Instructional Design and Theory for Educational Technologies

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Instructional Design and Theory for Educational
Technologies

• TE 572

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Prime of Dick and Carey

• The Systematic Design of Instruction
• A Prime is the introduction of a new concept,
  skill or knowledge.

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Systematic Design of Instruction

• We follow a ten-step process articulated by Dick
  and Carey (D C) from numerous research and
  application resources collected over the years
  from education, the military and the corporate
  world.
• It is an iterative process in that at any step
  you can go back and review/revise data.
• The purpose is to improve performance whether it
  be in a new or an existing area.

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Performance

• The act or process of completing a designated
  task.
• Can be cognitive, affective or psychomotor or all
  three.
• Performance mastery is doing the task to
  specifications and standards.
• Performance Mastery Deficiency
• MAD

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Performance

• Think about your performance at your profession
  during any given week.
• What factors affect how well you do your job?

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Performance-Affecting Factors Some include

• Tools
• Education/Training
• Prior skills and knowledge
• Motivation
• Supervision
• Feedback

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If we can identify the factor(s),

• We can correct or improve the performance
• We can recommend that factors not within our
  domain be addressed by administration or
  management
• We can discuss intelligently the reasons for our
  recommendations.

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Instructional Design Process

• Why
• To correct a performance deficiency, whether
  existing or anticipated
• How
• Through a systematic process that looks at the
  skills and knowledge necessary and at the
  learners
• When
• When a deficiency has been brought to your
  attention
• Who
• You develop the solution with the help of subject
  matter experts and learners
• What
• Instruction and/or job aids, all other factors
  considered

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Instructional Design Process

• Assess needs to identify goals.
• Conduct instructional analysis.
• Analyze learners and contexts.
• Write performance objectives.
• Develop assessment instruments.
• Develop instructional strategy.
• Revise.
• Develop instructional materials.
• Design formative and summative evaluations.
• Revise.

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Instructional Design Process

• There are ten steps we follow in the process.
• The steps are described in the following slides.

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First stepAssess

• Something is wrong somewhere.
• Either learners are not performing to standard on
  something they should already know, or they have
  new skills/knowledge to learn.

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Assess Needs to Identify Goals

• There is a clearly identified need.
• Instruction and/or job aids appear to be the most
  reasonable solution.
• You have the support of management/administration
  to proceed.
• You can identify a performance standard, the
  skill and knowledge level to which you need to
  take the learner.
• You can identify how proficient the learner is
  currently.

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Second Step Analysis

• What is the nature of the performance?
• What does it look like?
• How many parts are there to it?
• What are the sub-skills involved?

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Conduct Instructional Analysis

• What is the task, skill or knowledge that you
  have identified as deficient?
• Have you identified a standard for performance?
• Are there subject matter experts (SMEs) available
  to support your work?
• Is it currently being performed? If so, what is
  wrong with the performance?
• If it not currently being performed, how long do
  you have to develop instruction?

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Third Step The Performers

• Who are the persons who are supposed to be
  demonstrating proficiency in the performance?
• What do they bring to the table in terms of entry
  level skills and knowledge?
• What factors are influencing their performance?

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Analyze Learners and Contexts

• Where will the task be performed?
• Do the performers have all the equipment and/or
  job aids they need to perform to standard?
• What is their current level of skills and
  knowledge?
• Are there any other learner factors to consider
  such as language skills, age, gender,
  psychosocial influences?

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Fourth Step Write Objectives

• What exactly do you expect the performer to be
  able to do, in what circumstances, and how well?

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Write Performance Objectives

• You have identified the standard to which the
  learners must perform.
• Develop the standards as objectives.
• The objectives must contain behavior, conditions
  and criteria.
• You may develop end-of-course, end-of-module and
  end-of-lesson objectives.

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Fifth Step Assessments

• How will you know a good one when you see one?
• What is the appropriate way to assess mastery? Do
  you give a pilot only a paper/pencil test to see
  if he can fly? Do you give the surgeon only an
  anatomical chart to identify to see if she can
  perform surgery accurately?

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Development Assessment Instruments

• Using the objectives, you will develop the
  assessment to measure achievement.
• The assessments will measure what you have
  instructed, no more, no less.
• Assessments should be at as high a level of
  simulation as possible, as close to the
  real-world situation as you can make it.

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Sixth Step Revise

• At each step of the process, share you work with
  peers and subject matter experts.
• Go back to your needs and learner analyses and
  make sure you are on track.

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Seventh Step Develop Instructional Strategy

• Based on the characteristics of the task, the
  time frame, delivery environment, funding, etc.
  select the most appropriate instructional
  strategies.
• Keep in mind the type of knowledge you are
  working with and select appropriate strategies.
  For example, kinesthetic activities are best
  taught with visual and kinesthetic modes.
  Software programs must contain high levels of
  animation with feedback, and directions for
  real-world practice.

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Eighth StepDevelop and Select Instructional
Materials

• Does material already exist that you can use?
• What are your resources in terms of time, money
  and staffing.
• If you are developing new material, look for
  existing material that you can integrate.

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Ninth Step Design and Conduct Formative
Evaluation of Product

• Before you spend enormous amounts of time and
  money on a finished product, test the materials
  in draft form. A storyboard is a good way to test
  a software product. A concept map is another way.
• Use subject matter experts and then some of the
  actual population for testing.

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Tenth Step Design and Conduct Summative
Evaluation

• If you have the time, evaluate your materials
  approximately after every three uses.
• Collect data and do not remediate until you are
  sure it is necessary, except for mechanical
  errors.

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Summary

• The instructional design process seeks to create
  solutions to performance deficiencies.
• Knowing the standard, the learner and
  environmental factors is the beginning of the
  process.
• The solution should match the deficiency, both in
  thoroughness and in best-determined mode of
  delivery.
• As an instructional designer, you are part of a
  team that includes the subject matter expert and
  the learners.

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Some questions

• Do we have to design the entire course in this
  class?
• What if the solution is not training or a job
  aid?
• What if we know we will not have
  administrative/management support?
• Others.

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Some answers

• We will work on perhaps only a segment of your
  recommended solution but will plan for the rest.
• We will practice tactful communication with
  administrators and supervisors.
• We will learn some bottom-line vocabulary to sell
  administrators and supervisors on our
  well-thought-out solutions.