Models of Instructional Design

1. Models of Instructional Design EDU 553 – Principles ofInstructional Design Dr. Steve Broskoske

2. Outline • Debriefing on remote activities • Dick & Carey’s Model of Instructional Design • Comparison of Instructional Design models • How do students learn?

3. Debriefing on Remote Activities • Article discussion: Role-based design. • Is instructional design a prescriptive science to be followed exactly? • Is the field advancing and improving? • Article discussion: Backward design.

4. Dick and CareyInstructional Design Model

5. Dick and Carey Instructional Design Model Revise instruction. (Step 9) Conduct instructional analysis. (Step 2) Write performance objectives. (Step 4) Develop criterion-referenced test items. (Step 5) Develop instructional strategy. (Step 6) Develop and select instructional materials. (Step 7) Design and conduct formative evaluation. (Step 8) Identify instructional goal(s). (Step 1) Identify entry behaviors and characteristics. (Step 3) Develop and conduct summative evaluation. (Step 10)

6. Dick and Carey Model • Instructional Goals • Instructional Analysis • Entry Behaviors and Learner Characteristics • Performance Objectives • Criterion-Referenced Test Items • Instructional Strategy • Instructional Materials • Formative Evaluation • Summative Evaluation

7. 1. Instructional Goals • Instructional Goal: Desirable state of affairs that one hopes instruction can provide. • Needs Analysis: • What is the gap? (Where are we vs. where we need to be?) • What kind of instruction might fix the problem?

8. 2. Instructional Analysis • Task Analysis (procedural analysis) • What steps and skills are needed to complete the task • What type of mental processes (decisions) are used in completing the task (information processing)

9. 3. Entry Behaviors and Learner Characteristics • What enabling skills do the learners already possess? • Intellectual skills. • Abilities such as verbal comprehension and spatial orientation. • Traits of personality. • What prerequisites must we review? • What skills can we get away with not teaching? • What types of instructional strategies might work?

10. 4. Performance Objectives • Translates the needs and goals into specific and detailed objectives • What will they learn? • What will be the conditions for the instruction? • How will we test these objectives? • How can we help the learners study/prepare for the assessment?

11. 5. Criterion-Referenced Test Items Purposes: • Diagnostic/Self-test (practice items during instruction) • Documents progress for parents, state, school boards • Used to evaluate the instructional materials (Formative/ Summative evaluation) • Tests are written before the instruction is designed/produced.

12. 5. Criterion-Referenced Test vs. Normative Tests Criterion-referenced Tests • Graded against a standard of performance • Outcomes-based education • You don’t move on until you pass (CPR certification) Normative Tests • SAT’s – graded versus everyone else who takes it • Graded based on the average

13. 6. Instructional Strategy • How do we meet our objectives? • The best lesson design: • Geared for the particular learner • Tasks are closely linked to objectives (focused lesson) • Effective • Choice of delivery system. • Teacher-led (developing “thinking out loud”, better for large classes) • Group-projects (producing a project) • Individual Learner-paced (better for small classes)

14. 7. Instructional Materials • Use of existing materials when it is possible. • However, existing materials may not be geared for your learners. New materials necessary. • Role of teacher: depends on the choice of delivery system. Guide on the Side (Self-paced instruction) Sage on the Stage (Lecturing) Mixture

15. 8. Formative Evaluation • How effective are the instructional materials now? • One-to-One (1-3 people) • Technical issues. • Flow of lesson. • NOT instructional effectiveness. • Small Group (at least 5 people) • Instructional effectiveness • Field Trial (first use in a “real” setting) • Instructional effectiveness Revise

16. 9. Summative Evaluation • How effective are the instructional materials long-term? • Conducted after a few years/cycles of instruction • Sometimes the learners change and instruction may need to be revised. • Sometimes the needs change (short-hand no longer taught).

17. Discussion of Process of Instructional Design Discussion • How do all of the models compare? • How did the model you examined compare to Dick & Carey?

18. Comparison of ID Models • ADDIE • Dick and Carey • Kemp • ASSURE • Gerlach-Ely • Gagne • Hannafin and Peck

19. A Closer Look: ADDIE • Analysis • Design • Development • Implementation • Evaluation

20. A Closer Look: ADDIE Analysis • Needs Analysis – problem and proposed solution • Standard state benchmarks • Professional exam requirements • Problems with performance in a workplace • Pre-test • Content Analysis – what to teach • Learner Analysis • Environment

21. A Closer Look: ADDIE Design • Write objectives • Create practice and assessment (notice how early the test gets written) • Organize lesson units • Determine delivery method

22. A Closer Look: ADDIE Development • Produce Media Resources • Create Instructor materials (for multiple instructor situations) • Prepare participant materials • Rehearse the presentation

23. A Closer Look: ADDIE Implementation • Schedule • Establish student communications (e-mail, meetings) • Present the lessons

24. A Closer Look: ADDIE Evaluation • Content evaluation (by Subject Matter expert) • Prototype evaluation (1-to-1 testing) • Learner evaluation (small group and full class implementation) Notice that evaluation is an integral part of the process, and not just a test given at the end.

25. Developing Instruction • Before developing instruction, we perform a front-end analysis: • Analyze learners. • Analyze educational/training needs. • Analyze the task to be learned in a detailed fashion. Preparation

26. Next In-person Session • Front end analysis: • Needs assessment • Audience analysis • Task analysis • Now let’s consider how people learn.