10/08/05Slide 1 Instructional Systems Design in Distance Education Goal: This lesson will discuss Instructional Systems Design as it relates to distance education. Objectives: Upon completion of this lesson, learners will be able to: 1 - Identify the five phases of instructional systems design (ISD) 2 - Identify the three areas being examined in the analysis phase 3 - Explain the term “critical content” 4 - List the three elements of a performance objective 5 - Explain the purpose for evaluation instruments Presented by Dr. Michael Uttendorfer New York Institute of Technology

10/08/05Slide 2 What is Instructional Systems Design? A Definition “An instructional systems design (ISD) approach to the preparation of training can be described broadly as the systematic process of planning instructional systems so that the appropriate resources can be developed, evaluated, and modified until they demonstrably enable trainees to attain desired instructional goals and objectives.” (Glenn E. Snelbecker, 1985)

10/08/05Slide 3 Processes in the ISD Cycle A nalyze D esign D evelop I mplement E valuate (Dick & Carey, 1996) Remember: A.D.D.I.E.

10/08/05Slide 4 Phases of the Instructional System Design Phase I - Analysis –Needs analysis to identify goals –Learner analysis to identify entry level behaviors –Instructional analysis to identify the “critical content”

10/08/05Slide 5 Phase I - Analysis Needs analysis to identify goals –Identify course instructional goals –Classify goals into one of four domains: intellectual skill verbal information psychomotor skill attitude (Dick & Carey, 1996)

10/08/05Slide 6 Phase I - Analysis Learner analysis –Identify learner characteristics –Identify entry level behaviors Can they send an with an attachment? Welcome to Online Ed.

10/08/05Slide 7 Phase I - Analysis Instructional analysis –Conduct subordinate skills analysis –Identify the “critical content”* –Write learning outcomes *especially important in distance education

10/08/05Slide 8 Phases of the Instructional System Design Phase II - Design –Write performance objectives –Develop assessment instruments –Develop instructional strategy –Select appropriate media

10/08/05Slide 9 Phase II - Design Writing performance objectives The three requirements of a good objective: 1- Specify conditions 2- Identify specific behaviors using action verbs 3- Quantify specific levels of performance For example: Using a protractor, the student will measure an angle within 2 degrees at least 90% of the time. (Fenrich, 1997)

10/08/05Slide 10 Phase II - Design Develop assessment instruments that: –are based on the actual content –provide true measure of student learning –match the type of behavioral objective

10/08/05Slide 11 Phase II - Design Four components of an instructional strategy include: –pre-instructional activities –information presentation –student participation with feedback –follow-through activities (Dick & Carey, 1996)

10/08/05Slide 12 Phase II - Design Media selection must be based on: –Nature of the learner –Nature of the learning material –Learning domain –Available resources (Reynolds & Anderson, 1992) Nature of Content InformationInstruction

10/08/05Slide 13 Phases of the Instructional System Design Phase III - Development –Select instructional materials and/or –Develop instructional materials –Select media to deliver instruction

10/08/05Slide 14 Phases of the Instructional System Design Phase IV - Implementation –Implement, test and revise a prototype –Make course resources available –Distribute to students

10/08/05Slide 15 Phases of the Instructional System Design Phase V - Evaluation –Conduct formative evaluations –Revise instruction as needed –Conduct summative evaluations

10/08/05Slide 16 Phase V - Evaluation Conduct formative evaluations –Gather data that can be used to make the instruction more effective usually in three phases: one-to-one or clinical evaluation small-group evaluation with target population field trial with larger group (Dick & Carey, 1996)

10/08/05Slide 17 Phase V - Evaluation Revise instruction as needed –Based on the formative evaluation you may need to revise and retest the instructional material

10/08/05Slide 18 Phase V - Evaluation Conduct summative evaluations –Collect and analyze data to verify the effectiveness of the instructional materials with the target population usually in two phases: Expert judgment phase Field trial phase (Dick & Carey, 1996)

10/08/05Slide 19 Remember It’s a Cycle A nalyze D esign D evelop I mplement E valuate (Dick & Carey, 1996)

10/08/05Slide 20 Syllabus #1Syllabus #2Online Solution Goals/ Objectives List the major investment strategies used for increasing savings Be able to analyze an investment portfolio and make investing recommendations Place portfolio online for analysis; group work would be good here Using the Syllabus

10/08/05Slide 21 Syllabus #1Syllabus #2Online Solution AttendanceClass attendance is mandatory; will count as part of your final grade You are expected to attend classes and come prepared to discuss… Must provide clear guidelines for participation Using the Syllabus

10/08/05Slide 22 Syllabus #1Syllabus #2Online Solution ReadingsTextbook Journal articles Newspapers May have to rethink some materials Use materials on the Web Using the Syllabus

10/08/05Slide 23 Syllabus #1Syllabus #2Online Solution AssignmentsReview questions Weekly reports End of chapter exercises Essays Group assignments Papers Encourage group work Use discussion instead of Provide self- tests Encourage questions Using the Syllabus

10/08/05Slide 24 Syllabus #1Syllabus #2Online Solution GradingClass participation Pop quizzes Weekly homework Exams Papers Projects Exams Rethink assessment Grade participation in discussions Portfolios Using the Syllabus

10/08/05Slide 25 Review course materials Use the syllabus Incorporate discussion and collaboration Moving to Distance Education

10/08/05Slide 26 Content Page Forum Discussion Discussion Question Case Studies Problems Analogies Build Intentional Interactions

10/08/05Slide 27 Discussion Forum Thread Map Build Intentional Interactions

10/08/05Slide 28 References Dick, W., Carey, L., & Carey, J. (2004). The Systematic Design of Instruction, Sixth Edition. Boson, MA: Allyn and Bacon. Fenrich, P. (1997). Practical Guidelines for Creating Instructional Multimedia Applications. Orlando, FL: The Dryden Press. Reynolds, A. & Anderson, R. (1992). Selecting and Developing Media for Instruction. New York, NY: Van Nostrand Reinhold. Snelbecker, G.E. (1985). Learning Theory, Instructional Theory and Psychological Design. Lanham, MD: University Press of America.