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An Introduction to

Instructional Design

Online Learning Institute

Mary Ellen Bornak

Instructional Designer

Bucks County Community College

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What is Instructional Design?

A systematic process

For analyzing, developing, designing, implementing,

and evaluating instructional materials and activities

A formal discipline that focuses on

Research and theory about instructional strategies

The process for developing and implementing these

strategies

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Instructional Systems Design

ModelADDIE Phase 1Analyze

Phase 2Design

Phase 3Develop

Phase 4Implement

Phase 5Evaluate

Revise as necessary

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Phase 1 -- Analyze

Course Content Material described in the syllabus

Skills or competencies involved Outcomes expected

Teaching/Learning Interface

Presentation Interaction

Assessment

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Phase 1Analyze

Specific Outcomes:

Knowledge, judgment, synthesis, performance thataccomplish course goals

How will you know that students achieve

course outcomes

Did they learned what you wanted them to learn?

Assessment should be based on outcomes

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Phase 2 -- Design

Plan a strategy for developing instruction

Strategy is based on the information collected in

Analysis

Define the course objectives

Detailed, clear descriptions of what the learner will

be able to do

Measurable

Observable

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Phase 2Design

Identify the tasks that the student should

be able to perform prior to instruction

Is a tutorial or refresher needed?

Design a course sequence and structure

Is the knowledge learned in sequential blocks, does

it need to be linear?

Is the content complex - requiring demonstration?

Will pre-tests, unit post-tests, and end-of-course

tests reinforce learning?

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Phase 3 -- Development

Structure content delivery

On Analysis and Design phases

Select the course delivery method

Canvas or other LMS

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Phase 3 -- Development

Identify the media that will be used

Books

Internet

Video

CD-ROMs

Data bases

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Phase 3 -- Development

Identify learner activities

Augment direct instruction

Use discovery, active, guided learning Build in peer interaction

Overriding goal - student success

Purpose course structure, content, activities, andassessment to that goal

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Phase 4 -- Implementation Pathway

Is the navigation clear?

Process

Do materials adequately present the content?

Do activities apply new knowledge to real-life?

Opportunity for collaboration, interaction?

Support

Are tutorials necessary?

Is practice offered to master objectives?

Communication

Teacher presence

Peer Interaction

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Phase 5 -- Evaluation

Measures the effectiveness of instruction

Formative evaluation

Takes place during course delivery

Purposed to support knowledge acquisition before

summative evaluation.

Summative evaluation assesses the overall effectiveness of course

instruction and delivery

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RevisionWhy and How?

Constant tending brings constant improvement

Use formative and summative evaluations to

pinpoint weaknesses

Use student feedback, successes and failures

Revision insures success

Revision is not a negative

It is a positive step to meet student needs

Each revision will reflect improvement.

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An Introduction to

Instructional Design

Online Learning Institute

Mary Ellen Bornak

Instructional Designer

Bucks County Community College