Instructional Design

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Instructional Design

• MM503-61
• Monday 600-840

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Objectives

1. Definitions (review)
2. Introduce Analysis - needs assessment
3. Learning perspectives
4. Introduction ToolBook interactions

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

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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.

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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.
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What is Learning?

• Change in ones
• Abilities
• Attitudes
• Beliefs
• Capabilities
• Knowledge
• Mental models
• Patterns of interaction or skills (Spector, 2000).

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Fig. 1.4 Summary Diagram for Chapter 1 (part A)
Definitions
From Smith, P.L. Ragan, T.J. (2005),
Instructional Design, 3rd Edition, p. 15.
Hoboken, NJ Wiley.
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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)
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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)
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Conceptualizing ISD
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Definitions
Conceptualizing ISD
Architecture
Instructional Design
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What is instructional design?
Draw a plan
Consult with client
Consult with client
Building
Revise plan
Build
An idea or need???
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What is instructional design?
Architecture Engineering Logistics Mathematics,
etc
Draw a plan
Consult with client
Consult with client
An idea or need???
Revise plan
Build
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What is instructional design?
Cognitive Psychology Pedagogy Learning
theory Communication theory
Draw a plan/prototype
ELearning
Consult with client
Consult with client
Revise plan
Build
An idea or need???
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ID develops detailed specs or blue prints for
instruction
Pedagogy
Learning theory
Instruction Design
Computer Science
Communications
Psychology
Source Tufte, Envisioning information
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Models
ADDIE Model
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Models

• ADDIE
• Popular
• Tends 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_we
  aknesses.html

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

• Dick, 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.
• Identify instructional/learning goals
• Conduct instructional analysis
• Analyze learners and contexts
• Write performance objectives
• Develop assessment instruments
• Develop instructional strategy
• Develop and select instructional materials
• Design and conduct formative evaluation
• Revise instruction
• Design and conduct summative evaluation

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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.h
  tml

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Models
Start
Phase III Develop Implement
Phase I Analysis
Phase II Design
Evaluate Revise
Hannafin Peck Model for CBT
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Models
Piskurich, George M. (2006). Rapid instructional
design (p.5)
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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. 11.
Hoboken, NJ Wiley.
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Fig. 1.2 An Instructional Design Process Model
Models
Smith Ragan Instructional Design Process Model
Smith Ragan, U of Oklahoma, Instructional
Psychology and Technology.
From Smith, P.L. Ragan, T.J. (2005),
Instructional Design, 3rd Edition, p. 10.
Hoboken, NJ Wiley.
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Models
Models
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Example

• Tire changing activity

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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

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Springhouse ID Case

• http//www.youtube.com/watch?vqiUrI_kbTfs

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Fig. 1.2 An Instructional Design Process Model
Models
Smith Ragan Instructional Design Process Model
Smith Ragan, U of Oklahoma, Instructional
Psychology and Technology.
From Smith, P.L. Ragan, T.J. (2005),
Instructional Design, 3rd Edition, p. 10.
Hoboken, NJ Wiley.
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Analysis of Learning Context

1. Justify need for instruction/training.
2. Description of learning environment.

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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 wouldnt
  need to change them.

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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.

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Ways to Substantiate Need

• Prioritize discrepancies or needs.
• Rate how important or critical the needs are. The
  following questions can be asked
• What are the biggest gaps/needs? (people cant
  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?

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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.

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Description of the Learning Environment
If there is a learning need

• 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).

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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?

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Way to conduct Need Assessment

• Surveys
• Interviews
• Talk with people doing the job
• Review of documentation
• Observation
• Etc.

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