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Questions to Consider What are the components of a comprehensive instructional design plan? What premises underline the instructional design process?

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Presentation on theme: "Questions to Consider What are the components of a comprehensive instructional design plan? What premises underline the instructional design process?"— Presentation transcript:


2 Questions to Consider What are the components of a comprehensive instructional design plan? What premises underline the instructional design process? What benefits can result from applying the instructional design process? What is the value of instructional design to teachers? What is the relationship between instructional design and human-performance technology? 2Dr. Joseph Mior

3 Goal of Instructional Design To make learning more efficient and effective To make learning less difficult Dr. Joseph Mior3

4 Instructor vs. Designer Subject-matter expert or instructor approaches course design from content perspective of what to cover. Instructional designer approaches the task by first defining the problem and then determining what knowledge and skills are needed to solve the problem. Instructional design process focuses on what the learner “needs to know”. Dr. Joseph Mior4

5 Education vs. Training Both are concerned with learning. One of the goals of formal education is to prepare an individual to be a contributing member of society. Focus is quite broad. Training in organizational setting is defined by the information need to perform a specific task or related tasks. Dr. Joseph Mior5

6 Academic Education and Training Programs Specific job training tends to have precise, immediate requirements with identifiable and often measureable outcomes. Formal education tends to have broader purposes and more generalized objectives. Dr. Joseph Mior6

7 What is Instructional Design? Using a systematic design process Based on what we know about: Learning theories Information technology Systematic analysis Educational research Management methods Dr. Joseph Mior7

8 ID Approach Focus What level of readiness do individual students need for achieving the objectives? What instructional strategies are most appropriate in terms of objectives and learner characteristics? What technology or other resources are most suitable? What support is need for successful learning? How is achievement of objectives measured? What revisions are necessary? Dr. Joseph Mior8

9 Instructional Development The production process The translation of the instructional design plan into instructional material such as Print Video Multimedia Dr. Joseph Mior9

10 Instructional Design Premises 1. Requires attention to both a systematic procedure (orderly, logical method of identifying, developing, and evaluating set of strategies) and specificity for treating details within the plan. 2. Starts by identifying an instructional problem. Identify the performance problem and then uses a variety of tools to determine what knowledge and skills are need to solve the problem. Dr. Joseph Mior10

11 3. Design plan is developed primarily for use by the instructional designer and planning team. 4. While planning, every effort is made to provide for a level of satisfactory achievement rather than the minimal achievement for all learners. 5. Success of instructional product dependent on accuracy of information flowing into the design process. Creating instruction for task that is not a performance problem not likely to lean to improvement in performance. Dr. Joseph Mior11 Instructional Design Premises

12 6. Focuses on the individual rather than what content to cover. 7. There is no single best way to design instruction. Dr. Joseph Mior12 Instructional Design Premises

13 Design Model Framework for Systematic Instructional Planning Dr. Joseph Mior13

14 Four Fundamental Questions For whom is the program developed Characteristics of learners/trainees What do you want them to learn or demonstrate Objectives How is the objective content or skill best learned Instructional strategies How do you determine the extent to which learning is achieved Evaluation procedures Dr. Joseph Mior14

15 Design Model Instructional Problems Identify the needs or performance problem Learner and Context Define the characteristics of the target audience who are not performing as expected Task Analysis Determine what knowledge and procedures yu need to include to help learner master objectives Instructional Objectives Specify exactly what the learner must master Dr. Joseph Mior15

16 Teaching/Learning Resources Outcomes Content Learner Characteristics Teaching/Learning Strategies

17 Evaluation Formative and Revision Informs how well the instructional program is serving the objectives as it progresses. Summative Evaluates effectiveness of final materials Confirmative Determines if course of instruction remains appropriate over time. Dr. Joseph Mior17

18 Answering the Critics ID process would only be mechanistic if elements were treated in a fragmented manner rather than in an integrated approach. A humanistic approach to instruction recognizes the individual learner in terms of: His or her own capabilities Individual differences Present ability levels Personal development Dr. Joseph Mior18

19 CURRICULUM FRAMEWORK Government Guidelines Emerging Trends in Field Workplace Needs Technology & Resources College Policy Stakeholder Input Program Learning Outcomes AssessmentLearning Activities Learning Resource Materials Learners Learning PrinciplesDesign Principles Belief Systems April/07 Adapted from Eastern Region Curriculum Development Program: Aligning and Building Curriculum (ABC) Course Learning Outcomes

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