Instructional Design

1
Instructional Design

• Arif Altun

2
Why ID?

• Designing effective instructional materials is
  one way of improving the quality of educational
  opportunities.
• The common concern of instructional designers is
  the facilitation of successful learning
  experiences from which learners can demonstrate
  their newly acquired knowledge, skills and
  attitudes.

3
What is an ISD ?

• Instructional design refers to the systematic
  process of translating principles of learning and
  instruction into plans or specifications for
  instructional materials or activities.

4
Who is an instructional designer ?

• Instructional designers use established learning
  theories and principles as problem solving
  procedures (models) to guide them in making
  decisions about their designs. (Smith and Ragan,
  1999)

5
Metaphors used for ISD

• Instructional design can be regarded
• as both a science and an art
• a science because it is rooted in learning
  theories which in turn draw their principles from
  psychology, sociology, philosophy and education
  and,
• an art because the designing of instructional
  materials is a highly creative process.

6
Intitial Questions sought answers

• Goals What are the goals of the instruction?
  (Where are we going?)
• Instructional strategy What is the instructional
  strategy and the instructional medium? (How will
  we get there?)
• Evaluation How will we evaluate and revise the
  instructional materials for future improvement?
  (How will we know when we have arrived?)
• (Smith and Ragan, 1999)

7
Common Features of ID Models

• Improving learning and instruction by following a
  systematic approach
• Improving management of instructional design and
  development procedures by monitoring and
  controlling the functions of the systematic
  approach
• Improving evaluation processes (including
  learner performance)
• Testing or building learning or instructional
  theory by means of theory-based design within a
  systematic instructional model

8
Basic Elements of ID

1. Determining the needs of the learners and
   examining the learning context and environment
2. Determining the outcomes of the learning program
   or course and formulating the learning objectives
3. Developing appropriate and meaningful assessment
   criteria and procedures
4. Establishing the most effective approach(es) to
   delivering the instruction

9
Basic Elements of ID

• 5. Testing and evaluating the effectiveness
• of the instructional system (both the
• instruction itself and the performance of
• the learner)
• Implementing, adjusting and maintaining
• the instructional system

10
Quality Assurance Model in ISD
11
(No Transcript)
12
Analysis

• Collect all relevant information and then try to
  make sense of a variety of deficiencies,
  contradictions, inconsistencies and ambiguities
• Report on
• Goals
• Target Population
• Type of Training
• Alternatives

13
Goals

• What instructional goal is driving this training?
• What is the skill gap?
• What competencies (knowledge, skills, or
  attitudes) will this program deliver?
• What factor or evaluation will be used to measure
  the level of goal achievement?

14
Target Population

• Who will be trained?
• What is the estimated class size?
• How many students in each class will there be and
  how long will this training last?
• What are the knowledge and skill prerequisites,
  if any?

15
Type of Training

• What types of media do we need?
• What instruments do we need to deliver this
  training?

16
Alternatives

• What will happen if we do not deliver the
  training ?
• What are the restrictions or limitations for
  delivering this program?
• What other methods may be used to reach the goal
  (include limitations and advantages) ?

17
Design Instructional Strategy

• In a design process, instructional strategies
  determine the approach an instructor may take to
  achieve learning objectives.
• Organizational Strategies
• Delivery Strategies
• Management Strategies
• Questioning Strategies

18
Components of Instructional Strategies
Organizational Strategies Delivery Strategies Management Strategies
Macro strategies Scope and sequence structures Micro strategies Expanded instructional events Media selection Grouping strategies Scheduling Acqusition of resources
19
Expanded instructional events
Introduction Body Conclusion Assessment
Activate Attention Establish instructional purpose Arouse interest and motivation Preview lesson Recall prior knowledge Process information Focus attention Employ learning startegies Practice Evaluate feedback Summarize and review Transfer knowledge Remotivate and close Assess performance Evaluate feedback and remediate
20
Questioning strategies

• Application Questions
• Analytical Questions
• Synthesis Questions
• Interpretive Questions
• Evaluative Questions

21
Models of ISD

• An ISD model is a human construct to help us
  better understand real world systems. Therefore,
  instructional designers propose models to guide
  us develop and implement more effective
  instructional procedures in a specified span of
  time.

22
Models of ISD

• ADDIE Core elements of ISD
• Dick and Carey Model
• Smith and Ragan Model
• Kellers ARCS Model for motivation
• Reigeluths Elaboration Theory
• 4C/ID Model

23
ADDIE

• The ADDIE model is the generic process
  traditionally used by instructional designers and
  training developers. The five phasesAnalysis,
  Design, Development, Implementation, and
  Evaluationrepresent a dynamic, flexible
  guideline for building effective training and
  performance support tools .

24
Iterative Process of ADDIE
Molenda, M. (2003).
25
Dick and Carey Model
26
Smith and Ragan Model
Source Smith Ragan, 1999
27
Keller's ARCS Model for Motivation

• Attention Gaining and keeping the learner's
  attention. Keller's strategies for attention
  include sensory stimuli (as discussed
  previously), inquiry arousal (thought provoking
  questions), and variability (variance in
  exercises and use of media).
• Relevance The training program should answer the
  critical question, "What's in it for me?"
  Benefits should be clearly stated.
• Confidence The confidence aspect of the ARCS
  model is required so that students feel that they
  should put a good faith effort into the program.
  If they think they are incapable of achieving the
  objectives or that it will take too much time or
  effort, their motivation will decrease. In
  technology-based training programs, students
  should be given estimates of the time required to
  complete lessons or a measure of their progress
  through the program.
• Satisfaction Learners must obtain some type of
  satisfaction or reward from the learning
  experience. This can be in the form of
  entertainment or a sense of achievement. Other
  forms of external rewards would include praise
  from a supervisor, a raise, or a promotion.
  Ultimately, though, the best way for learners to
  achieve satisfaction is for them to find their
  new skills immediately useful and beneficial on
  their job.

28
Reigeluths Elaboration Theory

• Step 1. Decompose the content into Concepts,
  Principles and Procedures
• Step 2. Sequence them according to their level of
  difficulty at macro level
• Step 3. Sequence them according to their level of
  difficulty at micro level
• Step 4. Provide comprehensive summaries
• Step 5. Provide opportunities for students to
  integrate new information with their schema
  (i.e., use analogies, mnemonics, diagrams, or
  concept maps).
• Step 6. Use encouragement verbs to motivate
  students efforts.

29
4C/ID Model
30
References

• Keller, J. (1987). An application of the ARCS
  model of motivational design. In
• C.M.Reigeluth (Ed.), Instructional theories in
  action Lessons illustrating selected
• theories and models. Hillsdale, NJ Erlbaum.
• Kemp, J G. Morrison S. M. Ross. (1996).
  Desinging effective instruction.
• Prentice Hall. New Jersey
• Merrill, D. (2002). First Principles of
  Instruction, ETRD, 50(3), pp. 43-59
• Molenda, M. (2003). In search of the elusive
  addie model. Performance improvement,
• 42(5), 34.
• Reigeluth, C.M. (1999). The elaboration theory
  Guidance for scope and sequence
• decisions. In C.M. Reigeluth (Ed.),
  Instructional-Design Theories and Models A New
• Paradigm of Instructional Theory. (Volume II).
  Hillsdale, NJ Lawrence Erlbaum Assoc.
• Smith, P.L. Ragan, T. J. (1999). Instructional
  Design. 2nd edition.
• Upper Saddle River, New Jersey Merrill.
• van Merriënboer, J.J.G (1997). Training complex
  cognitive skills A four
• component instructional design model for
  technical training. Englewood Cliffs, NJ
• Educational Technology Publications