Instructional Design

1. Instructional Design Methods of Teaching Adults Spring Interim, May 2001Original Slide Presentation Developed byDr. Gary Moore at NC State

2. What is Instructional Design (ID) • The systematic process of translating principles of learning and instruction into plans for instructional materials and activities.

3. 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.

4. 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

5. What is Instruction? • Delivery of information & activities that facilitate learners’ attainment of intended, specific learning goals. • Activities focused on learners learning specific things.

6. What is Training? • Instructional experiences focused upon individuals acquiring very “specific skills” that they will normally apply almost immediately.

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

8. 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

9. The ID Process • Another way of defining ID is to describe the process involved in the systematic planning of instruction. • At basic level, instructional designer’s job is to answer three major questions.

10. Three Major Questions Associated with Planning • Where are we going? • How will we get there? • How will we know when we have arrived?

11. 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?

12. Many ID Models • Dick & Carey Model • Hannafin & Peck Model • Knirk & Gustafson Model • Jerrold Kemp Model • Gerlach-Ely Model • Rapid Protyping Model

13. 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.

14. Dick & Carey Model

15. Hannafin & Peck Model

16. Knirk & Gustafson Model

17. Jerrold Kemp Model

18. Gerlach-Ely Model

19. Rapid Protyping Model

20. General ID Steps • Different models exist for different instructional purposes; however, the process is summarized in five phases.

21. Known as ADDIE ADDIE Analysis Implementation Evaluation Design Development

22. Implement Develop Design Analysis Evaluate ADDIE

23. 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

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

25. 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.

26. 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.

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

28. 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.

29. 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.

30. Two General Approaches to Evaluation. • Formative Evaluation –During • Summative Evaluation – After or at the end

31. 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.

32. 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.

33. 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.

34. 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.

35. ID Assumptions • Evaluation should include the evaluation of the instruction as well as the evaluation of the learner’s performance. • Learners should be evaluated in terms of how nearly they achieve the instructional objectives rather than how they “stack up” against their peers.

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

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