INSTRUCTIONAL DESIGN &

DEVELOPMENTNick VasiloffKent State University

ID: ORIGINSoMid-1900s: US Military utilizes ID to train large troop battalions in WWII. *Efficiency and effectiveness was key.oMid-1900s: Bloom’s Taxonomy, the theory pervasive in ID, that learning progresses from remembering to understanding to applying to analyzing to evaluating to creating.o1960s: Robert Gagne’s 9 Elements for Instruction:o1. Gain students’ attentiono2. Outline objectiveso3. Recall prior learningo4. Present the contento5. Offer learning guidanceo6. Practiceo7. Give feedbacko8. Assessmento9. Enhance retention and transferability

ID: ORIGINS CONT.o1970s: Dick & Carey’s Instructional Design Model:

o1. Identify goalso2. Analyze instructiono3. Note learner characteristicso4. List performance objectiveso5. Develop criterion test itemso6. Develop instructional strategyo7. Develop instructional materialso8. Conduct formal evaluationo9. Conduct summative evaluation

ID: ORIGINS CONT.oANALYSIS: The instructional problem is clarified, the instructional goals and objectives are established, and the learning environment and learner's knowledge and skills are identified.oDESIGN: Oversees learning objectives, assessment instruments, exercises, content, and subject matter evaluation.oDEVELOPMENT: Instructional designers and developers create the content that were blueprinted in the design phase.oIMPLEMENTATION: A procedure for training the facilitators and the learners is developed. The training should cover the course curriculum, learning outcomes, mode of delivery, and testing.oEVALUATE: Review results and allow for user feedback.

oADDIE PROCESS MODEL: Process used by instructional designers and training developers.

ID: ORIGINS CONT.oOVERVIEW:

Ideology of design mapping by beginning with the end goal in mind and then working backwards to effectively determine design path.

o3-STEP PROCESS:o1. Identify desired end resultso Big-picture ideas and skills

o2. Determine acceptable contento Culminating assessment task(s)

o3. Plan learning activities and instructiono Create synchronous and asynchronous experiences

oBACKWARDS DESIGN: Grant Wiggins & Jay McTighe | “Understanding by Design”

ID: RUBRICS [WHAT/WHY/TYPES]oRUBRICS | WHAT & WHY:oWHAT? >Foundationally, rubrics are a scoring tool that outline the gradations of quality for each assignment criterion; providing students with clear expectations and instructors with tools for objective assessment.oWHY? >Sets clear expectations for students

>Facilitates objective assessment>Lessens time instructors spend evaluating student work>Helps students become more thoughtful judges of the quality

of their own workoTYPES? >Holistic Rubrics: Provide information on specific expectations for an assignment and give a point value for each possible criteria.

>Analytic Rubrics: Possess a more narrow lens of evaluation by assigning a point value system and awarding either full credit or no credit for completed or incomplete assignments/assignment components.

ID: RUBRICS [CONT.]RUBRICS | QUALITY MATTERS PROGRAM:oWHAT? >A rubric based on national standards of best practice in online teaching and instructional design principles.  It serves as a design and evaluation tool to ensure online courses promote student learning. The rubric has 8 general standards and 40 specific standards.oPROCESS 1. Course Overview and Introduction

2. Learning Objectives 3. Assessment and Measurement 4. Resources and Materials 5. Learner Engagement 6. Course Technology 7. Learner Support 8. Accessibility

oALIGNMENT >An important component unique to the QM Program. Learning Objectives, Assessments, Resources and Materials, Learner Engagement, and Course Technology work together to ensure that students achieve the desired learning objectives.  When aligned, each of these course aspects is directly tied to and supports the learning objectives.

ID: ACCESSIBILITY & E-LEARNINGACCESSIBILITY IN ONLINE EDUCATION:oWHAT? >The goal is to ensure web content and multimedia are accessible and functional for people with disabilities (visual, auditory, motor, cognitive).oVISUAL DISABILITIES :oBlindness, low vision, color blindnessChallenges:oUse of images/color to convey contentoPixelated text/imagesoWebsites that cannot be read by a screen reader

oAUDITORY DISABILITIES:oVarying degrees and types of hearing loss.Challenges:oAudio clipsoVideos without captions/transcriptsoAudio in multimedia that is not displayed via text

ID: ACCESSIBILITY & E-LEARNINGACCESSIBILITY IN ONLINE EDUCATION:oWHAT? >The goal is to ensure web content and multimedia are accessible and functional for people with disabilities (visual, auditory, motor, cognitive).oMOTOR DISABILITIES:oMotor limitations and impairments resulting from injury/disease.Challenges:o Inability to use a mouseo Lengthy content may be difficult to navigate

oCOGNITIVE DISABILITIES:oDifficulties with memory, problem-solving, and comprehension.Challenges:oTimed tests/quizzesoAssignments that lack clear and overt structureo Lack of clarify in directions

ID: OPEN EDUCATIONAL RESOURCESOER:oWHAT? >OER are teaching and learning resources that are open in the public domain for use and re-purposing. OER include:o Full coursesoCourse materialsoModulesoTextbooksoStreaming multimediaoSoftware, and more

oWHY? >OER offer a new model for disseminating information that takes full advantage of today’s digital environment. Users are free to share, copy, edit, and interact with content.

oStudents can access OER online for free. Teachers can collect and tailor OER to suit their curriculum. Entrepreneurs can build businesses around OER by offering products that add value.

o In essence, OER can maximize the full benefit of the Internet to improve teaching, learning and access to education.

SUMMARY OF TERMSInstructional Designer: The role held by those collaborating with faculty and institutions to convert courses and programs into an online format using creative and interactive eLearning content.

Backwards Design: A planning model that begins with the desired goal/learning outcomes and then works backwards to determine the learning design and initial steps.

Quality Matters Program: A nationally-used rubric/process for assuring the quality of online courses.Alignment: The connectivity and cohesion of the critical course components.ADDIE: ADDIE is an instructional design model that helps instructors and designers plan and craft online instruction.Holistic Rubrics: Provide information on specific expectations for an assignment and give a point value for each possible criteria.

Analytical Rubrics: Possess a more narrow lens of evaluation by assigning a point value system and awarding either full credit or no credit for completed or incomplete assignments/assignment components.

OSM Approach: Objectives-Row headings and criteria; Standards-Column headings and achievement levels; Measurement-Cell descriptions and grade assignment.

Descriptors: Written components of a rubric that delineate what is expected of students at each level of performance for each criterion.

OER: ‘Open Educational Resources’-teaching and learning resources that are open in the public domain for use and re-purposing.