Introduction to Instructional Design

1. Welcome! Welcome! Introduction toInstructional Design EDU 553 – Principles ofInstructional Design Dr. Steve Broskoske

2. Outline • Introductions • Intro. to the course • What is Instructional Design? (Intro. to the field) • A Closer look:The ADDIE Model • Course planning • Remote assignments

3. Introductions

4. Meet the Course Instructor Dr. Steve BroskoskeAssoc. Professor of EducationSpecialty: Educational TechnologyPA Certification: K-12 • Educational Technology • Undergrad Teacher Ed. classes • Secondary Education classes • Graduate Teacher Ed. Director

5. Introduction to Course Web Site

6. Course Web Site Mark down this Web site: • Everything you need to complete the course can be found on this course Web page, and on the course Blackboard site on e-MU. www.misericordia.edu/academics/education/drsteve

7. Explore Course Web Site Explore CourseWeb Site

8. Introduction to the Course

9. Course Catalog Description • This course reviews models of teaching and training which might be used in professional development activities (e.g., in-service programs, college teaching, training activities, etc.) to determine whether and how they can be improved by applications of educational technology.

10. Course Objectives As a result of this course, students will be able to... • Define instructional design and describe its role in developing computer-based instructional products or instructor-led instruction. • Using the systematic steps involved in instructional design, based on current research of how students learn, coupled with an analysis of appropriate media, design a computer-based, stand alone instructional module.

11. Course Objectives • Explain and demonstrate use of the following sequence of steps involved in the systematic development of computer-based training: • Needs assessment. • Task analysis. • Learner analysis. • Objective formulation. • Method and activity selection. • Evaluation.

12. Evaluation Plans • Active participation in the in-class and online research and hands-on activities: 30% • Final project: • High-level design for an instructional model: 20% • Development of a computer-based, stand-alone training module designed for use in training or the K-12 classroom: 50%

13. PROPOSEDSCHEDULE OF TOPICS • Introduction to Instructional Design. • Current brain research: how students learn. • Instructional design models. • Front end analysis. • Media analysis. • Survey of CBT platforms. • Using PowerPoint as a Platform to Deliver CBT.

14. PROPOSEDSCHEDULE OF TOPICS • Instructional design models, including: • ASSURE • ADDIE • Dick & Carey’s Instructional Design Model • Gagne’s Nine Significant Events Model of Instruction • Historically proven design practices: • Needs assessment • Task analysis • Learner analysis • Objective formulation • Assessment

15. PROPOSEDSCHEDULE OF TOPICS • Exploring media choices: • Podcasts • Discovery learning / simulations • Virtual Reality (VR online experiences, virtual fieldtrips) • Blogs • Web pages • Wiki • Other emerging technologies

16. PROPOSEDSCHEDULE OF TOPICS • Development of a high-level design document. • Development of an instructional module (prototype of design document).

17. What is Instructional Design?(Intro. to the Field)

18. What is Instructional Design? • The process of analyzing students’ needs and learning goals, designing and developing instructional materials (Univ. of Texas).

19. What is Instructional Design? • The systematic process of creating or adapting instruction, including at least these steps: defining the problem or knowledge gap that the instruction is meant to address; defining the audience that the instruction is meant to serve; developing objectives and assessment strategies; selecting and sequencing content and learning activities; evaluating the instruction; revision (Distance Learning Resource Network).

20. What is Instructional Design? • Instructional Design is the practice of arranging media (communication technology) and content to help learners and teachers transfer knowledge most effectively. The process consists broadly of determining the current state of learner understanding, defining the end goal of instruction, and creating some media-based “intervention” to assist in the transition (Wikipedia).

21. Elements that Led to Instructional Design Timeline

22. What Is Instructional Design? • How does instructional design differ from what teachers do every day? Instructional Design Definitions

23. Instructional Design vs.Usual Design of Instruction • Design Process: • Analyze • Design • Build • Test • Usual design of instruction: • Design • Build

24. Training vs. Education • Training: Acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies (Wikipedia). • Education: Act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing intellectually for mature life (Dictionary.com).

25. Instructor-led teaching (ILT) Computer-based training (CBT) ILT vs. CBT

26. Major Components of Instructional Design

27. Front-end Analysis • “At the heart of Instructional Design is the analysis phase. After you thoroughly conduct the analysis, you can then choose a model based on your findings. That is the area where most people get snagged: they simply do not do a thorough enough analysis” (Wikipedia).

28. Is EverythingInstructionally Effective? • “Instructional” multimedia opportunities abound in today’s world, but is it really instructionally effective? Merrill’s Comments on the Evolution of Instructional Design

29. Instructional Design Process • Planning: • Perform front-end analysis: leads to development of a high-level design document. • Implementation: • Develop an effective instructional module, basing methodology, media, and other decisions on data gathered in the planning stage.

30. Many Models ofInstructional Design • ADDIE Model • Dick & Carey model • Nine Significant Events model (Gagne) Some Models ofInstructional Design

31. Instructional Design Application • CD-ROM based instruction. • CBT (computer-based training). • Corporate training. • Classroom use. • Implications for all educational/instructional situations.

32. I.D. Professional Staff • Instructional designer • Project manager • Instructional Designer • Programmer • Graphics • Instructor • Subject Matter Expert • Evaluator Instructional Design Organizations

33. General Benefits of Instructional Systematic Design • Facilitates standardized training. • In business, often have multiple trainers at multiple sites. • Replaces possibly different “sections” of instruction with a sound instructional product. • Better ensures accomplishment of instructional objectives. • Better chance of success with tested instructional modules. • Provides empirical evidence of success.

34. Benefits of Instructional Systematic Design TO YOU • Can use the elements and techniques of design in day-to-day planning for traditional classes. • Causes you to re-think just about every lesson you will write after this course! • Build lessons based on skill steps rather than using the “textbook” order of topics. • Provides an effective way to use computers already in your classroom.

35. A Closer Look:The ADDIE Model

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

37. 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

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

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

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

41. 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.

42. Course Planning

43. Course Planning • Theoretical/planning: • Perform front-end analysis. • Develop a high-level design document. • Hands-on: • Using presentation software as a medium for delivering computer-based training. • Exploring media selection.

44. Summary • Introduction to Instructional Design. • Origins. • Basic components. • Benefits to you as a teacher/trainer. • A Closer Look: The ADDIE Model.

45. Remote Class Activities • Briefly analyze an instructional design model. • With a partner, analyze one instructional design model. • Briefly summarize the model online. • Hold an online discussion to synthesize information.

46. Remote Class Activities • ADDIE • ASSURE • Dick & Carey model • Gerlach-Ely model • Hannafin & Peck model • Kemp model • Gagne’s Nine Significant Events model

47. Remote Class Activities • Outside readings. • Read articles that will be posted online and participate in online discussion and/or written follow-up activities.

48. Next In-person Session • Current brain research: How do people learn? • Instructional design models.