1. Instructional Design Models and Theory 2013 BILC PROFESSIONAL SEMINAR COL DR ERNST CPT DAMMS

2. Outline
What is Instructional Design?
History
Theories and Models
Conclusion

3. Instructional Design Instructional Systems Design (ISD)
"instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing“ in
Student- only
Teacher- led or
Community- based settings.

4. Instructional Design Instructional Systems Design (ISD)
Goal >
create successful learning experiences
engender transfer of training
Three fundamental concerns >
identifying the goals
selecting the strategy
evaluating success (Moore, Bates & Grundling, 2002, p.71).

5. Instructional Design Instructional Systems Design (ISD)
Traditionally rooted in
Cognitive and Behavioral
Psychology
recently Constructivism (learning theory)

6. History
Skinner: “The Science of Learning and the Art of Teaching”
> Programmed instructional materials
Bloom:“Three domains of learning“
> Cognitive (what one knows or thinks),
> Psychomotor (what one does)
> Affective (what one feels))

7. History Gagne : “The conditions of learning” Cognitive Domain
1. Verbal information is stated
2. Intellectual skills - labelling or classifying the concepts
3. Intellectual skills - applying the rules and principles
4. Intellectual skills - problem solving allows the
generation of solutions or procedures
5. Cognitive strategies - are used for learning
Affective Domain
1. Attitudes - are demonstrated by preferring options
Psychomotor Domain
1. Motor skills - enable physical performance

8. History Gagne‘s Nine Events of Instruction Gaining attention: Stimulus
Informing learners of objectives: Teacher communicates outcome to the group
Stimulating recall of prior learning: The teacher asks for recall of existing relevant knowledge
Presenting the stimulus: The teacher gives emphasis to distinctive features.
Providing learning guidance: The teacher helps the students in understanding (semantic encoding) by providing organization and relevance.
Eliciting performance: The teacher asks the learners to respond, demonstrating learning.
Providing feedback: The teacher gives informative feedback on the learners' performance.
Assessing performance: The teacher requires more learner performance, and gives feedback, to reinforce learning.
Enhancing retention and transfer: The teacher provides varied practice to generalize the capability.

9. History 1990s constructivist theory began to gain traction
In 2000 Internet, social media tools and multitudes of information resources, became a popular tool instructional designers
Nowadays the challenge for instructional designers is how to create learning opportunities that may now occur anywhere and anytime.

10. Theories and Models
ISD is a system approach to create instruction.
ISD idea : provide learners with a clear statement of what they must be able to do as a result of training and how their performance will be evaluated.

11. Theories and Models ADDIE model Analysis Design Development
Implementation
Evaluation

12. Theories and Models
Analysis refers to the gathering of information about one’s audience, the tasks to be completed, and the project’s overall goals. The instructional designer then classifies the information.
Design phase: instructional designers create their project. Information gathered from the analysis phase, in conjunction with the theories and models of instructional design, is meant to explain how the learning will be acquired.

13. Theories and Models
Development – relates to the creation of the activities being implemented. This stage is where the blueprints in the design phase are assembled.
Implement – allows the instructional designer to test all materials to identify if they are functional and appropriate for the intended audience.
Evaluate – ensures that the materials achieved the desired goals. The evaluation phase consists of two parts: formative and summative assessment. This final phase is vital for the instructional design team because it provides data used to alter and enhance the design.

14. Theories and Models
The Morrison, Ross and Kemp model is classroom-oriented and designed to focus on content and to appeal to teachers
Three elements that differentiate it from some other models:
instruction is considered from the perspective of the
learner
the model takes a general systems view towards
development with instructional design being presented
as a continuous cycle
the model emphasizes management of the
instructional design process (Prestera, 2002, p. 4).

15. Theories and Model The Morrison, Ross and Kemp model

16. Theorie and Models Seels and Glasgow Model is Product-oriented
Three phases:
needs analysis,
instructional design
implementation and evaluation

17. Theorie and Models Seels and Glasgow Model

18. Theories and Models
needs analysis > instructional goals, requirements, and context.
instructional six steps > task analysis; instructional analysis; objectives and tests; formative evaluation, materials development, instructional strategy and delivery systems
implementation and evaluation > development and production of materials, delivery of the training, and summative evaluation.
(Gustafson and Branch, 2001, p.43).

19. Theories and Models
Dick and Carey Systems Approach Model is systems-oriented > link between a
stimulus (instructional materials) and
response that it produces in a learner (learning of the materials)

20. Theorie and Models

21. Theorie and Models
Other useful design models :
Instructional Development Learning System (IDLS)
Smith/Ragan Model
OAR Model ( Objectives-Activities - Resources) in higher education
Wiggins' theory of backward design

22. Conclusion Perkins: Instructional-design theory
Clear information. Descriptions and examples of the goals
Thoughtful practice. Opportunity for learners to engage actively and reflectively whatever is to be learned
Informative feedback. Clear, helping them to proceed more effectively.
Strong intrinsic or extrinsic motivation. Activities that are amply rewarded (Perkins, 1992, p. 45).

23. Conclusion
Instructional-design theories are:
design oriented,
they describe methods of instruction and the situations in which those methods should be used,
the methods can be broken into simpler component methods, and
the methods are probabilistic (Perkins, 1992, pp. 53).

24. References
Cognition and instruction: Their historic meeting within educational psychology. Mayer, Richard E. Journal of Educational Psychology, Vol 84(4), Dec 1992
Dick, W., & Carey, L. (1996). The systematic design of instruction. 4th ed.
New York, NY: Harper Collin
Gagné, R. M. (1985). The conditions of learning (4th ed.). 30. New York: Holt Rinehart & Winston.
The Herridge Group (2004). The Use of Traditional Instructional Systems Design Models for eLearning (online) Available:
Perkins, D. (1992) Smart Schools. New York. Free Press
Prestera, G. (2002). Instructional Design Models [online]. Available:
Reigeluth-Snelbecker : What is Instructional-Design Theory and How is it Changing? Available:

25. Thank you for your attention !