Introduction to theInstructional Design Process

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Questions to ConsiderWhat are the components of a comprehensive

instructional design plan?What premises underline the instructional

design process?What benefits can result from applying the

instructional design process?What is the value of instructional design to

teachers?What is the relationship between

instructional design and human-performance technology?

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Goal of Instructional DesignTo make learning more efficient and effectiveTo make learning less difficult

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Instructor vs. DesignerSubject-matter expert or instructor

approaches course design from content perspective of what to cover.

Instructional designer approaches the task by first defining the problem and then determining what knowledge and skills are needed to solve the problem.

Instructional design process focuses on what the learner “needs to know”.

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Education vs. TrainingBoth are concerned with learning.One of the goals of formal education is to

prepare an individual to be a contributing member of society.

Focus is quite broad.Training in organizational setting is defined

by the information need to perform a specific task or related tasks.

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Academic Education and Training Programs

Specific job training tends to have precise, immediate requirements with identifiable and often measureable outcomes.

Formal education tends to have broader purposes and more generalized objectives.

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What is Instructional Design?Using a systematic design processBased on what we know about:

Learning theoriesInformation technologySystematic analysisEducational researchManagement methods

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ID Approach FocusWhat level of readiness do individual

students need for achieving the objectives?What instructional strategies are most

appropriate in terms of objectives and learner characteristics?

What technology or other resources are most suitable?

What support is need for successful learning?How is achievement of objectives measured?What revisions are necessary?

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Instructional DevelopmentThe production processThe translation of the instructional design

plan into instructional material such as PrintVideoMultimedia

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Instructional Design Premises1. Requires attention to both a systematic

procedure (orderly, logical method of identifying, developing, and evaluating set of strategies) and specificity for treating details within the plan.

2. Starts by identifying an instructional problem.

Identify the performance problem and then uses a variety of tools to determine what knowledge and skills are need to solve the problem.

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3. Design plan is developed primarily for use by the instructional designer and planning team.

4. While planning, every effort is made to provide for a level of satisfactory achievement rather than the minimal achievement for all learners.

5. Success of instructional product dependent on accuracy of information flowing into the design process.

Creating instruction for task that is not a performance problem not likely to lean to improvement in performance.

Instructional Design Premises

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6. Focuses on the individual rather than what content to cover.

7. There is no single best way to design instruction.

Instructional Design Premises

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Design ModelFramework for Systematic Instructional Planning

Learners

MethodsObjectives

Evaluation

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Four Fundamental QuestionsFor whom is the program developed

Characteristics of learners/traineesWhat do you want them to learn or

demonstrateObjectives

How is the objective content or skill best learnedInstructional strategies

How do you determine the extent to which learning is achievedEvaluation procedures

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Design ModelInstructional Problems

Identify the needs or performance problemLearner and Context

Define the characteristics of the target audience who are not performing as expected

Task AnalysisDetermine what knowledge and procedures yu

need to include to help learner master objectivesInstructional Objectives

Specify exactly what the learner must master

Teaching/Learning Resources

Outcomes

Content

Learner Characteristics

Teaching/Learning Strategies

Components of Instructional Design Plan

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EvaluationFormative and Revision

Informs how well the instructional program is serving the objectives as it progresses.

SummativeEvaluates effectiveness of final materials

ConfirmativeDetermines if course of instruction remains

appropriate over time.

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Answering the CriticsID process would only be mechanistic if

elements were treated in a fragmented manner rather than in an integrated approach.

A humanistic approach to instruction recognizes the individual learner in terms of:His or her own capabilitiesIndividual differencesPresent ability levelsPersonal development

CURRICULUM FRAMEWORK

Government Guidelines

Emerging Trends in Field

Workplace Needs

Technology &

Resources

College Policy

Stakeholder Input

Program Learning Outcomes

AssessmentLearning Activities

Learning Resource Materials

Learners

Learning Principles Design PrinciplesBelief Systems

April/07 Adapted from Eastern Region Curriculum Development Program: Aligning and Building Curriculum (ABC)

Course Learning Outcomes