Elements of Instructional Design

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Elements of Instructional Design

• Tech-Know Flash! Series
• Center for Instructional Technology

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Session Objectives

• Basic ISD process for designing or re-purposing
  instructional materials
• Selection of appropriate media and technology
• Using technology to track student performance
• Personal, Environmental and Instructional

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Instructional Design Elements

• Analysis
• Design / Development
• Production
• Instruction
• Assessment / Review / Follow-up

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Basic Steps for Course Design

• Define Situation and Approach (where Approach
  Learning Environment)
• ID Learning Outcomes
• ID Learners
• ID Knowledge Gap
• Create Enabling Outcomes
• Create an Outline
• Select Activities, Events, Media
• Incorporate A,E,M into Approach

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Basic Steps for Course Design

• Define Situation and Approach (where Approach
  Learning Environment)
• ID Learning Outcomes
• ID Learners
• ID Knowledge Gap
• Create Enabling Outcomes
• Create an Outline
• Select Activities, Events, Media
• Incorporate A,E,M into Approach

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Define Situation and Approach
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• What content will be covered
• Extent and Organization of Instruction
• Preferred Teaching Style
• Levels of Interaction
• Extent of Participation
• What is the appropriate Instructional Approach?

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Instructional Considerations

• Interactivity
• Active Learning
• Effective Communication
• Positively effect learning outcomes
• Positively effect learning experience
• Building rapport
• Enhancing interaction
• Decreasing isolation
• Appropriate Media and Technology

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Technology Considerations

• Cost-efficiency
• Instructor/Student Comfort
• Content requirements
• Pedagogical Appropriateness
• User Accessibility
• Technical Constraints

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Instructional Approaches

• Variety of Instructional Environments
• Face-to-Face
• Distance and Distributed Learning
• Internet-Based Learning
• Web-Centric Learning
• Hybrid F2F and Distance/Distributed Learning
• Asynchronous or synchronous activities
• Activities on a continuum of interactivity

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Basic Steps for Course Design

• Define Situation and Approach (where Approach
  Learning Environment)
• ID Learning Outcomes
• ID Learners
• ID Knowledge Gap
• Create Enabling Outcomes
• Create an Outline
• Select Activities, Events, Media
• Incorporate A,E,M into Approach

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ID Learning Outcomes
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• Criterion
• Condition
• Competency
• Example Without the use of a snorkel, the
  participant will be able to stand on his head
  under water for two minutes without drowning.

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Verbs to Use for Outcomes
Evaluation judge appraise evaluate assess measure
Synthesis plan propose design assemble create mana
ge
Analysis distinguish differentiate calculate compa
re contrast diagram categorize
Application interpret apply use demonstrate operat
e
Comprehension restate discuss describe recognize e
xplain identify locate
Knowledge define repeat record list
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Basic Steps for Course Design

• Define Situation and Approach (where Approach
  Learning Environment)
• ID Learning Outcomes
• ID Learners
• ID Knowledge Gap
• Create Enabling Outcomes
• Create an Outline
• Select Activities, Events, Media
• Incorporate A,E,M into Approach

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ID Your Learners
3

• Undergraduate/Graduate
• Majors/Non-majors/Honors
• Computer literate
• Reason for enrolling
• Re-certification
• Professional Growth
• Personal Fulfillment
• Location

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Basic Steps for Course Design

• Define Situation and Approach (where Approach
  Learning Environment)
• ID Learning Outcomes
• ID Learners
• ID Knowledge Gap
• Create Enabling Outcomes
• Create an Outline
• Select Activities, Events, Media
• Incorporate A,E,M into Approach

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ID the Knowledge Gap
4
Expected End Outcomes - Prerequisite Knowledge
What you want to Present
What you want to present
Present knowledge
End knowledge
Total body of knowledge
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Basic Steps for Course Design

• Define Situation and Approach (where Approach
  Learning Environment)
• ID Learning Outcomes
• ID Learners
• ID Knowledge Gap
• Create Enabling Outcomes
• Create an Outline
• Select Activities, Events, Media
• Incorporate A,E,M into Approach

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Create Enabling Outcomes
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• Outcome 1
• Sub-Outcome 1.1
• Objective 1.1.1
• Objective 1.1.2
• Objective 1.1.3
• Sub-Outcome 1.2
• Outcome 2
• Sub-Outcome 2.1
• Objective 2.1.1
• Objective 2.1.2
• Sub-Outcome 2.2
• Sub-Outcome 2.3

• Unpack course outcomes
• into sub-outcomes
• Unpack sub-outcomes into
• small objectives

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Basic Steps for Course Design

• Define Situation and Approach (where Approach
  Learning Environment)
• ID Learning Outcomes
• ID Learners
• ID Knowledge Gap
• Create Enabling Outcomes
• Create an Outline
• Select Activities, Events, Media
• Incorporate A,E,M into Approach

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Create An Outline
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• Base Outline on Enabling Outcomes
• Each item in outline should relate to an outcome
• Each outcome should have an item in the outline
• Each outcome can be evaluated
• Sequence of Outline
• based on task
• larger concept to smaller concept
• familiar to unfamiliar

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Basic Steps for Course Design

• Define Situation and Approach (where Approach
  Learning Environment)
• ID Learning Outcomes
• ID Learners
• ID Knowledge Gap
• Create Enabling Outcomes
• Create an Outline
• Select Activities, Events, Media
• Incorporate A,E,M into Approach

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Select Activities, Events, Media
7

• Is my selected instructional approach still
  appropriate?
• How will each item in the outline be handled?
• What activities?
• What events?
• What media?
• What metrics?

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Example Session STAT 403

• Session Correlation and Regression
• Review
• Content
• Definition of a scatterplot and correlation
• Present three correlation coefficient formulas
• Show how to plot a scattergram of ten paired
  coords
• Instruct how to calculate the correlation of
  these ten paired coords
• Assignment Group Work
• Instructor Monitors Assignment

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Selecting Appropriate Media
TechnoStressoverwhelmed learner
TechnoSnoozepassive learner
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Selecting Appropriate Media
TechnoStressoverwhelmed learner
Considerations cost and stabilityinstructor
accesslearner accessmedia characteristicssensor
y mode (audio, visual)type of information
direction of the messagenumber of users
(single/group)type of interactivity
TechnoSnoozepassive learner
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Selecting Appropriate Media
TechnoStressoverwhelmed learner
Activities and Events concrete learning
experiencereflective experienceabstract
experienceactive experimentation
TechnoSnoozepassive learner
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Selecting Appropriate Media
TechnoStressoverwhelmed learner
Media Interactivity linear mediafeedback
mediaadaptive mediacommunicative media
TechnoSnoozepassive learner
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Selecting Appropriate Media
TechnoStressoverwhelmed learner
Media Categories printed materialsaudio
mediaaudiovisual mediacomputer media
TechnoSnoozepassive learner
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Selecting Appropriate Media
TechnoStressoverwhelmed learner
printed materials textstudy guidesmanualsrefere
nce workscourse notesillustrationsmagazinesper
iodicalspress releasesauxiliary materials
audio media radio audiocassette telephone aud
ioconferencing
Audiovisual media mass mediavideocassettevideoco
nferencinginteractive televisionaudiography
computer media computers hypermedia interact
ive multimedia electronic mail computer-mediated
conferencing
TechnoSnoozepassive learner
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Selecting Appropriate Media
TechnoStressoverwhelmed learner
Example Media emailmailing listsusenet
newscollaborative messagingvideo
conferencingjavascript, java, ASPflashed
animationsinteractive tutorialsvirtual
realityshockwave
TechnoSnoozepassive learner
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Selecting Appropriate Media
TechnoStressoverwhelmed learner
Monitoring Progress AssignmentsActivitiesAssessm
entEvaluationOffice HoursTracking/Collaboration
MUDS MOOs Chat Rooms
Bulletin Boards Newsgroups/Listservs
Email
TechnoSnoozepassive learner
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Selecting Appropriate Media
TechnoStressoverwhelmed learner
Assessment/Evaluation Online Tests or
QuizzesOnline ExamsPre/Post TestingProblem
AssignmentsEssaysGroup/Peer EvaluationResearch
AssignmentsParticipationOral/Visual
PresentationsLaboratory ExercisesPerformance on
SimulationsCase StudiesSelf-EvaluationArtistic
PerformanceAssessment Portfolios
TechnoSnoozepassive learner
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Example Session STAT 403

• Session Correlation and Regression
• Review
• Content
• Definition of a scatterplot and correlation
• Present three correlation coefficient formulas
• Show how to plot a scattergram of ten paired
  coords
• Instruct how to calculate the correlation of
  these ten paired coords
• Assignment Group Work
• Instructor Monitors Assignment

34
Basic Steps for Course Design

• Define Situation and Approach (where Approach
  Learning Environment)
• ID Learning Outcomes
• ID Learners
• ID Knowledge Gap
• Create Enabling Outcomes
• Create an Outline
• Select Activities, Events, Media
• Incorporate A,E,M into Approach

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Incorporate Into Approach
8

• Is your selected instructional approach still
  appropriate?

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DL Good Practices

• Provide frequent and varied interaction
• Have explicit instructor notes for students
• Get feedback often
• Check URLs to ensure currency
• Pace question/answer times
• Avoid ambiguous questions
• Use varied media (image, video, audio,
  whiteboard, slides)

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Principles for Effective DL

• Active Learning
• Collaboration
• Interaction
• Easily Customized
• Focus on Access and Equity
• Maintains High Quality