1. Welcome to EDTL1720 – Instructional Design School of Education Facilitator: Debra Ferdinand,PhD May

2. Orientation to 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

3. What is a Learning 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)

4. 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 Project, India” (Mitra, 2004)
6-13 year olds
Play games
Windows operation click, drag, open, close
Send and receive

5. Learning Activity
Question: What learning theory was involved in this project? Answer: Collaborative Construction Constructionism

6. ”The value of theories for educational practice is indirect
”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

7. 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)

8. 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)

9. What is a Instructional Design?
Instructional Design and Technology

10. Purpose of ID in Education
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

11. Hannafin & Peck Model

12. Knirk & Gustafson Model

13. General ID Steps
Different models exist for different instructional purposes; however, the process is summarized in five phases ADDIE.

14. 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

15. D = Design Content of the course Steps of instruction
Subject matter analysis
Steps of instruction
Lesson planning-writing objectives
Type of media or presentation mode
Media selection

16. 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.

17. I = Implementation The delivery of the instruction.
Purpose is effective & efficient delivery of instruction.
Promote students’ understanding of material & objectives, and ensure transfer of knowledge.

18. E = Evaluation
Two related evaluations going on simultaneously in most ID situations.
Formative Evaluation
Summative Evaluation

19. Formative Evaluation Going on during & between ID steps.
Purpose is to improve instruction before completed instruction is delivered.

20. 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?

21. Instructional Problem Development of Instruction
Planning
Revision
Instructional Problem
Evaluation Instruments
Learner Characteristics
Confirmative Evaluation
Development of Instruction
Task Analysis
Support Services
Implementation
Summative Evaluation
Designing the Message
Instructional Objectives
Instructional Problems: What is the performance problem or client need to be addressed? Is instruction the best solution?
Learner and Context: What are the characteristics of the target audience or those individuals who are not performing as expected? Task Analysis: What knowledge and procedures should instruction include to help the learner master the objectives? Instructional Objectives: What are creative and innovative ways of presenting the information to help the learner integrate new information with previous knowledge?
Development of the Instruction: How best can all the information in the previous steps can be combined to produce instructional materials (e.g., video recordings, Web Pages, Print Materials, or Audiotapes).
Evaluation Instruments: What are the most appropriate evaluation instruments to assess the learner’s mastery of the objectives?
Ongoing Process:
Planning and Project Management: Depends on the scope of the project and are essential for developing and managing the project schedule and budget. Support Services: In small scale project like designing an instructional unit, the designer or instructor may provide all needed services (e.g., graphic art or audio recording). Formative Evaluation and Revision: Done at multiple places in the process; review the task analysis and objectives to verify that these are correctly addressing the problem identified. Implementation: Requires careful planning and involvement of key individuals early in the instructional design process to ensure a smooth rollout of the instructional program. Summative Evaluation: Evaluates how effective the final materials produced are when used as planned. Confirmative Evaluation: Determines whether or not a course or instruction remains appropriate over time. (Morrison et al. , 2011).
Instructional Strategies
Content Sequencing
Formative Evaluation
Morrison et al. (2011 )
Project Management

22. Identifying 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
Needs Assessment Process Serves four functions:
1. It identifies the needs relevant to a particular job or task, that is, what problems are affecting performance It identifies critical needs. Critical needs include those that have a significant financial impact, affect safety, or disrupt the work or educational environment It sets priorities for selecting an intervention It provides baseline data to assess the effectiveness of the instruction. (Morrison et al. p. 33.) Goal Analysis
Begins with input that suggests the problem exists unlike needs assessment that seeks to identify the problem. Usually done with a group of 4 to 12 individuals familiar with the problem. Six steps in the goal analysis are as follows:
1. Identify an Aim (general intent that gives direction): The group determines a few aims linked to the problem. For example: to work cooperatively in a group to complete a task
2. Set Goals: Group generates several goals for each aim. For example, Identify skills needed for the group task; Identify matching skills among group members; Divide task into smaller tasks etc.
3. Refine Goals: Clarify goal statements and combine individual ones as needed 4. Rank Goals: Identify those goals critical to task or performance and eliminate others if necessary.
5. Refine Goals Again: Reconcile goals with existing performance to ensure a need exists and goals are related to the task to be performed Make a Final Ranking: Group determines the importance to each goal to performance the task and makes a final ranking that will be used to design training.
Performance Assessment: Identify the problem by first carefully observing the process or procedures for the task to ensure that they are followed. Some causes of performance problems are as follows: lack of knowledge or skills (instruction needed) and lack of motivation (improve motivation by offering performance incentives. (Morrison et al. p. 46).

23. 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.

24. 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