INSTRUCTIONAL DESIGN

Ratheesh Kaliyadan

Director,

Media Analysis & Research Center,

Koyilandy, Kerala, India

Ph: +91 9946445970

marckerala@gmail.com

www.mediamarx.blogspot.com

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BEHAVIORISM

Behavioral researches have been conducted on animals but are

related to human behavior.

Cognitive Psychologists studied human behavior.

Learning involves associations established through contiguity

and repetition.

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BEHAVIORISM…

Based on observable changes in behavior which

can be measured.

Learning results from the classical conditioning

of simple reflexes.

Learning is the formation of a connection

between stimulus and response.

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COGNITIVISM

Cognitive Psychologists studied human behavior.

Theory is based on the thought process behind the behavior.

Stressed on the role of reinforcement which provides feed back

about the correctness of responses.

Learning involves subsuming new material to existing cognitive structure.

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CONSTRUCTIVISM

Learners construct their own perspective of the

world, through individual experiences and schema.

Learners construct their own knowledge. Learners

are encouraged to search for other related

relevant information.

Prepare the learner to problem solving ambiguous

situations.

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CONSTRUCTIVIST VALUES

Collaborative learning

Personal autonomy

Generativity

Reflectivity

Active engagement

Pluralism

Personal relevance

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CAN WE USE THESE THEORIES?

There is no one single theory which designers

keep in mind while designing the instructional

strategies and content.

Behavioural approach can effectively facilitate

mastery of the content.

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CAN WE…

cognitive strategies are useful in teaching

problem solving tactics.

constructivist strategies are suited for

dealing with ill defined problems

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DESIGNS OF INSTRUCTION

A plan or blue print of concepts.

Designs the learning

environment and a specific

class room interaction.

Instructional Design is a process to make

your class fruitful and more interactive.

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CREATE LEARNING OBJECTS

Most powerful tool in

the hands of teachers

Exploration of very

short, single concept.

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LEARNING OBJECTS

Self learning helps.

Directly end product.

Final test and previous

test should be mentioned

in the analysis part.

Emotions are equally

important in all process.

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TAXONOMY OF LEARNING OBJECTS

Fundamental: One piece of information, photo etc.

Combined-closed: Combination of two;

may be a picture and text. Combined-open: Leads to open various

sources. eg: links

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OUR LEARNING OBJECTS

Assets: photo/still visuals, audio, video, animation, text, sound files, graphics.

Feedback: should motivate. In the form of a question or the follow up activities

Duration:10-15 minuets.

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DESIGN

Entire letter writing.

Sequencing chunks-flow charts, maps etc.

One or two objectives of Learning Objects.

Evaluation strategy.

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ADDIE MODEL

The ADDIE model is the generic process traditionally used by instructional designers and training developers.

The five phases

Analysis

Design

Development

Implementation

Evaluation

Analysis > Design > Development > Implementation > Evaluation

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ANALYSIS PHASE

In the analysis phase, instructional problem is

clarified, the instructional goals and objectives are

established and the learning environment and

learner's existing knowledge and skills are identified.

* Who is the audience and their characteristics?

* Identify the new behavioral outcome?

* What types of learning constraints exist?

* What are the delivery options?

* What are the online pedagogical considerations?

* What is the timeline for project completion?

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DESIGN PHASE

The design phase deals with

learning objectives, assessment

instruments, exercises, content,

subject matter analysis, lesson

planning and media selection.

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DEVELOPMENT PHASE

The development

phase is where the

developers create

and assemble the

assets that were

created in the design

phase.

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IMPLEMENTATION PHASE

During the implementation phase,

a procedure for training the

facilitators and the learners is

developed.

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EVALUATION PHASE The evaluation phase consists of two parts:

formative and summative.

Formative evaluation is present in each stage of the ADDIE process.

Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing

opportunities for feedback from the users.

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