Instructional Design

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Instructional Design

• Methods of Teaching Adults
• Spring Interim, May 2001Original Slide
  Presentation Developed by Dr. Gary Moore
• at NC State

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What is Instructional Design (ID)

• The systematic process of translating principles
  of learning and instruction into plans for
  instructional materials and activities.

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Comparison of an Instructional Designer and an
Engineer

• Instructional Designer Engineer
• Both plan work based upon successful principles.
• Both design things that are functional,
  attractive, appealing to user.
• Both have established problem solving procedures
  to guide them.
• Both write specifications or plans.

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Purpose of ID in Education

• To make the most of each educational experience.
• Reduce teacher and student frustration.
• Increase learning
• Make the most of limited resources
• Terms used interchangeably in ID with education
• Instruction
• Training
• Teaching

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What is Instruction?

• Delivery of information activities that
  facilitate learners attainment of intended,
  specific learning goals.
• Activities focused on learners learning specific
  things.

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What is Training?

• Instructional experiences focused upon
  individuals acquiring very specific skills that
  they will normally apply almost immediately.

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What is Teaching?

• Learning experiences in which the instructional
  message is delivered by a human being-not a
  videotape, textbook, or computer programbut a
  live teacher.
• All learning experiences in which the
  instructional message is conveyed by other forms
  of media is instruction.

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What is Design?

• Implies a systematic planning process prior to
  the development of something.
• Distinguished from other planning by
• Level of precision
• Care
• Expertise employed

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The ID Process

• Another way of defining ID is to describe the
  process involved in the systematic planning of
  instruction.
• At basic level, instructional designers job is
  to answer three major questions.

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Three Major Questions Associated with Planning

• Where are we going?
• How will we get there?
• How will we know when we have arrived?

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Two Majors Questions from Which all Teaching
Begins

• What am I going to teach?
• ID must select content that is appropriate for
  the age of intended learner, etc.
• How am I going to teach?
• What methods and techniques will I use to deliver
  the content?

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Many ID Models

• Dick Carey Model
• Hannafin Peck Model
• Knirk Gustafson Model
• Jerrold Kemp Model
• Gerlach-Ely Model
• Rapid Protyping Model

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Models dependent on..

• Audience - age, level of experience, etc
• Mode of delivery - distance education,
  traditional classroom, etc.
• Resources available Media equipment, money,
  type or size of classroom, etc.

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Dick Carey Model
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Hannafin Peck Model
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Knirk Gustafson Model
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Jerrold Kemp Model
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Gerlach-Ely Model
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Rapid Protyping Model
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General ID Steps

• Different models exist for different
  instructional purposes however, the process is
  summarized in five phases.

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Known as ADDIE
ADDIE
Analysis
Evaluation
Implementation
Design
Development
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ADDIE
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A Analysis

• In analysis stage of ID process, want to find out
• Who are the learners or audience
• Audience analysis
• What is the goal or intended outcome
• Goal analysis

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D Design

• Content of the course
• Subject matter analysis
• Steps of instruction
• Lesson planning-writing objectives
• Type of media or presentation mode
• Media selection

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D Development

• Development of instruction
• Generate lesson plans (different from lesson
  planning) and lesson materials.
• Complete all media materials for instruction,
  and supporting documents.
• End result is a course or workshop ready for
  delivery.

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I Implementation

• The delivery of the instruction.
• Purpose is effective efficient delivery of
  instruction.
• Promote students understanding of material
  objectives, and ensure transfer of knowledge.

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E Evaluation

• Two related evaluations going on simultaneously
  in most ID situations.
• Formative Evaluation
• Summative Evaluation

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Where Does Methods Fit?

• Content to some extent determines methods
• Resources to some extent determine content and
  methods
• The audience to some extent determines content
  and methods
• Methods is a major factor in the formulation of
  the design. It is the implementation part of the
  design model. But it has implication for the
  evaluation of the outcome.

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How Evaluation Affects Design?

• Designs can change during or after the
  instruction.
• When students are not achieving the desired goals
  there is cause for reflection upon the design.
  Methods of delivery be a major part of the plan
  sometimes require the formation of a new plan or
  use of other methods.

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Two General Approaches to Evaluation.

• Formative Evaluation During
• Summative Evaluation After or at the end

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Formative Evaluation

• Going on during between all ID steps.
• Going on during the implementation step.
• Purpose is to improve instruction before
  completed instruction is delivered. Or, so that
  new or different methods can be implemented at
  various stages of instructional delivery.
• Result-- greater chance for the students to
  achieve goals when first approach is not working.
• It is a sense what we do when we monitor and
  adjust.

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Summative Evaluation

• Usually occurs after instruction completed
  implemented.
• How much how well did students learn?
• How well did course or workshop work?
• Does it need modification before being presented
  again?
• What needs changing? Content? Instruction?
  Media?
• Response during formative evaluation will affect
  summative.

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ID Assumptions

• In order to design instruction, the designer must
  have a clear idea of what the learner should
  learn as a result of instruction.
• The best instruction is that which is
  effective, efficient, and appealing.

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ID Assumptions

• Students may learn from many different media A
  live teacher is not always essential for
  instruction.
• There are principles of instruction that apply
  across all age groups and all content areas.

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ID Assumptions

• Evaluation should include the evaluation of the
  instruction as well as the evaluation of the
  learners performance.
• Learners should be evaluated in terms of how
  nearly they achieve the instructional objectives
  rather than how they stack up against their
  peers.

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ID Assumptions

• There should be congruence among objectives,
  learning activities, and assessment.

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• Graphics of model from Tom Weltmer web page
  http//www.tricountyi.net/tweltmer/default.htm

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