Instructional Design What Is It and Why Should I Care?
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1 Instructional Design What Is It and Why Should I Care? A CEIT Workshop Domenic Screnci, Ed.D. Executive Director Educational Technology, Training and Outreach Information Services and Technology Boston University
2 Instructional Design: What Is It and Why Should I Care? You ve heard of Graphic Design, Information Design, Fashion Design, and even Industrial Design but maybe not Instructional Design. Presentation Goals: To cover the historical context and help to define the discipline of Instructional Design. To explore how a systems approach to developing instruction will serve your teaching needs.
3 ID Workshop Opening Exercise Participants will be working individually or in small groups. Assume the role of product designer Identify the steps that will need to be taken to build and deliver that product to market. Pick a product: Toaster, Can Opener, Microwave, Clock Radio, Camera, Pencil Sharpener Together we will record the steps each group has identified.
4 Instructional Design A Systematic Approach to Instruction Is the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation. (Smith 1999)
5 How would you build a car? Revision Market Research Analysis Design Production Prototyping Delivery Customer Feedback Performance and Repair Stats
6 How would you build a course? Revision Market Research Analysis Design Production Prototyping Delivery Customer Feedback Instructional Design Process Performance and Repair Stats Revision Needs Assessment Analysis Pilot Design Production Testing Delivery Evaluate Dick and Carey Model 1978
7 Instructional Design Milestones 1920 s Started to match the needs of society to education and connecting outcomes and instruction.
8 Instructional Design Milestones 1930 s The 8 year study plan by Ralph Tyler was a major milestone in specifying general objectives for education. The study was designed in response to postwar pressures to revise the prevailing college prep high school curriculum in order to meet the needs of increasing numbers of students. The study confirmed that objectives could be clarified if written in terms of student behaviors. Formative evaluation was used for the first time during the study.
9 What Lead to the Development of 1940 s Instructional Design? World War II created an enormous instructional problem - thousands of new recruits had to be trained rapidly, and the sophistication of new weapons demanded an unprecedented level of mastery. Mediated strategies such as the use of films for instruction and AV technology were dominant.
10 ADDIE Instructional Design Cycle
11 Instructional Design Model Instructional Systems Design is an organized procedure that includes steps of analyzing designing, developing, implementing and evaluating instruction. ADDIE: (wikipedia.org/wiki/addie_model#analysis_phase) Analyzing Assessing the learning and defining what is to be learned Designing the process of specifying how it is to be learned Developing the process of authoring and producing the instructional materials Implementation is actually using the materials and strategies in context Evaluating is the process of determining the adequacy of the instruction
12 Instructional Design Model Characteristic of the Instructional Design process is that all the steps must be completed in order to serve as a check and balance on each other ID Models in existance The Process is as important as the Product Confidence in the Product is based on the Process The Process is the Product
13 Boston University Center for Educational Development in Health Design for Learning Systematic Approach for Course Development Formal Education Practice Subject-Matter Expert Instructor Something is missing! Post-graduate
14 Boston University Center for Educational Development in Health Design for Learning Systematic Approach for Course Development Subject-Matter Expert Competency-based Instructional Design Process Qualified Instructor The missing link!
15 Systematic Approach to Design Instructional Design Process Revision Needs Assessment Analysis Pilot Design Production Testing Delivery Evaluate Boston University Center for Educational Development in Health
16 Center for Educational Development in Health Model for Systematic Course Design Form 1 Instructional Situation Form 3 Form 4 Form 5 Form 6 Form 7 Form 2 Performance Expectations Verification Study Competency Based Objectives, Skill, Knowledge Attitudes Entry Level Evaluation Plan Instructional Activities Plan Syllabus Session Plans
17 Instructional Situations Course Title: Course Goal: Expected Students: Number of Students Educational Background Setting: Constraints: Such as... 1.No time to prepare 2.Large number of students Resources: Such as... 1.Funds 2.Personnel 3.Laboratory facilities 4.Etc.
18 Performance Expectations Job Title Tasks Procedure Form 2a: Verify Performance Expectations: Literature Search and Interview Findings
19 Competence Based Objectives Form 3a Competency Based Learning, Objectives (First Part) When given The student will be able to.. Objective: When given The student will be able to.. Objective: When given The student will be able to.. Objective:
20 Relationship of Objectives and Evaluation Objectives
21 Relationship of Objectives and Evaluation Objectives Evaluation
22 Learning Objectives Robert F. Mager 1969 Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. An objective describes an intended result of instruction.
23 Learning Objective Parts Behavior Condition Standard
24 Learning Objective Parts Behavior The behavior element of a learning objective (LO) describes what the student is expected to do after training. Condition The condition refers to the circumstances under which the behavior will be performed Standard The standard element of a learning objective indicates how well the student is expected to perform the behavior - quantity and/or quality of the performance.
25 Objectives Skills, Knowledge and Attitudes Objective: Skills Knowledge Attitude Objective: Skills Knowledge Attitude Objective: Skills Knowledge Attitude
26 Objective Action Verbs Information Comprehension Application Analysis Synthesis Evaluation cite assess apply analyze arrange appraise count associate calculate appraise assemble assess define classify choose contract collect choose describe compare complete criticize combine compare draw compute demonstrate debate compose critique identify contrast develop deduce construct decide indicate demonstrate employ detect create determine list describe examine diagram design estimate name differentiate illustrate infer detect evaluate point discuss match inspect document grade quote distinguish operate inventory formulate judge
27 Objective Action Verbs Continued Information Comprehension Application Analysis Synthesis Evaluation read experiment order measure generalize measure recite explain practice question integrate rank recognize express prescribe separate manage rate record extrapolate restate summarize organize recommend relate interpolate schedule plan revise report interpret sketch prepare score select locate solve prescribe select state predict treat produce test summarize report use propose tabulate restate utilize specify tell review validate trace translate update
28 Verbs That Impart Skills demonstrate empathize listen operate visualize diagnose hold manage project write diagram internalize measure record
29 Verbs that Convey Attitudes acquire exemplify plan reflect transfer consider modify realize revise
30 Instructional Activities
31 Evaluation in Instructional Design Evaluation is the systematic determination of learning outcomes. Formative Summative It is a process by using measures against a set of objectives. Program Evaluation
32 Formative Evaluation Permit the instructional designers, instructors and learners to monitor how well the instructional goals and objectives are being met. Its main purpose is to catch deficiencies so that the proper learning interventions can take place that allows the learners to master the required skills and knowledge
33 Summative Evaluation Is a method of judging the success of a instructional intervention that focuses is on learning outcome. Various instruments are used to collect the data. Questionnaires, surveys, interviews, observations, and testing. Should be designed to meet learning objectives
34 Evaluation Plan Testing Conditions When given... Performance The student will be able to ENTRY TEST PROGRESS TEST PROGRESS TEST PROGRESS TEST PROGRESS TEST POST TEST
35 Evaluation Influencing Activities Evaluation (From Evaluation Plan) Activities
36 The Syllabus Organized Activities Session # Week 1 Week 2 Week 3 In-Class Activities Intro Lecture Role Play Discussion Lecture Video Lab Test Review Interview Panel Discussion Team Based Exercise Outside Activities Reading Field Trip Exercise Journal Lab Reports Blog Post Flipping the Classroom
37 Design Stage Design Don t Reinvent the Wheel Evidence-Based Methods Innovation Instructional Methods Cognitive Load Solution-Based Approach Creativity
38 Production Stage Production Limitations Media Visual Time, Quality and Cost
39 Teaching as Research Instructional Design Systematic Instructional Design Establishing a framework for the research
40 Instructional Design Resources
41 American Society for Training and Development
42
43
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