Introduction to Instructional Design HRD 612 January 8, 1998 Benjamin M. Coulter

Introduction to Introduction to Instructional DesignInstructional Design

HRD 612HRD 612

January 8, 1998January 8, 1998

Benjamin M. CoulterBenjamin M. Coulter

InstructionInstruction

Purpose of instruction is to help people Purpose of instruction is to help people learn.learn.

Although learning may happen without Although learning may happen without instruction, the effects of instruction instruction, the effects of instruction help define imperative information help define imperative information needed to satisfy goals/objectives.needed to satisfy goals/objectives.

Instruction is a set of related elements Instruction is a set of related elements that facilitate learning.that facilitate learning.


Instruction vs. TeachingInstruction vs. Teaching– InstructionInstruction is an inclusive term for is an inclusive term for

all events that effect learning.all events that effect learning.– This may include text; pictures; This may include text; pictures;

sound; animation; interaction with sound; animation; interaction with physical objects or other persons.physical objects or other persons.

– TeachingTeaching then may be considered then may be considered only one venue of instruction.only one venue of instruction.


Instruction must be systematically Instruction must be systematically planned in order to achieve desired planned in order to achieve desired outcomes.outcomes.

A series of planned instructional A series of planned instructional activities and events becomes a activities and events becomes a lesson, then a unit, then a course and lesson, then a unit, then a course and ultimately makes up a ultimately makes up a comprehensive design titled a comprehensive design titled a curriculum.curriculum.


Therefore, Therefore, the purpose of designed the purpose of designed instruction is to activate and support instruction is to activate and support the learning of the individual studentthe learning of the individual student..

This aim of designed instruction is This aim of designed instruction is characteristic regardless of setting.characteristic regardless of setting.

Based on needs and objectives/goals, Based on needs and objectives/goals, instruction must be planned rather instruction must be planned rather than haphazard.than haphazard.

Instructional AssumptionsInstructional Assumptions

Instructional Design (ID) must be Instructional Design (ID) must be focused at aiding the learning of focused at aiding the learning of the individualthe individual..– Learning occurs at an individual level, Learning occurs at an individual level,

regardless if the individual is a single regardless if the individual is a single student, in a class, in a massive student, in a class, in a massive audience, or geographically audience, or geographically separated from other learners.separated from other learners.


ID has phases that are ID has phases that are immediateimmediate and and long-rangelong-range..– ImmediateImmediate can be things an instructor can be things an instructor

does in preparation for delivering does in preparation for delivering instructional material.instructional material.

– Long-RangeLong-Range are things like an are things like an associated group of lessons, topics, associated group of lessons, topics, and curriculum that have an overall and curriculum that have an overall effect on instructional effectiveness.effect on instructional effectiveness.


Systematically designed instruction Systematically designed instruction can greatly effect cognition.can greatly effect cognition.– Early research (Friedenberg, 1965; Barth, 1972) Early research (Friedenberg, 1965; Barth, 1972)

indicated that it might be best to simply provide indicated that it might be best to simply provide a nurturing environment for natural learning to a nurturing environment for natural learning to take place.take place.

– Later opinions (Gagne, Briggs, Wager, 1992) Later opinions (Gagne, Briggs, Wager, 1992) suggest that unplanned & undirected learning suggest that unplanned & undirected learning (different than self-paced learning) is likely to (different than self-paced learning) is likely to lead to individual incompetence. ID ensures that lead to individual incompetence. ID ensures that no one is educationally disadvantaged. no one is educationally disadvantaged.

ExampleExample Suppose that all employees in a Suppose that all employees in a

fireworks factory are hired regardless of fireworks factory are hired regardless of ability, talent, or skill. Since fireworks ability, talent, or skill. Since fireworks are volatile substances, each employee are volatile substances, each employee must work in isolation.There was no must work in isolation.There was no form of training or instruction, not even form of training or instruction, not even OJT. OJT. How would lack of instruction How would lack of instruction effect the worker’s ability to produce a effect the worker’s ability to produce a spectacular fireworks display?spectacular fireworks display?


ID should be conducted by means of ID should be conducted by means of a systematic approach.a systematic approach.– A systematic ID approach involves the A systematic ID approach involves the

instructional designer following a series instructional designer following a series of elements which address pertinent of elements which address pertinent instructional and learning issues.instructional and learning issues.

– Critical that the process is possible and Critical that the process is possible and designed within the limit of human designed within the limit of human reasoning.reasoning.


Effective ID must be based on Effective ID must be based on knowledge of cognitive theory & knowledge of cognitive theory & learner characteristics.learner characteristics.– It is not enough to state that based on It is not enough to state that based on

an analysis of need, a designed an analysis of need, a designed program of instruction will program of instruction will cure all.cure all.

– ID must examine and answer the ID must examine and answer the question of who the population is and question of who the population is and how the population effectively learns. how the population effectively learns.

ID ConsiderationsID Considerations What level of readiness do students need in order to What level of readiness do students need in order to

accomplish instructional objectives?accomplish instructional objectives? What instructional strategies are appropriate in light What instructional strategies are appropriate in light

of learner characteristics?of learner characteristics? Are there available & suitable instructional resources?Are there available & suitable instructional resources? Is support in place which is needed to facilitate Is support in place which is needed to facilitate

successful learning?successful learning? How will achievement be determined?How will achievement be determined? How/will refining instruction better meet How/will refining instruction better meet

expectations?expectations?

ID Basic RecipeID Basic Recipe

Is there a valid need for designed Is there a valid need for designed instruction? (needs assessment)instruction? (needs assessment)

For whom is the program developed? For whom is the program developed? (learner characteristics)(learner characteristics)

What should the learners learn? (objectives)What should the learners learn? (objectives) How is the informational material best How is the informational material best

delivered & learned? (instructional delivered & learned? (instructional strategies)strategies)

How is effectiveness measured and How is effectiveness measured and instruction refined if necessary? (evaluation)instruction refined if necessary? (evaluation)

ID Advanced RecipeID Advanced Recipe

Identify instructional problems/goalsIdentify instructional problems/goals Examine learner characteristicsExamine learner characteristics Identify subject content/analyze tasksIdentify subject content/analyze tasks Determine instructional objectivesDetermine instructional objectives Sequence the content in logical orderSequence the content in logical order Determine resources/support activitiesDetermine resources/support activities Design instructional strategies Design instructional strategies Plan instructional message and deliveryPlan instructional message and delivery Develop an evaluation vehicle Develop an evaluation vehicle

EvaluationEvaluationInstrumentsInstruments

Learner Learner CharacteristicsCharacteristics

Task AnalysisTask Analysis

InstructionalInstructionalObjectivesObjectives

InstructionalInstructionalDeliveryDelivery

Designing theDesigning theMessageMessage

ContentContentSequencingSequencing

InstructionalInstructionalStrategiesStrategies

InstructionalInstructional

ProblemsProblems

IDIDElementsElements

PlanningPlanning

Project ManagementProject Management

RevisionRevision

Formative EvaluationFormative Evaluation

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ID Elements ModelID Elements Model

Most ID models establish a series of steps.Most ID models establish a series of steps. This ID model allows flexibility to allow for This ID model allows flexibility to allow for

changes and additions as the ID plan forms.changes and additions as the ID plan forms. Initially, most will feel more comfortable Initially, most will feel more comfortable

using a logical, sequential arrangement.using a logical, sequential arrangement. As you develop your own model, you will As you develop your own model, you will

most likely utilize the ability to re-arrange most likely utilize the ability to re-arrange the elements to best suit your instructional the elements to best suit your instructional design.design.

ID RolesID Roles

Instructional DesignerInstructional Designer: : manages all aspects of manages all aspects of the ID process; responsible for planning & the ID process; responsible for planning & coordinating ID work.coordinating ID work.

InstructorInstructor: person or team for which the instruction : person or team for which the instruction is being planned; implements the ID plan.is being planned; implements the ID plan.

Subject-Matter Expert (SME)Subject-Matter Expert (SME): Person who is a : Person who is a qualified provider of content & resource information.qualified provider of content & resource information.

EvaluatorEvaluator: Person qualified to assist in the : Person qualified to assist in the development and conduct of ID assessment development and conduct of ID assessment instruments; data collector, analyst and recorder of instruments; data collector, analyst and recorder of findings.findings.

SummarySummary

Purpose of instruction is to facilitate learning.Purpose of instruction is to facilitate learning. Learning is a set of related events based on Learning is a set of related events based on

goals.goals. Effective instruction is systematically planned.Effective instruction is systematically planned. An effective instructional designer considers An effective instructional designer considers

many elements including: the need, the learner, many elements including: the need, the learner, the goal, the resources, the design, and the the goal, the resources, the design, and the evaluation.evaluation.

Most ID models follow a strict flow, but an Most ID models follow a strict flow, but an effective method is to have a flexible ID process.effective method is to have a flexible ID process.

Activity!Activity!

Let’s Do Something!Let’s Do Something!

Break into groups.Break into groups. Take ____ minutes and discuss the Take ____ minutes and discuss the

steps necessary to steps necessary to teach someone teach someone how to fill-up a gas tankhow to fill-up a gas tank..

Write down your steps on the paper Write down your steps on the paper provided and post on the wall.provided and post on the wall.

Each group will give a BRIEF Each group will give a BRIEF description of their steps.description of their steps.

RecapRecap

Introductions and Course Overview.Introductions and Course Overview. Netscape and Netscape Mail.Netscape and Netscape Mail. Introduction to Instructional Design.Introduction to Instructional Design. Isn’t it easy to teach someone how to fill Isn’t it easy to teach someone how to fill

up the tank?up the tank? For next week, read Chapters 1 & 2 and For next week, read Chapters 1 & 2 and

get your E-mail address if you don’t have get your E-mail address if you don’t have it already.it already.

Have a great weekend!Have a great weekend!

Documents

Introduction to Instructional Design HRD 612 January 8, 1998 Benjamin M. Coulter