the environment in which the program will be used (e.g., Web).

If there is a learning need:

Description of the Learning Environment Questions to guide you in defining the environment:

What are the characteristics of the learners who will use the program or materials?

What are their interests and preferences related to instruction and learning styles, e.g., do they feel comfortable with computers, do they prefer lecture, individual tutoring, etc.

How do the learners feel about having instruction delivered by media (e.g., computer, etc).

Will media (if they are used) be central to the instruction or will it be peripheral and how do instructors and learners feel about this?

What are the facilities like?

Way to conduct Need Assessment

SurveysInterviewsTalk with people doing the jobReview of documentationObservationEtc.