Instructional Design. Dr. James Smith Spring 2003

Transcription

1 Instructional Design Dr. James Smith Spring 2003

2 Instructional Design (ID) The systematic process of translating principles of learning and instruction into plans for instructional materials and activities.

3 Comparison Instructional Designer & Engineer Both plan work based upon successful principles. Both design things that are functional, attractive, & appealing to user. Both have established problem solving procedures to guide them. Both write specifications or plans.

4 Purpose of ID Education All those experiences in which people learn. Many experiences are unplanned, incidental, and informal. Terms used interchangeably in ID with education Instruction Training Teaching

5 What is Instruction? Delivery of information & activities that facilitate learners attainment of intended, specific learning goals. Activities focused on learners learning specific things.

6 What is Training? Instructional experiences focused upon individuals acquiring very specific skills that they will normally apply almost immediately.

7 What is Teaching? Learning experiences in which the instructional message is delivered by a human being-not a videotape, textbook, or computer program but a live teacher. All learning experiences in which the instructional message is conveyed by other forms of media is instruction.

8 What is Design? Implies a systematic planning process prior to the development of something. Distinguished from other planning by Level of precision Care Expertise employed

9 The ID Process Another way of defining ID is to describe the process involved in the systematic planning of instruction. At basic level, instructional designer s job is to answer three major questions.

10 Three Major Questions Where are we going? How will we get there? How will we know when we have arrived?

11 Many ID Models Dick & Carey Model Hannafin & Peck Model Knirk & Gustafson Model Jerrold Kemp Model Gerlach-Ely Model Rapid Protyping Model

12 Dick & Carey Model

13 Hannafin & Peck Model

14 Knirk & Gustafson Model

15 Jerrold Kemp Model

16 Gerlach-Ely Model

17 Rapid Protyping Model

18 General ID Steps Different models exist for different instructional purposes; however, the process is summarized in five phases.

19 Known as ADDIE ADDIE Analysis Implementation Evaluation Design Development

20 ADDIE Evaluate Develop Implement Design Analysis

21 A = Analysis In analysis stage of ID process, want to find out Who are the learners or audience Audience analysis What is the goal or intended outcome Goal analysis

22 D = Design Content of the course Subject matter analysis Steps of instruction Lesson planning-writing objectives Type of media or presentation mode Media selection

23 D = Development Development of instruction Generate lesson plans (different from lesson planning) and lesson materials. Complete all media & materials for instruction, and supporting documents. End result is a course or workshop ready for delivery.

24 I = Implementation The delivery of the instruction. Purpose is effective & efficient delivery of instruction. Promote students understanding of material & objectives, and ensure transfer of knowledge.

25 E = Evaluation Two related evaluations going on simultaneously in most ID situations. Formative Evaluation Summative Evaluation

26 Formative Evaluation Going on during & between ID steps. Purpose is to improve instruction before completed instruction is delivered.

27 Summative Evaluation Usually occurs after instruction completed & implemented. How much & how well did students learn? How well did course or workshop work? Does it need modification before being presented again? What needs changing? Content? Instruction? Media?

28 ID Assumptions In order to design instruction, the designer must have a clear idea of what the learner should learn as a result of instruction. The best instruction is that which is effective, efficient, and appealing.

29 ID Assumptions Students may learn from many different media: A live teacher is not always essential for instruction. There are principles of instruction that apply across all age groups and all content areas.

30 ID Assumptions Evaluation should include the evaluation of the instruction as well as the evaluation of the learner s performance. Learners should be evaluated in terms of how nearly they achieve the instructional objectives rather than how they stack up against their peers.

31 ID Assumptions There should be congruence among objectives, learning activities, and assessment.

32 Graphics of models from Tom Weltmer web page: fault.htm

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