Using Prototyping to Streamline the Instructional Design Process
The Instructional Design Process
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The Instructional Design The Instructional Design Process Process Introduction Introduction
description
The Instructional Design Process. Introduction. Learning & Instruction. Define learning Development of new knowledge, skills and abilities (KSA) Permanent change in behavior Define instruction Arrangement of the environment (media-presented information) to facilitate learning. - PowerPoint PPT Presentation
Transcript of The Instructional Design Process
The Instructional Design The Instructional Design ProcessProcess
IntroductionIntroduction
Learning & InstructionLearning & Instruction
Define learningDefine learning Development of new knowledge, skills and Development of new knowledge, skills and
abilities (KSA) abilities (KSA) Permanent change in behaviorPermanent change in behavior
Define instructionDefine instruction Arrangement of the environment (media-Arrangement of the environment (media-
presented information) to facilitate learningpresented information) to facilitate learning
Instructional NeedInstructional Need
How do you know if you have one?How do you know if you have one? Performance need is gap between existing Performance need is gap between existing
and desired behaviorand desired behavior Instructional need is a performance need Instructional need is a performance need
that can be solved by instruction (rather that can be solved by instruction (rather than changes in resources, personnel, etc.)than changes in resources, personnel, etc.)
Instructional design is...Instructional design is...
The systematic process of translating The systematic process of translating principles of learning and instruction into principles of learning and instruction into specifications for instructional materials specifications for instructional materials and activitiesand activities -Smith & -Smith & RaganRagan
What does a designer do?What does a designer do?
The primary role of the designer is to:The primary role of the designer is to:
Decide what is important for students to Decide what is important for students to learn.learn.
Effectively arrange the learning Effectively arrange the learning environment (media) to maximize the environment (media) to maximize the probability of individual student learning probability of individual student learning (permanent changes in behavior).(permanent changes in behavior).
Instructional Design is based Instructional Design is based on..on..
General Systems TheoryGeneral Systems Theory A set of interrelated and acting parts that A set of interrelated and acting parts that
work together toward a common goalwork together toward a common goal Educational Psychology TheoryEducational Psychology Theory
From Behaviorism to ConstructivismFrom Behaviorism to Constructivism Communication TheoryCommunication Theory
Sender, receiver, feedbackSender, receiver, feedback Instructional TheoryInstructional Theory
What are the advantages of What are the advantages of ID?ID?
Focus on what learner will be able to do Focus on what learner will be able to do as a result of the instructionas a result of the instruction
Linkage between componentsLinkage between components Empirical and replicable processEmpirical and replicable process Produces consistent instructionProduces consistent instruction Facilitates effective assessment methodsFacilitates effective assessment methods Applicable across settingsApplicable across settings
ID HistoryID History
The beginnings of the field of The beginnings of the field of instructional design actually began instructional design actually began during World War II when the U.S. during World War II when the U.S. military needed to rapidly prepare a military needed to rapidly prepare a large number of people for a wide large number of people for a wide variety of jobs.variety of jobs.
Instructional must include Instructional must include assessmentassessment
Write performance objectivesWrite performance objectives Very specific and measureableVery specific and measureable
Develop assessment instrumentsDevelop assessment instruments Emphasis on accurately measuring Emphasis on accurately measuring
behaviorsbehaviors
Benjamin BloomBenjamin Bloom
Benjamin BloomBenjamin Bloom
Original versionOriginal version Updated versionUpdated version
Benjamin BloomBenjamin Bloom
The new terms are defined as:The new terms are defined as:Remembering: Retrieving, recognizing, and recalling relevant knowledge Remembering: Retrieving, recognizing, and recalling relevant knowledge
from long-term memory.from long-term memory.Understanding: Constructing meaning from oral, written, and graphic Understanding: Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying, messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or Applying: Carrying out or using a procedure through executing, or implementing.implementing.
Analyzing: Breaking material into constituent parts, determining how the Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through Evaluating: Making judgments based on criteria and standards through checking and critiquing.checking and critiquing.
Creating: Putting elements together to form a coherent or functional Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.generating, planning, or producing.
Components of Systems Components of Systems ApproachApproach
Conduct formative evaluation of Conduct formative evaluation of instructioninstruction One-to-one prototype testingOne-to-one prototype testing Small group evaluationSmall group evaluation Field testingField testing
Revise instructionRevise instruction Data from formative evaluation used to Data from formative evaluation used to
assess whole processassess whole process Conduct summative evaluationConduct summative evaluation
Or simply put...Or simply put...
DesignDesign DevelopDevelop EvaluateEvaluate
Sometimes called “Instructional Sometimes called “Instructional Development”Development”
Two Primary ModelsTwo Primary Models
ADDIEADDIE
Analyze - analyze learner characteristics, task to be learned, Analyze - analyze learner characteristics, task to be learned, etc.etc.
Design - develop learning objectives, choose an Design - develop learning objectives, choose an instructional approachinstructional approach
Develop - create instructional or training materialsDevelop - create instructional or training materials Implement - deliver or distribute the instructional materialsImplement - deliver or distribute the instructional materials Evaluate - make sure the materials achieved the desired Evaluate - make sure the materials achieved the desired
goalsgoals
Two Primary ModelsTwo Primary Models
Dick and Carey (Systems Approach Dick and Carey (Systems Approach Model)Model)
Identify Instructional Goal(s)Identify Instructional Goal(s) Conduct Instructional AnalysisConduct Instructional Analysis Analyze Learners and ContextsAnalyze Learners and Contexts Write Performance ObjectivesWrite Performance Objectives Develop Assessment InstrumentsDevelop Assessment Instruments Develop Instructional StrategyDevelop Instructional Strategy Develop and Select Instructional MaterialsDevelop and Select Instructional Materials Design and Conduct Formative Evaluation of InstructionDesign and Conduct Formative Evaluation of Instruction Revise InstructionRevise Instruction Design and Conduct Summative EvaluationDesign and Conduct Summative Evaluation
Basic ID ModelBasic ID Model
Dick & Carey, 1966
(Changed only slightly since 1966 – see page 1).
Basic ID ModelBasic ID Model
Dick & Carey, 1978
ID ResourcesID Resources
Dick, W. & Carey, L. (1996). Dick, W. & Carey, L. (1996). The systematic design of instructionThe systematic design of instruction (4th ed.). New York: HarperCollins College Publishers. (4th ed.). New York: HarperCollins College Publishers.
Smith, P. & Ragan, T. (1999). Smith, P. & Ragan, T. (1999). Instructional designInstructional design (2nd ed.). (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Upper Saddle River, NJ: Merrill Prentice Hall.
Gagne, R., Briggs, L., & Wager, W. (1992). Gagne, R., Briggs, L., & Wager, W. (1992). Principles of Principles of instructional designinstructional design (4th ed.). Fort Worth, TX: Harcourt Brace (4th ed.). Fort Worth, TX: Harcourt Brace College Publishers.College Publishers.
Shambaugh, R., & Magliaro, S. (1997). Shambaugh, R., & Magliaro, S. (1997). Mastering the Mastering the possibilities: A process approach to instructional design.possibilities: A process approach to instructional design. Allyn Allyn & Bacon: Boston.& Bacon: Boston.
