march 5, 2004 instructional design (id) an overview sandhya shyam prasad technical communications...
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March 5, 2004
Instructional Design (ID)An Overview
Sandhya Shyam Prasad
Technical Communications
Intel Corporation
March 5, 2004
Learning Goal
March 5, 2004
Learning Objectives
March 5, 2004
Contents
What is ID and What it isn’t10 min.
ID Process 60 min.
ID Supporting Cast 5 min.
ID Competencies 10 min.
A Few Good Books 5 min.
ID Competition 30 min.
March 5, 2004
What Is ID… and What It Isn’t
Is it…technical writing?
information design? interface design?
graphics and animation design?teaching?
having subject matter knowledge?multimedia authoring?
web programming?all of the above and more?
March 5, 2004
What Is ID… and What It Isn’t
None of it!
March 5, 2004
So What Is It?
Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the
development of a delivery system to meet those needs. It includes development of instructional
materials and activities; and tryout and evaluation of all instruction and learner activities.
http://www.umich.edu/~ed626/define.html
March 5, 2004
ID Process
1. Analysis 2. Design
3. Development
4. Implementation5. Evaluation
March 5, 2004
1. Analysis
• Training Needs Analysis
• Learner Analysis (Learning Styles)
• Performance Analysis
• Job-Task Analysis
March 5, 2004
1. AnalysisTraining Needs Analysis
• Define scoring and grades• Identify prerequisites• Understand learning context:
– What training is relevant to your employees’ jobs– What training will improve performance– Distinguish between training needs from
organisational problems– Link improved job performance with the
organisation’s goals and bottom line
• Through surveys, interviews, focus groups, performance feedback
March 5, 2004
1. Analysis Learner Analysis
• Personal characteristics – Age– Profession– Gender– Culture…
• Purpose and application of learning• Prior knowledge of subject• Computer or web expertise, if applicable• Learning style
March 5, 2004
1. Analysis Learning Styles
Three primary learning styles:
Visual Auditory Kinesthetic
As many as 12 or 13 types of intelligences
Self-assessment 10 min.
March 5, 2004
1. AnalysisPerformance and Task Analysis
Performance Analysis
Are the goals of teaching being met?
Task Analysis
What tasks does the learner have to do?
Sample scenario:
Setting up an STC learning session (5 min.)
March 5, 2004
2. Design
• Learning objectives • Course content • Instructional strategies and
methods • Evaluation and design plan • Resource requirements
March 5, 2004
2. DesignLearning Goal and Objectives
• Determine overall learning goal• Determine specific objectives• State in a clear and measurable manner
• Use performance-oriented words
Exercise:Go back to slide 2 and define goals and objectives for this session
March 5, 2004
2. DesignAdult Learning
• Focused rather than general• Application rather than theory• Build on existing concepts• Self-directed and self-paced• More than one medium
It is harder for adults to retain and recall information that conflict with prior experience and previously formed ideas and beliefs. Lessons will at times affect change in belief systems and values.
March 5, 2004
2. Design ID Models
Choose a design model to follow or design your own using established instructional principles.
Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods.
It is about how to help people learn better.
http://www.indiana.edu/~idtheory/home.html
March 5, 2004
2. Design ID Models
1. Gange's Theory: Behaviorist view
2. Ausebel's Theory: Cognitivist view
3. David Merrill: Component Display Theory
4. Dick and Carey: Systems approach
5. Jerrold/ Kemp: Holistic approach suited for WBT
March 5, 2004
2. Design ID Models
6. Gerlach and Ely: Prescriptive model suited to higher education.
7. Hannafin and Peck: 1) Needs assessment 2) Design 3) Development and implementation
8. Knirk and Gustafson: 1) Problem determination 2) Design 3) Development
9. Tripp and Bichelmeyer: Rapid Prototyping suited for research
March 5, 2004
2. DesignID Models
How do you pick an ID model? Depends on the instructional goal.
• Concept learning information gathering and organization
• Cognitive skills problem solving and critical thinking
• Procedural skills practice and hands-on experience
• Behavioural changes role play and situational practice
March 5, 2004
3. Development
• Course materials
• Learning activities
• Lesson plan and instructor's guide
• Delivery system
• Tests and assessments
March 5, 2004
3. DevelopmentCourse Materials
• Provide active learning activities
• Provide meaningful experiences to apply course concepts
• Allow for differing ways of learning
• Plan for differing media (ILT vs. WBT)
• Chunk information
March 5, 2004
3. Development Delivery System
ILT or WBT?Synchronous or asynchronous?
Blended approach?Is multimedia appropriate?
Should I use audio and text?What tools should I use?
Is video necessary?
March 5, 2004
3. Development Assessment: Blooms Taxonomy
Bloom identified a hierarchy of six levels of cognitive learning:
1. Knowledge (recall, least complex) 2.Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation (most complex)
March 5, 2004
4. Implementation
• Usability test
• Production
• Train-the-trainer
• Delivery
March 5, 2004
4. Implementation Production Tools
Macromedia Authorware
Macromedia Coursebuilder
Toolbook
Multimedia tools
Web authoring tools
Database programming tools
LMSes
March 5, 2004
5. Evaluation
A. Formative evaluation: learner assessments, communication with learners, periodic evaluations
B. Summative evaluation: analysis of formative assessments, examinations, surveys, interviews
C. Evaluation should closely link to the course objectives
March 5, 2004
ID Supporting Cast
1. Technical writer/Course Developer
2. Editor
3. Graphics designer/Illustrator/Animator
4. Web designer
5. Web programmer
6. Multimedia author/integrator
7. Sound recorder/editor
8. Database designer/programmer
9. Project manager
March 5, 2004
ID Competencies
• Knowledge of Instructional Design Theories and ability to create model
• Knowledge of Education and Training• Knowledge of Adult Learning Principles• Chunking Information • Building Interactions• Preparing Quizzes• Creating Evaluations• Knowledge of Standards:AICC, SCOR• Knowledge of Copyright Issues
March 5, 2004
A Few Good Books
Basics of Instructional Systems Development, Chuck Hoddell
Training Design Basics, Saul CarlinerThe Systematic Design of Instruction, Walter
Dick and Lou CareyThe ID CaseBook, Peggy A.Ertmer and James
QuinnA Practical Guide to Needs Assessment, Kavita
Gupta
www.ASTD.org
March 5, 2004
Competition
Time: 30 min.Understanding 5 min.ID 10 min.Writing instructional script 15 min.
Scenario:Mr. Bloom, an elderly Scandinavian, is visiting India for the first time to give a session on Training Evaluation. He is staying at a hotel and has to cross the street to reach the conference venue. There is no pedestrian crossing. – Write a short tutorial or an instructional script, not exceeding
a page, explaining to him how to cross the street safely. – Write your instructional plan on another page
Scoring:Instructional Plan 40%Instructional Script achieving learning objectives 40%Innovation 20%
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