What is Instructional Design

1. What is Instructional Design Makarand Pandit

2. What we plan to do today • Definitions • Roles of an Instructional Designer • Human memory Model • Noted Contributors to ID • Principles from Cognitive, Behavioral and Motivational Theories

3. What is training? Imparting knowledge and developing skills through • Instructions • Experimentation • Experiences

4. Quality of training depends on • Trainer • Trainee • Instructions • Experimentation • Experiences Media

5. Traditional Training Approach Trainer Trainees

6. New Training Approach Resources Audio Job Aids Video Trainee Simulations Interactions Reference Material Quiz Group Exercises / Drills Trainer

7. Instructional Design - Definition 1 • “Instructional Design is a systematic approach to the production of instructional units or courseware for specific user groups. Instructional design is a process whereby the student interacts with the course materials and behaviour change occurs” - Maggs, et al

8. Instructional Design - Definition 2 • “A self correcting systems approach that seeks to apply scientifically derived principles to the planning, design, creation, implementation, and evaluation of effective and efficient instruction.” - Shrock

9. Instructional Design - Definition 3 • “Instructional Design simply defined means using a systematic process to understand a human performance problem, figuring out what to do about it and then doing something about it.” - McArdle

10. What else? • The field is variously called: • Instructional Development • Instructional Technology • Instructional Design • Educational Technology • ...

11. Roles of Instructional Designer • Student • Coordinator (ID Development) • Critic • Guide • Not Subject Matter Expert

12. Interesting Example • Instructional Designer is the Architect of the training material • ID lays down the design to be followed by others

13. A Good Instructional Designer has • Training Skills • Writing Skills • Interpersonal Skills • Visualizing Skills • Logical Linking Ability • Student’s Approach • Experience (must)!

14. When did your learning start? • From the birth… and it will continue for ever • So learning theories try to analyze Children’s Development

15. Model of Human Memory System Lost Input Lost Lost Input Sensory Register Working (Short Term) Memory Long Term Memory Attention Input Meaningful Learning, Rehearsal

16. Personal Learning Styles • Converger (Theorist) • Diverger (Pragmatist) • Assimilator (Reflector) • Accomodator (Activist)

17. Converger (Theorist) Habits: • Solution Oriented Person • Problem Solver • Decision Maker • Responds to Problems and Questions • Wants to be intellectually stretched Preferred Learning Modes: • Structured Learning • Relationship Building

18. Diverger (Pragmatist) Habits: • Generates wide range of ideas • Views situations from different points of view • Tendency is more towards observing than taking action Preferred Learning Modes: • Discussions, Brainstorming • Demonstrations • Action Planning

19. Assimilator (Reflector) Habits: • Absorbs considerable information • Synthesizes information into concise form • Interested in abstract ideas and concepts • Emphasizes theory that is logically sound than practically sound Preferred Learning Modes: • Journals, Case Studies • Individual Problem Solving • Self-paced & Self-directed Learning

20. Accomodator (Activist) Habits: • Does not prefer Logical Analysis • Gathers information from people more than technical analysis • Intuitive and Trial & Error Learner • Likes variety, action and challenge, presentations Preferred Learning Modes: • Role Plays, Simulations, Games • Adventure Learning

21. Guidelines for Instructional Designer • Use a combination of Instructor and Self Learning • Develop courses for all types of learners • Choose personal learning style if possible • Evaluate quality of training based on personal learning styles considered • Have room for leaner to respond • Provide variety of learning strategies • For Technical Courses use more of Reflective Exercises • Design instructions to meet performance or task requirements

22. Guidelines for Instructional Designer • Avoid designs on basis on occupational sub-grouping • Do not over-use your own personal learning style • Do not ignore personal dislikes arising from extreme preferences of personal learning style

23. ID Theories • Cognitive Theories • Bahavioural Theories • Motivational Theories

24. Contributors • Gagne • Skinner • Vyagotsky • Piagiet • Bruner • Merill • Bloom • Mager

25. CBT Structure • Objectives • Topic • Hint • Example • Steps • Practice • Questions • Summary

26. WBT Structure • Series • Course • Lesson • Levels of learning (Affective) • Topic • Levels of learning (Cognitive) • Instructional Mode (Overview, Explain, • Show, Practice, Summary) • Instructional Strategy (Expository, • Exploratory, Build, Dialogue, • Questions and answers, Case study) • Template

27. Summary • Definitions • Roles of an Instructional Designer • Noted Contributors to ID • Implications of Learning Styles in Training Design • Principles from Cognitive, Behavioural and Motivational Theories

28. Reference Books • Computer Based Instruction: Methods and Development Allessi, S.M. & Trollip, S.R. • Designing and Writing Online Documentation Horton, William • Instructional Design - A systems approach Maggs, Alex, et al • Instructional Technology, Past, Present and Future Anglin, Gary G. (Ed.) • Integrating Educational Technology into Teaching, Roblyer, M.D., et al • The Systematic Design of Instruction Dick, Walter and Carey, Lou