1. Welcome Introduction to Instructional Design LECTURE ENGLISH DEPARTMENT – FKIP SRIWIJAYA UNIVERSITY 2014 1

2. The Goal Describe and use a systematic approach to the design, development, and evaluation of instruction. 2

3. Introduction to Instructional Systems Design (ISD) A process for designing and developing the right instruction for the right learners at the right time. An emerging profession focused on efficient and effective human performance. An organized procedure for – examining human performance problems, – identifying and applying cost-effective solutions. 3

4. The ISD Process Five steps: –Analysis –Design –Development –Implementation –Evaluation –(Revision) Systematic and iterative 4

5. Congruence Instruction Objectives Assessment 5

6. Common Characteristics Instructional Design Models Ask three questions: –Where should the learners go? (Goal) –How will we help them get there? (Strategies) –How will we know they have arrived? (Evaluation) 6

7. Why ID? Designing effective instructional materials is one way of improving the quality of educational opportunities. The common concern of instructional designers is the facilitation of successful learning experiences from which learners can demonstrate their newly acquired knowledge, skills and attitudes. 7

8. Who is an instructional designer ? Instructional designers use established learning theories and principles as problem solving procedures (models) to guide them in making decisions about their designs. (Smith and Ragan, 1999) 8

9. Metaphors used for ISD Instructional design can be regarded as both a science and an art: a science because it is rooted in learning theories which in turn draw their principles from psychology, sociology, philosophy and education; and, an art because the designing of instructional materials is a highly creative process. 9

10. Intitial Questions sought answers Goals: What are the goals of the instruction? (Where are we going?) Instructional strategy: What is the instructional strategy and the instructional medium? (How will we get there?) Evaluation: How will we evaluate and revise the instructional materials for future improvement? (How will we know when we have arrived?) (Smith and Ragan, 1999) 10

11. Common Features of ID Models Improving learning and instruction by following a systematic approach Improving management of instructional design and development procedures by monitoring and controlling the functions of the systematic approach Improving evaluation processes (including learner performance) Testing or building learning or instructional theory by means of theory-based design within a systematic instructional model 11

12. Basic Elements of ID 1. Determining the needs of the learners and examining the learning context and environment 2. Determining the outcomes of the learning program or course and formulating the learning objectives 3. Developing appropriate and meaningful assessment criteria and procedures 4. Establishing the most effective approach(es) to delivering the instruction 12

13. Basic Elements of ID 5. Testing and evaluating the effectiveness of the instructional system (both the instruction itself and the performance of the learner) 6. Implementing, adjusting and maintaining the instructional system 13

14. Quality Assurance Model in ISD 14

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16. Analysis Collect all relevant information and then try to make sense of a variety of deficiencies, contradictions, inconsistencies and ambiguities Report on – Goals – Target Population – Type of Training – Alternatives 16

17. Goals What instructional goal is driving this training? What is the skill gap? What competencies (knowledge, skills, or attitudes) will this program deliver? What factor or evaluation will be used to measure the level of goal achievement? 17

18. Target Population Who will be trained? What is the estimated class size? How many students in each class will there be and how long will this training last? What are the knowledge and skill prerequisites, if any? 18

19. Type of Training What types of media do we need? What instruments do we need to deliver this training? 19

20. Alternatives What will happen if we do not deliver the training ? What are the restrictions or limitations for delivering this program? What other methods may be used to reach the goal (include limitations and advantages) ? 20

21. Design: Instructional Strategy In a design process, instructional strategies determine the approach an instructor may take to achieve learning objectives. – Organizational Strategies – Delivery Strategies – Management Strategies – Questioning Strategies 21

22. Components of Instructional Strategies Organizational Strategies Delivery Strategies Management Strategies Macro strategies Scope and sequence structures Micro strategies Expanded instructional events Media selection Grouping strategies Scheduling Acqusition of resources 22

23. Expanded instructional events IntroductionBodyConclusionAssessment Activate Attention Establish instructional purpose Arouse interest and motivation Preview lesson Recall prior knowledge Process information Focus attention Employ learning startegies Practice Evaluate feedback Summarize and review Transfer knowledge Remotivate and close Assess performance Evaluate feedback and remediate 23

24. Questioning strategies Application Questions Analytical Questions Synthesis Questions Interpretive Questions Evaluative Questions 24

25. Models of ISD An ISD model is a human construct to help us better understand real world systems. Therefore, instructional designers propose models to guide us develop and implement more effective instructional procedures in a specified span of time. 25

26. Models of ISD ADDIE: Core elements of ISD Dick and Carey Model Smith and Ragan Model Keller’s ARCS Model for motivation Reigeluth’s Elaboration Theory 4C/ID Model 26

27. ADDIE The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases— Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. 27

28. Iterative Process of ADDIE Molenda, M. (2003). 28

29. Dick and Carey Model 29

30. Smith and Ragan Model 30 Source: Smith & Ragan, 1999

31. Keller's ARCS Model for Motivation Attention: Gaining and keeping the learner's attention. Keller's strategies for attention include sensory stimuli (as discussed previously), inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media). Relevance: The training program should answer the critical question, "What's in it for me?" Benefits should be clearly stated. Confidence: The confidence aspect of the ARCS model is required so that students feel that they should put a good faith effort into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease. In technology-based training programs, students should be given estimates of the time required to complete lessons or a measure of their progress through the program. Satisfaction: Learners must obtain some type of satisfaction or reward from the learning experience. This can be in the form of entertainment or a sense of achievement. Other forms of external rewards would include praise from a supervisor, a raise, or a promotion. Ultimately, though, the best way for learners to achieve satisfaction is for them to find their new skills immediately useful and beneficial on their job. 31

32. Reigeluth’s Elaboration Theory Step 1. Decompose the content into Concepts, Principles and Procedures Step 2. Sequence them according to their level of difficulty at macro level Step 3. Sequence them according to their level of difficulty at micro level Step 4. Provide comprehensive summaries Step 5. Provide opportunities for students to integrate new information with their schema (i.e., use analogies, mnemonics, diagrams, or concept maps). Step 6. Use encouragement verbs to motivate students’ efforts. 32

33. 4C/ID Model 33

34. References Keller, J. (1987). An application of the ARCS model of motivational design. In C.M.Reigeluth (Ed.), Instructional theories in action: Lessons illustrating selected theories and models. Hillsdale, NJ: Erlbaum. Kemp, J; G. Morrison & S. M. Ross. (1996). Desinging effective instruction. Prentice Hall. New Jersey Merrill, D. (2002). First Principles of Instruction, ETR&D, 50(3), pp. 43-59 Molenda, M. (2003). In search of the elusive addie model. Performance improvement, 42(5), 34. Reigeluth, C.M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc. Smith, P.L. & Ragan, T. J. (1999). Instructional Design. 2nd edition. Upper Saddle River, New Jersey: Merrill. van Merriënboer, J.J.G (1997). Training complex cognitive skills: A four component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications 34

35. The Systematic Design of Instruction The Dick & Carey Model 35

36. End of slides questions? If not, end of lecture 36