What is information design

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What is information design?

• The art and science of preparing information so
  that it can be used by human beings with
  efficiency and effectiveness.

Jacobson, R. (Ed.) (1999). Information design.
Cambridge, MA MIT Press.
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What is information design?

• Primary objectives
• Develop documents that are comprehensible,
  rapidly and accurately retrievable, and easy to
  translate into effective action.
• Design interactions with equipment that are easy,
  natural, and as pleasant as possible. This
  involves solving many problems in the design of
  the human-computer interface.
• Enable people to find their way in
  three-dimensional space with comfort and ease -
  especially urban space, but also, given recent
  developments, virtual space.

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What is information design?

• Comprises research on the principles for
  analysis, planning, presentation and
  understanding of messages - their contents,
  language and form.
• Regardless of the selected medium, a well
  designed information set will satisfy aesthetic,
  economic, ergonomic, as well as subject matter
  requirements.

Pettersson, R.
4
What is information design?

• Message design
• Design principles
• Persuasion design
• Instruction design
• Communication
• Text design
• Image design
• Graphic design
• Cognition

Pettersson, R.
5
What is instructional development?

• Describes the process that should be followed to
  plan, design, produce and evaluate instruction

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What is instructional design?

• Describes how the instruction itself should look

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An Analogy!

• Instructional developer
• Instructional designer
• Instructional specialists
• Graphic designer
• Video specialist
• Photographer
• Computer programmer
• Student
• Teacher
• Principal/Department head
• Formative evaluator
• Summative evaluator

• Contractor
• Architect
• Construction workers
• Plumber
• Carpenter
• Mason
• Electrician
• Tenant
• Realtor
• Apartment superintendent
• Interior designer
• Building inspector

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System Development Models

• Large team development
• Linear development
• Wide distribution of the results of the
  development
• A problem solving orientation

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System Development Models

• Instructional Development Institute (IDI) Model
• Created for public school personnel
• To tackle large scale instructional problems

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System Development Models

• IDI Model

Define
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System Development Models
Define
Identify Problem
12
System Development Models
Define
Identify Problem
Analyze Setting
13
System Development Models
Define
Identify Problem
Analyze Setting
Organize Management
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System Development Models
Define
Identify Problem
Analyze Setting
Organize Management
Develop
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System Development Models
Define
Identify Problem
Analyze Setting
Organize Management
Develop
Identify Objectives
16
System Development Models
Define
Identify Problem
Analyze Setting
Organize Management
Develop
Specify Methods
Identify Objectives
17
System Development Models
Define
Identify Problem
Analyze Setting
Organize Management
Develop
Construct Prototypes
Specify Methods
Identify Objectives
18
System Development Models
Define
Identify Problem
Analyze Setting
Organize Management
Develop
Construct Prototypes
Specify Methods
Identify Objectives
Evaluate
19
System Development Models
Define
Identify Problem
Analyze Setting
Organize Management
Develop
Construct Prototypes
Specify Methods
Identify Objectives
Evaluate
Test Prototypes
20
System Development Models
Define
Identify Problem
Analyze Setting
Organize Management
Develop
Construct Prototypes
Specify Methods
Identify Objectives
Evaluate
Test Prototypes
Analyze Results
21
System Development Models

• IDI Model

Define
Identify Problem
Analyze Setting
Organize Management
Develop
Construct Prototypes
Specify Methods
Identify Objectives
Evaluate
Test Prototypes
Analyze Results
Implement/ Recycle
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System Development Models

• IDI Model
• Strength three levels of detail
• Limitation linear approach

23
System Development Models

• IPISD Model
• Inter-services Procedures for Instructional
  Systems Development
• Used in the four branches of the armed forces

24
System Development Models

• IPISD Model

Analyze Job
Select Tasks/ Functions
Construct Job Performance Measures
Analyze Existing Courses
Select Instructional Setting
25
System Development Models
Analyze Job
Select Tasks/ Functions
Construct Job Performance Measures
Analyze Existing Courses
Select Instructional Setting
Develop Objectives
Develop Tests
Describe Entry Behavior
Determine Sequence Structure
26
System Development Models
Analyze Job
Select Tasks/ Functions
Construct Job Performance Measures
Analyze Existing Courses
Select Instructional Setting
Develop Objectives
Develop Tests
Describe Entry Behavior
Determine Sequence Structure
Specify Learning Events/ Activities
Specify Instruction Management Plan Delivery
System
Construct Job Performance Measures
Analyze Existing Courses
Select Instructional Setting
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System Development Models
Analyze Job
Select Tasks/ Functions
Construct Job Performance Measures
Analyze Existing Courses
Select Instructional Setting
Develop Objectives
Develop Tests
Describe Entry Behavior
Determine Sequence Structure
Specify Learning Events/ Activities
Specify Instruction Management Plan Delivery
System
Construct Job Performance Measures
Analyze Existing Courses
Select Instructional Setting
Implement Instructional Management Plan
Conduct Instruction
28
System Development Models

• IPISD Model

Analyze Job
Select Tasks/ Functions
Construct Job Performance Measures
Analyze Existing Courses
Select Instructional Setting
Develop Objectives
Develop Tests
Describe Entry Behavior
Determine Sequence Structure
Specify Learning Events/ Activities
Specify Instruction Management Plan Delivery
System
Construct Job Performance Measures
Analyze Existing Courses
Select Instructional Setting
Implement Instructional Management Plan
Conduct Instruction
Conduct Internal Evaluation
Conduct External Evaluation
Revise System
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System Development Models

• IPISD Model
• Strength several levels of detail and extensive
  specification of procedures
• Limitation narrow instructional focus and linear

30
System Development Models

• Courseware Development Process
• Control Data Corporation
• To guide in the development of courses in the
  company

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System Development Models

• Courseware Development Process

Analysis
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System Development Models

• Courseware Development Process

Analysis
Design
33
System Development Models

• Courseware Development Process

Analysis
Design
Development
34
System Development Models

• Courseware Development Process

Analysis
Design
Evaluation
Development
35
System Development Models

• Courseware Development Process

Analysis
Formative
Design
Evaluation
Development
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System Development Models

• Courseware Development Process

Analysis
Formative
Implementation
Design
Evaluation
Development
37
System Development Models

• Courseware Development Process

Analysis
Formative
Implementation
Design
Evaluation
Summative
Development
38
System Development Models

• Courseware Development Process

Analysis
Formative
Implementation
Design
Evaluation
Summative
Development
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System Development Models

• Courseware Development Process
• Strength non-linear perspective and accounts
  for unique needs of computer-based instruction
  and management
• Limitation lacks specific procedures

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Product Development Model

• An assumption that the instructional product is
  desired
• Considerable emphasis on tryout and revision
• An assumption that the product must be usable by
  a variety of managers of instruction

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Product Development Model

• Banathy Model
• Created by Bela H. Banathy
• To produce instructional or training materials
  that can be used by managers of instruction
• Assume an instructional product is desired

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Product Development Model

• Banathy Model

Formulate Objectives
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Product Development Model
Formulate Objectives
Develop Test
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Product Development Model
Formulate Objectives
Analyze Learning Task
Develop Test
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Product Development Model
Formulate Objectives
Analyze Learning Task
Design System
Develop Test
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Product Development Model
Formulate Objectives
Analyze Learning Task
Design System
Implement And Test Output
Develop Test
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Product Development Model

• Banathy Model

Formulate Objectives
Analyze Learning Task
Design System
Implement And Test Output
Develop Test
Change to Improve
48
Product Development Model

• Banathy Model
• Strength emphasis on tryout and revision
• Strength can be used by several instructors

49
Classroom Development Models

• For professional teachers who agree that their
  role is to teach and that students require some
  form of instruction

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Classroom Development Models

• ASSURE

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ASSURE Model

• Analyze learner characteristics
• State objectives
• Select, modify or design materials
• Utilize materials
• Require learner response
• Evaluate

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Analyze learner characteristics

• General characteristics
• Specific entry competencies

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State objectives

• Derive from your content outline
• ABCD format

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A

• Audience
• Who
• As a result of this lesson, the LSC 529 graduate
  student in library and information studies

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B

• Behavior
• What (in terms of observable behaviors)
• Identify match, point out, recognize
• Name label, list
• Describe tell why, demonstrate, explain
• Order rank, arrange in sequence
• Construct make, build, compose, draw

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• As a result of this lesson, the LSC 529 graduate
  student in library and information studies
• will construct three behavioral objectives

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C

• Conditions
• Restrictions
• As a result of this lesson, the LSC 529 graduate
  student in library and information studies will
  construct three behavioral objectives
• using the ABCD format

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D

• Degree
• How well the learner is expected to do it
• As a result of this lesson, the LSC 529 graduate
  student in library and information studies will
  construct three behavioral objectives using the
  ABCD format
• with 80 efficiency.

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Select, modify or design materials

• Find materials to support your topic
• Modify existing materials
• Design new materials

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Utilize materials

• Plan how to use the materials
• GEP model
• Present a detailed outline step-by-step

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Require learner response

• Have the students perform the behaviors
  described in the objectives.

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Evaluate

• Were the objectives met?
• Did the media help?
• Could the students use the materials effectively?
• Could the lesson be improved?

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Classroom Development Models

• Kemp
• Three essential elements of instructional
  technology
• What must be learned (objectives)
• What procedures and resources will work best to
  reach desired learning levels (activities and
  resources)
• How we will know when required learning has taken
  place (evaluation)

64
Classroom Development Models

• Kemp

Goals, Topics, And General Purposes
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Classroom Development Models

• Kemp

Goals, Topics, And General Purposes
Learner Character- istics
66
Classroom Development Models

• Kemp

Goals, Topics, And General Purposes
Learner Character- istics
Learning Objectives
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Classroom Development Models

• Kemp

Goals, Topics, And General Purposes
Learner Character- istics
Learning Objectives
Subject Content
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Classroom Development Models

• Kemp

Goals, Topics, And General Purposes
Learner Character- istics
Learning Objectives
Subject Content
Pre- Assessment
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Classroom Development Models

• Kemp

Goals, Topics, And General Purposes
Learner Character- istics
Learning Objectives
Teaching/ Learning Activities, Resources
Subject Content
Pre- Assessment
70
Classroom Development Models

• Kemp

Goals, Topics, And General Purposes
Learner Character- istics
Support Services
Learning Objectives
Teaching/ Larning Activities, Resources
Subject Content
Pre- Assessment
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Classroom Development Models

• Kemp

Goals, Topics, And General Purposes
Learner Character- istics
Evaluation
Revise
Support Services
Learning Objectives
Teaching/ Larning Activities, Resources
Subject Content
Pre- Assessment
72
Classroom Development Models

• Kemp
• Strength start where you are
• limitation lack of specification in
  teaching/learning activities, resource selection
  and utilization steps

73
Classroom Development Models

• Ely and Gerlach Model
• Donald Ely - Syracuse University
• Vernon Gerlach - Arizona State University

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Classroom Development Models

• Ely and Gerlach Model

Specification Of CONTENT
Specification Of OBJECTIVES
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Classroom Development Models
Specification Of CONTENT
Assessment Of ENTERING BEHAVIORS
Specification Of OBJECTIVES
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Classroom Development Models
Determination of STRATEGY
Specification Of CONTENT
Assessment Of ENTERING BEHAVIORS
Specification Of OBJECTIVES
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Classroom Development Models
Determination of STRATEGY Organization
of GROUPS
Specification Of CONTENT
Assessment Of ENTERING BEHAVIORS
Specification Of OBJECTIVES
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Classroom Development Models
Determination of STRATEGY Organization
of GROUPS Allocation of TIME
Specification Of CONTENT
Assessment Of ENTERING BEHAVIORS
Specification Of OBJECTIVES
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Classroom Development Models
Determination of STRATEGY Organization
of GROUPS Allocation of TIME Allocation
of SPACE
Specification Of CONTENT
Assessment Of ENTERING BEHAVIORS
Specification Of OBJECTIVES
80
Classroom Development Models
Determination of STRATEGY Organization
of GROUPS Allocation of TIME Allocation
of SPACE Selection of RESOURCES
Specification Of CONTENT
Assessment Of ENTERING BEHAVIORS
Specification Of OBJECTIVES
81
Classroom Development Models
Determination of STRATEGY Organization
of GROUPS Allocation of TIME Allocation
of SPACE Selection of RESOURCES
Specification Of CONTENT
Assessment Of ENTERING BEHAVIORS
Evaluation Of PERFORMANCE
Specification Of OBJECTIVES
82
Classroom Development Models

• Ely and Gerlach Model

Determination of STRATEGY Organization
of GROUPS Allocation of TIME Allocation
of SPACE Selection of RESOURCES
Specification Of CONTENT
Assessment Of ENTERING BEHAVIORS
Evaluation Of PERFORMANCE
Specification Of OBJECTIVES
Analysis Of FEEDBACK
83
Classroom Development Models

• Ely and Gerlach Model
• Strength teachers can identify with it and need
  is important
• limitation teachers and administrators may
  maintain existing organization and staffing
  patterns rather than re-examine

84
Information Development Model?

• Analyze your target audience
• Understand how people learn
• (instructional development/design)
• State objectives
• Organize information
• Clarify information

Sevilla
85
Information Development Modelala Carson
Revise the Information
FormativeEvaluation
Develop Information Strategy
Select Information Tools
State Objectives
Produce the Prototype
Design the Information
Analyze audience
Produce the Information
SummativeEvaluation