Welcome to Welcome to EDTL1720 – EDTL1720 –

Instructional DesignInstructional Design

School of Education School of Education

Facilitator: Debra Ferdinand,PhDFacilitator: Debra Ferdinand,PhD

May 21. 2012May 21. 2012

Welcome to Welcome to EDTL1720 – EDTL1720 –

Instructional DesignInstructional Design

School of Education School of Education

Facilitator: Debra Ferdinand,PhDFacilitator: Debra Ferdinand,PhD

May 21. 2012May 21. 2012

Orientation to Orientation to Instructional Design (ID)Instructional Design (ID)

• Review Course Outline• Differentiate, learning theory, and

instructional theory, instructional design

• Reflect on first step to your ID plan• Define and describe ID models• Identify an instructional problem

What is a Learning What is a Learning Theory?Theory?• A set of laws and principles that broadly explain

learning and behaviour. Tend to be descriptive. Popular learning theories include the following:– Behaviorism - Skinner (stimulus-response,

reinforcement)

– Constructivism – Bruner (discovery learning)

– Cognitive Theory - Piaget (prior knowledge)

- Connectivism – Siemens (Knowing where to find info online)

MMinimally Invasive Education (MIE)

• Children learnt on their own.

• Learning independent of children’s demographics

• Improvements include:

† Attendance & exams† English, concentration† Problem-solving, team

work, and Self-regulation

““Hole in the Wall Hole in the Wall Project, India” Project, India” (Mitra, 2004)(Mitra, 2004)

Learning Activity

Question: What learning theory was involved in this project?

Answer: Collaborative Construction Constructionism

”The value of theories for educational practice is indirect. Theories provide ‘intellectual instrumentalities’ that allow educators to think about practical problems in various ways but do not specifically guide actions to the correct solutions.” Dewey

What is a Instructional Theory?What is a Instructional Theory?

• Applies the principles and assumptions of learning theory to instructional planning for achieving a specific goal:

• Goal: To accurately apply formulae for calculating area of a triangle

• Instructional theory: Analyze content and performance involved (e.g., concepts, application)

• Engage students in guided practice and then allow them to work independently and

reward correct responses (cognitive and behavioral)

Instructional Design (ID)Instructional Design (ID)• A systematic approach to planning

instruction in order to maximize learning (Reiser & Dempsey, 2002)

• “An intellectual process to help teachers systematically analyze learner needs and construct “possibilities “to responsively address those needs” (Shambaugh & Magliaro, 2006 p. 33)

What is a Instructional Design?What is a Instructional Design?

Instructional Design

and Technology

• To ensure that whatever is produced for the

teaching-learning process

– meets the learning needs of students

– looks attractive and well-organised

– Is continually evaluated and improved

– delivered in an appropriate mode

Purpose of ID in EducationPurpose of ID in Education

Hannafin & Peck Model

Knirk & Gustafson Model

General ID Steps

• Different models exist for different instructional purposes; however, the process is summarized in five phases ADDIE.

A = Analysis

• In analysis stage of ID process, want to find out– Who are the learners or audience

• Audience analysis

– What is the goal or intended outcome• Goal analysis

D = Design

• Content of the course– Subject matter analysis

• Steps of instruction– Lesson planning-writing objectives

• Type of media or presentation mode– Media selection

D = Development

• Development of instruction– Generate lesson plans (different from

lesson planning) and lesson materials.– Complete all media & materials for

instruction, and supporting documents.– End result is a course or workshop ready

for delivery.

• The delivery of the instruction.

– Purpose is effective & efficient delivery of instruction.

– Promote students’ understanding of material & objectives, and ensure transfer of knowledge.

I = Implementation

E = Evaluation

• Two related evaluations going on simultaneously in most ID situations.– Formative Evaluation– Summative Evaluation

Formative Evaluation– Going on during & between ID steps.

– Purpose is to improve instruction before completed instruction is delivered.

Summative Evaluation– Usually occurs after instruction

completed & implemented.– Should be based on performance criteria

and not against peers’ performance– How much & how well did students

learn? – How well did course or workshop work?

• Does it need modification before being presented again?

• What needs changing? Content? Instruction? Media?

Instructional Instructional ProblemProblem

Learner Learner CharacteristicsCharacteristics

Task Task AnalysisAnalysis

Instructional Instructional ObjectivesObjectives

ContentSequencing

Instructional Instructional StrategiesStrategies

Designing theMessage

Development of Instruction

EvaluationInstruments

Formative Evaluation

Revision

Planning

Project Management

Morrison et al. (2011 Morrison et al. (2011 ))

Identifying the Instructional ProblemIdentifying the Instructional Problem

• Why is performance below expectations?– Three tools for answering this key question

in the ID process are as follows:• Needs Assessment: identifies a performance

problem and the select an appropriate intervention

• Goal Analysis: starts with a problem someone has identified and then it focuses on a solution to solving the problem

• Performance Assessment: identifies the source of the problem so that an appropriate solution can be determined

Summary

• ID systematic process• Learning theory is descriptive• Instructional theory prescriptive• ID generally involves ADDIE• Recent ID models focus on human

performance• Evaluation based on performance

criteria• (see Unit 1 lecture notes for references)

– Generate lesson plans (different from lesson planning) and lesson materials.

– Complete all media & materials for instruction, and supporting documents.

– End result is a course or workshop ready for delivery.

Home-Work

• Identify an instructional problem in your work setting and come prepared on Wednesday to share this with your peer and receive feedback

• Use the designated template for recording your instructional problem