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Systematic Instructional Systematic Instructional DesignDesign

Barry Williams Ph.D.

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Traditional InstructionTraditional Instruction

Instructors Learners Textbooks Where teaching is

getting content from the text into the heads of learners

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Traditional InstructionTraditional Instruction

Instructors Learners Textbooks Where teaching is

getting content from the text into the heads of learners

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Instruction as a Instruction as a systematicsystematic processprocess

Every component of instruction (teacher, student materials, and learning environment) is crucial to successful learning

Called the “Systems Approach” to instruction

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What is a system?What is a system?

A set of interrelated parts all working together toward a defined goal.

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How can a systems approach How can a systems approach improve instruction?improve instruction?

A process that allows you to looks at– the learners, – the instructor, – the instructional materials, – and learning environment

Goal is to bring about increased learning.

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Rationale for using the Rationale for using the systems approachsystems approach

See the roles of all the components Control how they interact

– Reduces overemphasis on any one component

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Dick & Carey ModelDick & Carey Model

Assess NeedsI.D.. Goals

ConductInstructionalAnalysis

Analyze Learners & Contexts

WritePerformance Objectives

DevelopmentAssessment Instrument

ReviseInstructions

DevelopInstructionalStrategy

Develop & SelectInstructionalMaterials

Design &ConductFormative Evaluation of Instruction

Design & ConductSummative Evaluation

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Components of the Systems Components of the Systems Approach ModelApproach Model

Determine Instructional Goal Analyze the Instructional Goal Analyze Learners & Contexts Write Performance Objectives Develop Assessment Instruments Develop Instructional Strategy

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More Components of the Systems More Components of the Systems Approach ModelApproach Model

Develop & Select Instruction Design & Conduct the Formative

Evaluation of Instruction Revise Instruction Conduct Summative Evaluation

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Reasons for the effectiveness Reasons for the effectiveness of a systematic approachof a systematic approach

Focus on what the learner is to know or do The process has a linkage between each

component– especially between instructional strategy and

learning outcomes It is an empirical & replicable process with

over 25 years of research evidence

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BackgroundBackground

Most critical part of the I.D. process– identifying instructional goals

Two methods to id goals– 1. SME (Subject Matter Expert)– 2. PT (Performance Technology)

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Instructional GoalInstructional Goal

What you want the learner to be able to do after training (instruction)?

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Instructional Goals are stated Instructional Goals are stated in terms of:in terms of:

Skills Knowledge Attitudes

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Instructional Goals use action Instructional Goals use action verbsverbs

“Will be able to solve...” “Will be able to blind rivet” “Will be able to apply...”

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Instructional Goals allow you Instructional Goals allow you to:to:

Describe the problem precisely Determine how to solve it efficiently &

effectively Save $$$$$$$$ when instruction is found

not to be needed or is misplaced

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NAs are:NAs are:

Used to id the nature of the organizational problem– Gap between what is and what should be

Used to solve an problem existing

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Examples of “Fuzzy” Examples of “Fuzzy” Instructional GoalsInstructional Goals

Appreciating handmade furniture Sensing good paintings Being aware of how to make hot cakes

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How to Clarify Fuzzy GoalsHow to Clarify Fuzzy Goals

1. Write it down

2. Write down what the learner would do to achieve the goal

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Parts of a Goal:Parts of a Goal:

1. Id the learnersThe bricklayers at Bricks-Are-Us

2. What the learner will be able to do“will be able to lay a course of 16 in. concrete block”

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Parts of a Goal: Parts of a Goal: continuedcontinued

3. Description of the context in which the skills are use30 feet long in one hour

4. Description of the tools available using a mudguard, trowel, level, and plumb line

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Goal Analysis - Two StepsGoal Analysis - Two Steps

1. Classify according to the type of learning outcome (domain of learning)– psychomotor, intellectual, verbal information,

attitudes 2. Describe exactly what a students will be

doing when performing the goal – using observable verbs like moving, painting,

etc.

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Verbal Info. Vs Intellectual Verbal Info. Vs Intellectual SkillsSkills

Gagne & Driscoll pg. 44Gagne & Driscoll pg. 44 Verbal Information (facts)

– declarative knowledge, “knowing that”– is added to information already in memory

Intellectual Skills– “knowing how” as opposed to know that

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Goal Analysis Goal Analysis continuedcontinued

Decide if sub-steps (sub-goals) are necessary– complexity of the task– target audience

Finally, formulate a test item that would show that learners can perform the skill?

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For Intellectual or For Intellectual or Psychomotor Goals UsePsychomotor Goals Use

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Learner CharacteristicsLearner Characteristics1. Entering Behavior

2. Prior Knowledge of Topic

3. Attitude toward Content & Delivery System

4. Academic Motivation

5. Educational Ability Levels

6. General Learning Preferences

7. Attitudes toward the Organization

8. Group Characteristics

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Context of Performance Context of Performance SettingSetting

1. Managerial Support– little support, little or no skills transfer

2. Physical Aspects of the Workplace– skills practiced in conditions similar to

workplace

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Performance Setting Performance Setting (cont’d)(cont’d)

3. Social Aspectsalone or in groups?work independently or with direction?most workers familiar with content or new to

everyone?

4. Relevance of the Skills to the WorkplaceConstraints:

physical, social, or motivational

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Writing ObjectivesWriting Objectives

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Components of Performance Components of Performance ObjectiveObjective

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AudienceAudience

Who are you trying to train?– Skilled / Unskilled?– Educational levels– Cultural variables– Old / Young

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BehaviorBehavior

What the learner will be able to do

“Add two, three-digit, positive numbers”

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BehaviorBehavior

Derived from the sub-skills under the instructional analysis steps– The test: Ask, “Can I

observe the learner doing this?”(skill)

If precise, the sub-skills don’t need to be modified

Some Intellectual Skills Verbs are:

– discriminate

– identify

– classify

– demonstrate

– generate

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Types of BehaviorTypes of Behavior

1. Intellectual & verbal skillsdescribe the skill & the intent

2. Psychomotor skillsspecified by verbs like: jogging, painting,

brushing, etc.

3.Attitudinal skills– choosing between options

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ConditionCondition

Tools the learner will use

“Using a calculator”

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ConditionCondition

Used to evaluate the learner“in four out of five number

problems”

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ConditionsConditions((cont’dcont’d))

3. Control the complexity of the task to match the audience level

Two examples:– Given three sockets, pick the hex socket

(audience: beginning mechanics)– Given a 1500-piece toolbox, select the metric

3/8 drive thin-wall, 8 mm. impact socket (audience: master mechanics)

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CriteriaCriteria includesincludes

What behavior is acceptable or The limits of acceptable behavior

– limits include: single answer a range check list (psychomotor) tally or anecdotal record (attitudinal)

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Steps in Writing ObjectivesSteps in Writing ObjectivesSummarySummary

1.Edit goal to reflect performance

2.Write terminal objective to reflect context of learning environmentthe instructional area, the

workplace, and the audience

3. Write objectives for each step in the goal analysis that have no sub-steps

4. Write objectives that reflect the sub-steps or write objectives for the sub-steps

5.Write objectives for all subordinate skills

6. Write objectives for entry behaviors if needed