March 5, 2004

Instructional Design (ID)An Overview

Sandhya Shyam Prasad

Technical Communications

Intel Corporation

March 5, 2004

Learning Goal

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Learning Objectives

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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.

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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?

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What Is ID… and What It Isn’t

None of it!

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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

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ID Process

1. Analysis 2. Design

3. Development

4. Implementation5. Evaluation

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1. Analysis

• Training Needs Analysis

• Learner Analysis (Learning Styles)

• Performance Analysis

• Job-Task Analysis

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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

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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

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1. Analysis Learning Styles

Three primary learning styles:

Visual Auditory Kinesthetic

As many as 12 or 13 types of intelligences

Self-assessment 10 min.

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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.)

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2. Design

• Learning objectives • Course content • Instructional strategies and

methods • Evaluation and design plan • Resource requirements

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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

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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.

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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

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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

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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

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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

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3. Development

• Course materials

• Learning activities

• Lesson plan and instructor's guide

• Delivery system

• Tests and assessments

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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

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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?

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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)

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4. Implementation

• Usability test

• Production

• Train-the-trainer

• Delivery

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4. Implementation Production Tools

Macromedia Authorware

Macromedia Coursebuilder

Toolbook

Multimedia tools

Web authoring tools

Database programming tools

LMSes

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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

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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

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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

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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%