Introduction to the Instructional Design Process

1. Introduction to theInstructional Design Process

2. Questions to Consider • What are the components of a comprehensive instructional design plan? • What premises underline the instructional design process? • What benefits can result from applying the instructional design process? • What is the value of instructional design to teachers? • What is the relationship between instructional design and human-performance technology? Dr. Joseph Mior

3. Goal of Instructional Design • To make learning more efficient and effective • To make learning less difficult Dr. Joseph Mior

4. Instructor vs. Designer • Subject-matter expert or instructor approaches course design from content perspective of what to cover. • Instructional designer approaches the task by first defining the problem and then determining what knowledge and skills are needed to solve the problem. • Instructional design process focuses on what the learner “needs to know”. Dr. Joseph Mior

5. Education vs. Training • Both are concerned with learning. • One of the goals of formal education is to prepare an individual to be a contributing member of society. • Focus is quite broad. • Training in organizational setting is defined by the information need to perform a specific task or related tasks. Dr. Joseph Mior

6. Academic Education and Training Programs • Specific job training tends to have precise, immediate requirements with identifiable and often measureable outcomes. • Formal education tends to have broader purposes and more generalized objectives. Dr. Joseph Mior

7. What is Instructional Design? • Using a systematic design process • Based on what we know about: • Learning theories • Information technology • Systematic analysis • Educational research • Management methods Dr. Joseph Mior

8. ID Approach Focus • What level of readiness do individual students need for achieving the objectives? • What instructional strategies are most appropriate in terms of objectives and learner characteristics? • What technology or other resources are most suitable? • What support is need for successful learning? • How is achievement of objectives measured? • What revisions are necessary? Dr. Joseph Mior

9. Instructional Development • The production process • The translation of the instructional design plan into instructional material such as • Print • Video • Multimedia Dr. Joseph Mior

10. Instructional Design Premises • Requires attention to both a systematic procedure (orderly, logical method of identifying, developing, and evaluating set of strategies) and specificity for treating details within the plan. • Starts by identifying an instructional problem. Identify the performance problem and then uses a variety of tools to determine what knowledge and skills are need to solve the problem. Dr. Joseph Mior

11. Instructional Design Premises • Design plan is developed primarily for use by the instructional designer and planning team. • While planning, every effort is made to provide for a level of satisfactory achievement rather than the minimal achievement for all learners. • Success of instructional product dependent on accuracy of information flowing into the design process. Creating instruction for task that is not a performance problem not likely to lean to improvement in performance. Dr. Joseph Mior

12. Instructional Design Premises • Focuses on the individual rather than what content to cover. • There is no single best way to design instruction. Dr. Joseph Mior

13. Design ModelFramework for Systematic Instructional Planning Learners Objectives Methods Evaluation Dr. Joseph Mior

14. Four Fundamental Questions • For whom is the program developed • Characteristics of learners/trainees • What do you want them to learn or demonstrate • Objectives • How is the objective content or skill best learned • Instructional strategies • How do you determine the extent to which learning is achieved • Evaluation procedures Dr. Joseph Mior

15. Design Model • Instructional Problems • Identify the needs or performance problem • Learner and Context • Define the characteristics of the target audience who are not performing as expected • Task Analysis • Determine what knowledge and procedures yu need to include to help learner master objectives • Instructional Objectives • Specify exactly what the learner must master Dr. Joseph Mior

16. Components of Instructional Design Plan Planning Evaluation Outcomes Teaching/Learning Resources Learner Characteristics Implementation Support Services Content Formative Summative Confirmative Teaching/Learning Strategies ProjectManagment

17. Evaluation • Formative and Revision • Informs how well the instructional program is serving the objectives as it progresses. • Summative • Evaluates effectiveness of final materials • Confirmative • Determines if course of instruction remains appropriate over time. Dr. Joseph Mior

18. Answering the Critics • ID process would only be mechanistic if elements were treated in a fragmented manner rather than in an integrated approach. • A humanistic approach to instruction recognizes the individual learner in terms of: • His or her own capabilities • Individual differences • Present ability levels • Personal development Dr. Joseph Mior

19. Workplace Needs Emerging Trends in Field Government Guidelines Program Learning Outcomes Assessment Learning Activities CURRICULUM FRAMEWORK Stakeholder Input College Policy Technology & Resources Course Learning Outcomes Learners Learning Resource Materials Belief Systems Learning Principles Design Principles April/07 Adapted from Eastern Region Curriculum Development Program: Aligning and Building Curriculum (ABC)