Instructional Design (ID)An Overview : Instructional Design (ID)An Overview Contents : Contents What is ID and What it isn’t 10 min.
ID Process 60 min.
ID Supporting Cast 5 min.
ID Competencies 10 min.
A Few Good Books 5 min.
ID Competition 30 min. What Is ID… and What It Isn’t : What Is ID… and What It Isn’t Is it…
graphics and animation design?
having subject matter knowledge?
all of the above and more? What Is ID… and What It Isn’t : What Is ID… and What It Isn’t None of it! So What Is It? : So What Is It? Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. ID Process : ID Process 1. Analysis : 1. Analysis Training Needs Analysis
Learner Analysis (Learning Styles)
Job-Task Analysis AnalysisTraining Needs Analysis : AnalysisTraining Needs Analysis Define scoring and grades
Understand learning context:
What training is relevant to your employees’ jobs
What training will improve performance
Distinguish between training needs from organisational problems
Link improved job performance with the organisation’s goals and bottom line
Through surveys, interviews, focus groups, performance feedback Analysis Learner Analysis : Analysis Learner Analysis Personal characteristics
Purpose and application of learning
Prior knowledge of subject
Computer or web expertise, if applicable
Learning style Analysis Learning Styles : Analysis Learning Styles Three primary learning styles:
Visual Auditory Kinesthetic
As many as 12 or 13 types of intelligences Self-assessment 10 min. AnalysisPerformance and Task Analysis : AnalysisPerformance and Task Analysis Performance Analysis
Are the goals of teaching being met?
What tasks does the learner have to do?
Setting up an STC learning session (5 min.) 2. Design : 2. Design Learning objectives
Instructional strategies and methods
Evaluation and design plan
Resource requirements 2. DesignLearning Goal and Objectives : 2. DesignLearning Goal and Objectives Determine overall learning goal
Determine specific objectives
State in a clear and measurable manner
Use performance-oriented words
Exercise:Go back to slide 2 and define goals and objectives for this session 2. DesignAdult Learning : 2. DesignAdult Learning Focused rather than general
Application rather than theory
Build on existing concepts
Self-directed and self-paced
More than one medium
It is harder for adults to retain and recall information that conflict with prior experience and previously formed ideas and beliefs. Lessons will at times affect change in belief systems and values. 2. Design ID Models : 2. Design ID Models Choose a design model to follow or design your own using established instructional principles.
Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods.
It is about how to help people learn better. 2. Design ID Models : 2. Design ID Models Gange's Theory: Behaviorist view
Ausebel's Theory: Cognitivist view
David Merrill: Component Display Theory
Dick and Carey: Systems approach
Jerrold/ Kemp: Holistic approach suited for WBT 2. Design ID Models : 2. Design ID Models Gerlach and Ely: Prescriptive model suited to higher education.
Hannafin and Peck: 1) Needs assessment 2) Design 3) Development and implementation
Knirk and Gustafson: 1) Problem determination 2) Design 3) Development
Tripp and Bichelmeyer: Rapid Prototyping suited for research 2. DesignID Models : 2. DesignID Models How do you pick an ID model? Depends on the instructional goal.
Concept learning information gathering and organization
Cognitive skills problem solving and critical thinking
Procedural skills practice and hands-on experience
Behavioural changes role play and situational practice 3. Development : 3. Development Course materials
Lesson plan and instructor's guide
Tests and assessments 3. DevelopmentCourse Materials : 3. DevelopmentCourse Materials Provide active learning activities
Provide meaningful experiences to apply course concepts
Allow for differing ways of learning
Plan for differing media (ILT vs. WBT)
Chunk information 3. Development Delivery System : 3. Development Delivery System ILT or WBT?
Synchronous or asynchronous?
Is multimedia appropriate?
Should I use audio and text?
What tools should I use?
Is video necessary? 3. Development Assessment: Blooms Taxonomy : 3. Development Assessment: Blooms Taxonomy Bloom identified a hierarchy of six levels of cognitive learning:
1. Knowledge (recall, least complex) 2. Comprehension
6. Evaluation (most complex) 4. Implementation : 4. Implementation Usability test
Delivery 4. Implementation Production Tools : 4. Implementation Production Tools Macromedia Authorware
Web authoring tools
Database programming tools
LMSes 5. Evaluation : 5. Evaluation Formative evaluation: learner assessments, communication with learners, periodic evaluations
Summative evaluation: analysis of formative assessments, examinations, surveys, interviews
C. Evaluation should closely link to the course objectives ID Supporting Cast : ID Supporting Cast Technical writer/Course Developer
Project manager ID Competencies : ID Competencies Knowledge of Instructional Design Theories and ability to create model
Knowledge of Education and Training
Knowledge of Adult Learning Principles
Knowledge of Standards:AICC, SCOR
Knowledge of Copyright Issues A Few Good Books : A Few Good Books Basics of Instructional Systems Development, Chuck Hoddell
Training Design Basics, Saul Carliner
The Systematic Design of Instruction, Walter Dick and Lou Carey
The ID CaseBook, Peggy A.Ertmer and James Quinn
A Practical Guide to Needs Assessment, Kavita Gupta Competition : Competition Time: 30 min.
Understanding 5 min.
ID 10 min.
Writing instructional script 15 min.
Mr. Bloom, an elderly Scandinavian, is visiting India for the first time to give a session on Training Evaluation. He is staying at a hotel and has to cross the street to reach the conference venue. There is no pedestrian crossing.
Write a short tutorial or an instructional script, not exceeding a page, explaining to him how to cross the street safely.
Write your instructional plan on another page
Instructional Plan 40%
Instructional Script achieving learning objectives 40%