Welcome

Introduction to Instructional Design

LECTURE ENGLISH DEPARTMENT – FKIP

SRIWIJAYA UNIVERSITY2014

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The Goal

Describe and use a systematic approach to the design, development, and evaluation of instruction.

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Introduction to Instructional Systems Design (ISD)

A process for designing and developing the right instruction for the right learners at the right time.

An emerging profession focused on efficient and effective human performance.

An organized procedure for – examining human performance problems,– identifying and applying cost-effective solutions.

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The ISD ProcessFive steps:

– Analysis– Design– Development– Implementation– Evaluation– (Revision)

Systematic and iterative

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Congruence

InstructionObjectives

Assessment

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Common Characteristics Instructional Design Models

Ask three questions:–Where should the learners go?

(Goal)–How will we help them get there?

(Strategies)–How will we know they have

arrived? (Evaluation)

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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.

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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)

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Metaphors used for ISDInstructional 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.

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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)10

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

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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

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Basic Elements of ID

5. Testing and evaluating the effectiveness of the instructional system (both the instruction itself and the performance of the learner)6. Implementing, adjusting and maintaining the instructional system

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Quality Assurance Model in ISD

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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

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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?

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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?

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Type of Training

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

training?

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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) ?

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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

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Components of Instructional Strategies

Organizational Strategies

Delivery Strategies

Management Strategies

• Macro strategiesScope and sequence structures• Micro strategiesExpanded instructional events

• Media selection• Grouping strategies

• Scheduling• Acqusition of resources

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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

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Questioning strategies

Application QuestionsAnalytical QuestionsSynthesis QuestionsInterpretive QuestionsEvaluative Questions

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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.

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Models of ISD

ADDIE: Core elements of ISDDick and Carey ModelSmith and Ragan ModelKeller’s ARCS Model for motivationReigeluth’s Elaboration Theory4C/ID Model

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ADDIE

The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools .

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Iterative Process of ADDIE

Molenda, M. (2003).28

Dick and Carey Model

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Smith and Ragan Model

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Source: Smith & Ragan, 1999

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.

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Reigeluth’s 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.

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4C/ID Model

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References Keller, J. (1987). An application of the ARCS model of motivational design. InC.M.Reigeluth (Ed.), Instructional theories in action: Lessons illustrating selectedtheories 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, ETR&D, 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 fourcomponent instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications

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The Systematic Design of Instruction

The Dick & Carey Model

Assessing Needs to Identify Goal(s)

Conduct Instructional

Analysis

Analyze Learners

and Contexts

Write Performance Objectives

Develop Assessment Instruments

Revise Instruction

Develop Instructional

Strategy

Develop and Select

Instructional Materials

Design and Conduct

Formative Evaluation

of Instruction

Design and Conduct

Summative Evaluation

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End of slidesquestions?

If not, end of lecture

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