1. Instructional Design
MM503-61
Friday 6:00-8:40

2. Objectives Definitions Introduce needs assessment
Learning perspectives
ToolBook interactions

3. Definitions
ID is a systematic process of translating principles of learning & instruction into plans for instructional materials, activities, information resources, and evaluation.

4. Fig. 1.4 Summary Diagram for Chapter 1 (part A)
Definitions
Fig. 1.4 Summary Diagram for Chapter 1 (part A)
From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 15. Hoboken, NJ: Wiley.

5. Fig. 1.4 Summary Diagram for Chapter 1 (part A)
Definitions
Fig. 1.4 Summary Diagram for Chapter 1 (part A)
From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 15. Hoboken, NJ: Wiley.

6. Definitions
E-learning (electronic learning): A wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration.
American Society for Training and Development (2007)

7. Definitions
E-learning (electronic learning): Includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more.
American Society for Training and Development (2007)

8. What is instructional design?
Draw a plan
Consult with client
Consult with client
Building
Revise plan
Build
An idea or need???

9. What is instructional design?
Architecture
Engineering
Logistics
Mathematics, etc
Draw a plan
Consult with client
Consult with client
An idea or need???
Revise plan
Build

10. What is instructional design?
Cognitive Psychology
Pedagogy
Learning theory
Communication theory
Draw a plan/prototype
ELearning
Consult with client
Consult with client
Revise plan
Build
An idea or need???

11. ID develops detailed specs or blue prints for instruction
Pedagogy
Learning theory
Instruction Design
Computer Science
Communications
Psychology
Source: Tufte, Envisioning information

12. Models
ADDIE
Model

13. Models
Source:

14. Models Identify instructional/learning goals
Dick, Carey, & Carey (2009) present ten components of a systems approach model representing theories, procedures, and techniques used by instructional designers to design, develop, evaluate, and revise instruction.
Identify instructional/learning goals
Conduct instructional analysis
Analyze learners and contexts
Write performance objectives
Develop assessment instruments
Develop instructional strategy
Develop and select instructional materials
Design and conduct formative evaluation
Revise instruction
Design and conduct summative evaluation

15. Start Evaluate & Revise Models Phase I Analysis Phase II Design
Phase III
Develop &
Implement
Evaluate & Revise
Hannafin & Peck – Model for CBT

16. Models
Piskurich, George M. (2006). Rapid instructional design (p.5)

17. Models
Fig. 1.3 A More Realistic Representation of Instructional Design Practice
From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 11. Hoboken, NJ: Wiley.

18. Fig. 1.2 An Instructional Design Process Model
Models
Smith & Ragan, 2007: Instructional Design Process Model
Fig. 1.2 An Instructional Design Process Model
From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 10. Hoboken, NJ: Wiley.

19. Models
Models

20. Example
Tire changing activity

21. Example
With your partner(s), discuss the following questions and develop a short plan for how you will proceed.
1) How do you proceed? What are you first steps?
 2) What do you need to know?
About the problems (traffic fatalities related to flat tires)
The instructional system
The learning environment
The learners
 3) How do you proceed to get answers to these questions?

22. Analysis of Learning Context
Justify need for instruction/training.
Description of learning environment.

23. Analysis of Learning Context
Substantiation of need for instruction
Does an instructional need exist for training on changing a flat tire?
Perhaps if tires were made better we wouldn’t need to change them.

24. Ways to Substantiate Need
List the goals/needs. Ask yourself the question, "what should learners be able to do at the end of the instruction."
Determine to what extent the goal/need you identified in step 1 is being met.
Determine the discrepancy between "what is" and "what should be“. If there is a discrepancy, then you have a need.

25. Ways to Substantiate Need
Prioritize discrepancies or needs.
Rate how important or critical the needs are. The following questions can be asked:
What are the biggest gaps/needs?
What goals and associated needs are most important?
How many individuals are affected by the need?
How much is it costing to not reduce or eliminate the discrepancy/need?
What are the consequences of not meeting the goal or eliminating the need?
How probable is it that you can reduce/eliminate the discrepancy/need?

26. Ways to Substantiate Need
Determine which discrepancy/need requires instruction.
There are numerous reasons why learners may not be performing well and not all of those reasons required training or the development of an eLearning program.

27. Description of the Learning Environment
If there is a learning need:
In what environment will the e-Learning program be placed.
Instructional programs are made up of and affected by many factors including learners, instructional materials, trainers, instructional equipment and facilities, and the organization (school, company).
Think about the environment in which the program will be used (e.g., Web).

28. Description of the Learning Environment
Questions to guide you in defining the environment:
What are the characteristics of the learners who will use the program or materials?
What are their interest and preferences related to instruction and learning styles, e.g., do they feel comfortable with computers, do they prefer lecture, individual tutoring, etc.
How do the learners feel about having instruction delivered by media (e.g., computer, etc).
Will the media (if it is used) be central to the instruction or will it be peripheral and how do instructors and learners feel about this?
What are the facilities like?

29. Way to conduct Need Assessment
Surveys
Interviews
Review of documentation
Observation
Etc.

30. Influences on ID
Learning Theory

31. Influences on ID

32. Psychological Basis Three Perspectives Behaviorism Cognitivism
Constructivism

33. Learning What is... Behaviorism
Behavioral psychology, also known as Skinnerian or stimulus-response psychology, is based on the premise that learning results from the pairing of responses with stimuli.
Behavioral psychology studies external, observable behaviors in trying to explain why behaviors occur.
Much of what we do today in education is based on behaviorism.

34. Drill and Practice
(Example 2)

35. Information Processing - Cognitivism
Cognition is categorized by transformation of information from stimuli in the environment to a response by the learner.

36. Fig. 2.3 An Information Processing Model of Learning and Memory
Information Processing - Cognitivism
Fig. 2.3 An Information Processing Model of Learning and Memory
From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 27. Hoboken, NJ: Wiley.
(Adapted from Gagné’s 1974 elaboration of Atkinson & Shiffrin’s 1968 “multi-store” model.)

37. Information Processing - CognitivismD G

38. Information Processing - Cognitivism
DOG

39. Information Processing - Cognitivism
We try to relate new information to knowledge we already possess.
The more we can relate new information to things we already know, the more memorable the information becomes and/or the easier it is to learn.
STM
Dog
LTM
My dog’s name was Sparkie
Sparkie loved trees.

40. Metaphor - often make interfaces easier to learn.

41. Information Processing - Cognitivism
I was born in March on the 14th and I graduated college in 1977.
STM
Encoding
What do these number mean, what do these number mean? How can I remember?
LTM

42. Constructivism
Constructivism is concerned with the process of how we construct knowledge.
How we construct knowledge depends upon what the learners already know, which depends on their experiences.

43. Constructivism
If we construct our own reality through interpreting experiences in the world, then professors cannot map their interpretations completely onto learners, because they don't share a set of common experiences and interpretations.
Rather, reality (or at least what we know and understand of reality) resides in the mind of each knower, who interprets the external world according to his or her own experiences, beliefs, and knowledge.

44. Screen Sample

45. Software types Drill and practice Tutorials (Ex 1) (Ex 2) Simulations
Games
Problem solving programs