HMID 5003: Principles and Practices of Instructional Design Welcome and Introduction to the Course What a wonderful phrase this is: instructional design! Most times, students or people at large are curious what it entails. Most times, people are confused between the word "instructional" as in learning and giving instructions. Well, instructional design has been around for almost as long as Socrates! It's entirely got to do with the impactful teaching and learning and the systemic way of doing so, especially in an environment where the teacher is not immediately accessible to the learner: as in a distance learning environment, in self-accessed learning materials which range from print-based text-books or learning modules to multimedia and web-based learning resources. A powerful and well thought out learning design especially one that has the foundations of sound principles and practices of instructional design, will certainly give most satisfaction to the learner. As in many design studies, instructional design entails the artistic part and also the theoretical part. The artistic part is entirely yours - your innovativeness and creativity, combined with sound understanding of the theory, principles, and an array of practices of instructional design. This course will mainly take you through the theoretical part, i.e., the basic understanding of instructional design. In particular, it is important that you are able to differentiate between instructional systems design (ISD) and instructional design (ID), and concomitant to this the generic ISD and ID models. Once you have a solid understanding of these terms, you will be able to put the rest of the topics in this course into perspective. And to support you in the understanding of instructional design principles and practices, the course will be designed around a set of tasks and accompanying readings, sourced from the Internet and the Open University Malaysia (OUM) Digital Library. As a student you have your own set of responsibilities to fulfill and the following is a brief guide. Be sure that you log in to the course early and often. Plan and manage your time to ensure you are able to participate actively enough in all three courses (Quantity as well as quality of participation do count). Our advise is to allocate about 10 hours of time each week per course. As the course facilitators, we will be more than willing to help you progress and even though we may be at a distance, we will make our presence felt. Please go through the course outline and requirements, understand them and express doubts if you have any. Course Personnel Course team leader and facilitator Prof Dr Paulina Pannen, Centre for Graduate Studies, Universitas Terbuka Indonesia Facilitators Professor Dr. Abtar Kaur, Faculty of Education and Languages, Open University Malaysia Prof Dr Katy Campbell, Dean, Faculty of Extension, University of Alberta Course Synopsis This course introduces students to instructional systems design processes focusing on the ADDIE Model.
The ADDIE Model Thereafter students would be taken thoroughly through about 6 major Instructional Design Models vis-à-vis the principles and practices. The course will also briefly discuss the other components of the model, namely analysis, development, implementation and evaluation. At the end of the course, students should be able to confidently discern the difference between ISD and ID and select an instructional design model to suit an instructional environment moreso a technological oriented one. Course Learning Outcomes At the end of the course, you should be able to: 1. Differentiate clearly between Instructional Systems Design and Instructional Design. 2. Apply key principles of instructional systems design to show similarities and differences in technology and non-technology environments. 3. List key components of Analysis Phase and for each component; state the main criteria when given varied instructional settings. 4. State the key principles of Instructional Design Phase. 5. State varied ways Instructional Design can be practiced. 6. Compare and contrast between Gagne and ASSURE Model of Instructional Design. 7. Determine if Dick & Carey or Smith & Ragan Model of Instructional Design is more appropriate when given different instructional scenarios. 8. Compare and contrast between Merrill and Reigeluth's Model of Instructional Design. 9. Explain how the environment where a model or procedure is used influences both the choice of a model and the way in which a model is used. 10. Discuss the limits of and problems which are inherent in using models for the design of instruction. 11. Explain key steps in the Development Phase. 12. Apply strategies that increase the odds for successfully implementing programs. Distinguish between formative evaluation and summative evaluation The resources for this course include: Course Synopsis Information on the course, course facilitators, weekly study schedule, a list of the course resources, a suggested approach to study, and assessment details Course resources Obtain your weekly readings and other online resources here. They are embedded or made available as links. Weekly readings are compulsory for understanding of the subject matter and as a basis for online discussions, activities and assignments. Course forum discussions
Online discussions available in the OUM Learning Management System (mylms) will keep all of us in touch and in intellectual engagement of the tasks given. Course Learning Management System Please access course announcements, introductory material, resources and online forums from OUM's mylms. Course Structure The course is a 3 credit hour course with 120 learning hours. Defined in terms of interaction with the course facilitator(s), materials and time taken to complete the activities, you will need to spend an average of 10 hours per week to complete the readings and activities. This course will cover nine (9) topics spread throughout the semester involving a total of about 120 hours. Study Approach To succeed, focus, persevere and devote an average of 10 hours per week to this course. It is suggested that each week, you: 1. Access the mylms and view the study schedule, click, download and complete the required readings as well as perform the activities listed in the schedule. 2. Check for any announcements and updates. 3. Contribute to the discussion forums (Quantity as well as quality of your participation do count). 4. Manage your study time well by using a planner or diary to pace your activities appropriately. Start your course assignments early. Do not wait until the last moment. You will need lead time to gather relevant information, discuss and interact with your facilitator and course mates and look for additional resources to complete the assignments. Course Schedule Duration Jan 18 to Jan 23 Abtar, Paulina Jan 24 - Mar 19 Paulina Topics Connecting to students, posting introductory messages and access to mylms Introduction to Instructional Systems Design Defining the field Development of field The Generic ADDIE Model Key Theorists in ISD Latest Developments
The Analysis Phase Key Principles Components of Analysis Phase Applications in Various Instructional Environments Design Phase Introduction to Instructional Design Development of Instructional Design Key Instructional Design Theorists Different Approaches to ID ( Objectivist vs Constructivist) Gagne and ASSURE Model Gagne's Instructional Design Model 9Events of Instruction Conditions of Learning Learning Outcomes Applications in Various Instructional Settings ASSURE The 6 Steps Mar 20 - Mar 27 Abtar Mar 28 - Apr 17 Katy Development Phase Content Treatment Storyboarding Designing Media Elements Implementation Phase Training Educators Training Users (Students) Checking Functionalities Evaluation Phase Formative Evaluation Pre-test, Pilot Test, Field Test Summative Evaluation Apr 18 th - Apr 25 th Course Summation EXAMINATION PERIOD Abtar
Course Assessment Ongoing Assessment : 70 percent (Online discussions of ADDIE and Project Output at the same time) Final Examination : 30 percent 1. Ongoing Assessment: 70% The ongoing assessment consists of two major parts, i.e., the online discussions of ADDIE components and your individual project. No. Online Discussion Project Output 1. Analysis : discuss the latest development of ID and ISD, application of ID in various environment, and different approaches to ID 2. Design: discuss the application of ID when designing for varied learning styles, critique of ID models, and comparison of id models Write down your analysis : select one instructional setting where you want to improve - write down your plan to conduct an analysis using principles of analysis. Design your instructional program for the setting you have chosen. First, describe the selected design model to be applied to your selected instructional setting, and then describe your design plan. 3. Develop: discuss the design of media elements Develop your media elements to be used for your instructional program, and explain your rationale on the selection of media elements in your instructional program. 4. Implement: discuss strategies and components of implementation. 5 Evaluate: discuss evaluation strategies and instruments, and interpretation of the results. 1.1. Online Discussion (30%) For participation in the online discussions, on each topic, your are expected to: Try out your instructional program based on your implementatio plan. Elaborate on the rationale of applying some principles (in participants, how to, instructional strategies, who is doing what, place, materials) to your instructional program. Evaluate your instructional program based on strategies and instrument you have planned. Explain your rationale on your evaluation strategies and tools to measure participants' learning outcomes as well as steps taken to measure the quality of your instructional programs. - Read assigned materials and respond to the discussion question posted. - Responses should have substantive facts. - Where necessary, you should share your experiences which is related to the topic of dicussion. - You are also expected to respond to issues raised by your peers. - Regular responses are expected in the forums. - Absence for 2 weeks in a row from online discussions will mean you will loose substantial marks ( if no valid reasons are given). 1.2. Individual Project (40%) While you are participating in the online discussion series, you are also expected to design and do your own project of the instructional setting of your choice. You may want to post your project components, one step at a time based on the topic of the online discussion, then kindly request the opinion of your peers, so that you may get a lot of feedback to improve your project. Your project will be marked based on your ability to:
Explain the relationship and rationale of your selected ID models to an instructional setting of your choice. Rigorously design, develop, and implement your instructional program in the setting of your choice. Objectively evaluate your instructional program and suggest points for improvement of your program. The general expectation of your project will be to include: 1. selection of one instructional setting where you want to improve and its rationale 2. plan to conduct an analysis using principles of analysis. 3. design your instructional program for the setting you have chosen, including the description of your selection of a design model to be applied to your selected instructional setting, and your design plan which follows the steps of the model you have chosen. 4. Development of the media elements ( probably at this point we may suggest the most basic media elements) to be used for your instructional program, which include explanation on the selection of media elements to be used in your instructional program, rationale of the need of media in that case, and the media itself. 5. Plan and report on the implementation of your instructional program. Try your instructional program out based on your implementation plan. Elaborate on the rationale of your applying some principles (includes: participants, how to, instructional strategies, who is doing what, time, place, materials) to your instructional program. 6. Evaluation of your instructional program based on strategies and instrument you have planned. Explain your rationale on your evaluation strategies and tools to measure participants' learning outcome as well as to measure the quality of your instructional programs. 2. Final Examination (30%) A final examination will be given based on some more important learning outcomes for this course. Selected Course References 1. Dick, W., and Carey, L. (2004). The Systematic Design of Instruction. Allyn & Bacon; 6 th edition 2. Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4 th Ed.). Fort Worth, TX: HBJ College Publishers. 3. Instructional Design Models: a collection of ID models summarized by Martin Ryder, School of Education. University of Colorado at Denver, http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html 4. Piskurich, G.M.(2000), Rapid Instructional Design: Learning ID Fast and Right. San Francisco: John Wiley 5. Reigeluth, Charles M. (1983). Instructional-Design Theories and Models: An Overview of Their Current Status. Lawrence Erlbaum Associates 6. Smith, P.L. and Ragan, T.J., (2005). Instructional Design, 3rd Edition, New York: Wiley Publishing Inc. (ISBN # 0-471-39353-3) 7. Van Merriënboer, J.J. G., Clark, R.E., & De Croock, M.B.M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50(2), 39-64 (http://www.ou.nl/ecache/def/17/857.html)