INSTRUCTIONAL DESIGN & AUTHORING TOOLS

1. INSTRUCTIONAL DESIGN & AUTHORING TOOLS CHAPTER 1 INTRODUCTION TO INSTRUCTIONAL DESIGN TECHNIQUES Instructional Technology 2 COMPONENTS Instructional Design Instructional Design Process Instructional Planning Fundamental Component of Instructional Design Process Instructional Design Model Hannafin & Peck ADDIE Dick & Carrey Instructional Development Instructional Development Process Learning Theory Advantage & Disadvantages of systematic instructional Design

2. What is Instructional Technology ? • Is concern and provides a systematic way for learning • To success in learning activities look at all the aspects of learning, various approaches and the issues involved. • Also development of instruction and then management and evaluation to maintain and enhance the effectiveness of instruction. Seels & Richey (1994) “ Instructional Technology is the theory and practice of Design, Development, Utilisation, Management and Evaluation of processes& resources for learning”

3. 2 COMPONENT IN INSTRUCTIONAL TECHNOLOGY

4. INSTRUCTIONAL DESIGN • Is a step process of translating principles of learning and instruction into plans for instructional material and activities. • Specifications to produce a quality instructions • The Instructional design process start by:- Learning needs & goals Analyzing Delivery system to meet learning goals Development ID PROCESS Evaluation Testing Of learning materials & learning activities

5. INSTRUCTIONAL DESIGNInstructional Planning • Identify instructional problems and specify goals for designing an instructional program. • Examine learner characteristic that will influence your instructional decision • Identify subject content and analyze task components related to started goals and purpose • Specify the instructional objectives • Sequence content (logical learning) • Design instructional strategies so that each learner can master the objectives • Plain the instructional message the develop the instruction • Develop evaluation instruments to assess objective • Selected resources to support instruction and learning activities

6. INSTRUCTIONAL DESIGNFundamental Component of ID Process LEARNERS Who is the program developed 4 OBJECTIVES What do you expect for learner to archive finally INSTRUCTIONAL STRATEGIES How are you going to make learners meet their objectives EVALUATION PROCEDURES How do you determine whether learning objectives are mate?

7. INSTRUCTIONAL DESIGNInstructional Design model • Provide a framework for system production of “Quality instruction” • Approaches for learning are based • Guidelines for the teacher the concept:- • How combination of Instructional strategy components • Most of the effective models based on learning theories. • 3 Model of Instructional design are :- a. Hannafin & Peck b. ADDIE c. Dick & Carrey

8. INSTRUCTIONAL DESIGNInstructional Design model The Hannafin Peck Design Model is a three phase process. In the first phase, a needs assessment is performed. This phase is followed by a design phase. In the third phase, instruction is developed and implemented. In this model, all of the phases involve a process of evaluation and revision.

9. INSTRUCTIONAL DESIGNInstructional Design model • Is a 3 phase process • Assessment is performed • Design Phase • Instruction is developed and implement • Is simple but elegant • Not design for a novice, focus on constraints in relation to quality and complexity is appealing. Involve a process of evaluation and revision

10. INSTRUCTIONAL DESIGNInstructional Design model • Used by Instructional Designers & Training Developers • Is a 5 phase process ADDIE Model

11. INSTRUCTIONAL DESIGNInstructional Design model • The ADDIE model consists of 5 steps or phases as ANALYSIS Identify the problem or opportunity that your course will address, outline your goals and objectives, identify the needs of the audience, their existing knowledge and skill level. Consider the learning environment, technical abilities and constraints, delivery methods and channels and any other relevant learning factors that impact the way you design your course or training. Also, keep in mind the amount of time you have to create, implement and evaluate in your overall process. DESIGN After you have identified all of the components in the analysis phase, you can now take those elements and fit them into the design and structure of your Snap! by Lectora course. Parallel the plans for your content with the designs you envision. Design a course that equally meets the learning goals for your strategy as well as visually stimulates and engages with interactivity. 

12. INSTRUCTIONAL DESIGNInstructional Design model TIPS: • Customize your player skins, presenter options, company information and logo, learner feedback and more. • Engage with embedded YouTube videos, Flash content and web windows • Create Interactivity with customizable quizzes and surveys: Choose from 7 quiz question types and 8 survey question types. You can even export your Snap! by Lectora content directly to your LMS to track and report results. DEVELOPMENT This is simply the actual process of creating all of the content and designs you decided and outlined in the Analysis and Design phases. To stay on pace, create a daily or even hourly task schedule to guarantee that you will complete your project according to your allotted time frame. Snap! by Lectora was made for everyone - not just computer and e-Learning gurus so you'll be a rapid e-Learning pro in no time. The easy-to-use wizards in Snap! by Lectora make adding engaging and interactive components to your courses as simple as one click of a button.

13. INSTRUCTIONAL DESIGNInstructional Design model IMPLEMENTATION • When or how do you intend to deliver your training to your learners? Both the learner and the developer gain from the implementation phase; the learner gains the knowledge in the course and the developer pays close attention to which e-Learning tactics and methods impact learning, understanding and retention. EVALUATION • The evaluation process is what you make of it – keep in mind, you can continuously improve to develop the most effective content for your learners. One strategy is to evaluate using a combination of self-evaluation and learner evaluation. Identify all of the things you want to gage as a rapid e-Learning developer and identify the questions you would like to pose from learners concerning the effectiveness, engagement, ease of use, etc. and evaluate from both perspectives to create a well-rounded understanding of the effectiveness of your e-Learning course

14. INSTRUCTIONAL DESIGNInstructional Design model

15. INSTRUCTIONAL DESIGNInstructional Design model • 9 Phase Process in Dick & Carey Instructional Design Model :- Stage 1. Instructional Goals * Instructional Goal: Desirable state of affairs by instruction * Needs Analysis : Analysis of a discrepancy between an instructional goal and the present state of affairs or a personal perception of needs. Stage 2. Instructional Analysis * Purpose : To determine the skills involved in reaching a goal* Task Analysis (procedural analysis) : about the product of which would be a list of steps and the skills used at each step in the procedure* Information-Processing Analysis : about the mental operations used by a person who has learned a complex skills* Learning-Task Analysis : about the objectives of instruction that involve intellectual skills

16. INSTRUCTIONAL DESIGNInstructional Design model Stage 3. Entry Behaviors and Learner Characteristics * Purpose : To determine which of the required enabling skills the learners bring to the learning task * Intellectual skills * Abilities such as verbal comprehension and spatial orientation * Traits of personality Stage 4. Performance Objectives * Purpose : To translate the needs and goals into specific and detailed objectives * Functions : Determining whether the instruction related to its goals.            Focusing the lesson planning upon appropriate conditions of learning            Guiding the development of measures of learner performance            Assisting learners in their study efforts.

17. INSTRUCTIONAL DESIGNInstructional Design model Stage 5. Criterion-Referenced Test Items *To diagnose an individual possessions of the necessary prerequisites for learning new skills*To check the results of student learning during the process of a lesson*To provide document of students progress for parents or administrators*Useful in evaluating the instructional system itself (Formative/ Summative evaluation)*Early determination of performance measures before development of lesson plan and instructional materials Stage 6. Instructional Strategy * Purpose : To outline how instructional activities will relate to the accomplishment of the objectives *The best lesson design : Demonstrating knowledge about the learners, tasks reflected in the objectives, and effectiveness of teaching strategies.   e.g. Choice of delivering system.           Teacher-led, Group-paced vs. Learner-centered, Learner-paced

18. INSTRUCTIONAL DESIGNInstructional Design model Stage 7. Instructional Materials * Purpose : To select printed or other media intended to convey events of instruction.* Use of existing materials when it is possible* Need for development of new materials, otherwise* Role of teacher : It depends on the choice of delivery system. Stage 8. Formative Evaluation * Purpose : To provide data for revising and improving instructional materials* To revise the instruction so as to make it as effective as possible for larger number of students* One on One : One evaluator sitting with one learner to interview* Small Group* Field Trial

19. INSTRUCTIONAL DESIGNInstructional Design model Stage 9. Summative Evaluation * Purpose : To study the effectiveness of system as a whole* Conducted after the system has passed through its formative stage* Small scale/ Large Scale* Short period/ Long period

20. INSTRUCTIONAL DEVELOPMENTInstructional Development Process • Is the process of implementing the design plans • A process and framework for systematically Planning Developing Adapting instruction based on identifiable learner needs and content requirement

21. INSTRUCTIONAL DEVELOPMENTInstructional Development Process DESIGN • Determine need • Analyze audience • Establish goals REVISIONS DEVELOPMENT • Develop & implement • revision plan • Create content outline • Review existing materials • Organize & Develop Content • Select / develop material & • Delivery Methods EVALUATION • Review goals & Objective • Develop evaluation strategy • Collect & analyze data

22. INSTRUCTIONAL DEVELOPMENTLearning Theory Base for any Instructional Development. They different approaches to knowledge acquisition the process of learning Has their own strengths & weaknesses and focuses on different aspect of human cognitive activities Help to understand how people think & learn which is essential to create effective instruction Describe the ways that theorist believe people learn new idea and concept Explain the relationship between information we already know and the new info we are trying to learn

23. INSTRUCTIONAL DEVELOPMENTAdvantage & Disadvantages of Systematic Instructional Design • A topic in traditional teacher training courses. Cover the use of learning theories and technology • Of the principles derived from the learning theories and associated studies, significantly enhances the learning process • Student can access info • Course content can be personalized to student’s specific learning styles • Focus on content mastery • Power to enhance overall knowledge • Feedback system can be built directly into the learning process • Disadvantage :- focused on specific objects to be successfully applied to the development of instruction which support higher level thinking

24. INSTRUCTIONAL DEVELOPMENTAdvantage & Disadvantages of Systematic Instructional Design