Introduction to Instructional Design

1 1 Introduction toInstructional DesignJohn R. Savery, we are OutcomesAfter instruction the learner will be able to: Demonstrate knowledge of definitions andvocabulary of Instructional Design by scoring80% or more on a paper test. Identify and describe the components of theADDIE model. Apply Instructional Design principles to currentand future instruction including courses withan online started Instruction is the arrangement ofinformation and environment to facilitatelearning. Learning is the development of newknowledge, skills or attitudes as anindividual interacts with information andthe over-simplification! The definition that follows is one of severalequally viable definitions for ID.

2 It is a personal favorite because it works. Avoid simplistic recipe approaches. Well designed instruction leading to thoroughlearning is analogous to a well-prepared feastleading to a satisfied of InstructionalDesign Instructional Design BLENDS what we the LEARNERS the SUBJECT MATTER HOW PEOPLE LEARN the capabilities of an Instructional produce instruction that will facilitatelearning7 Expanding on these Terms SUBJECT MATTER The content to be taught including knowledge,skill, or attitude. INSTRUCTION Ways to organize the subject matter to facilitatelearning (from lecture to virtual reality) DELIVERY Making the best use of the medium (text, motionvideo, computer-based teaching, etc.)

3 8 Best Practices Ferris Bueller s Day Off video clip 12 MB media file - use only in classroom Does anyone have a positive examplefrom their teaching that they would liketo share that shows a blend of Subjectmatter, Instruction and Delivery?9 Technology ..anything that extends humancapabilities lever, wheel, chalk board,books, video, Instruction technology refers to both thehardware and the process that is usedto enhance/extend teaching is a systems approach. Teaching is about communicatinginformation effectively, nurturinglearners, helping learners to Instructional Design is about theorganization of content, sequencing oflearning, assessing achievement, andthe preparation of sound instructionalmaterials so that teaching can system has four basic parts Input Processing Output Feedback12 System ComponentsINPUTPROCESSINGOUTPUTFEEDBACK1 3A Classroom is a ComplexSystem.

4 With multiple inputs: Physical environment Number of students Ability levels and ages of students Curriculum requirements Available teaching resources Expectations of students, parents, administration Skill and knowledge of the teacher14So what is the ID process? The ID process is a planning andorganizational tool. The process helps to ensure that all theimportant information is considered inthe context of the Instructional problemor in the ADDIE model Analysis Design Development Implementation Evaluation16ID Process - Analysis Front end (feasibility) analysis Mostly corporate concern $$$ Learning needs analysis discrepancy or gap analysis ( ) Learner or audience analysis Content or task analysis17ID Process - Design Specification of intended learningoutcomes knowledge, skills, behaviors, Specification of evaluation methods andcriteria indicative of learner achievement Scope and sequencing of instructionalevents Media selection18ID Process - Development Project management Timelines Resource management Prototype development Beta testing Usability testing19ID Process - Implementation Training for both learners andteachers Embedded help Support materials for successfulutilization Management of resources andtime20ID Process - Evaluation Formative (short term) beta testing usability testing Summative (long term)

5 Large scale validation multiple contexts21 Give time constraintsWe will not examine the nuances of: Implementation Evaluation However, if you chose to work on aproject with Learning Technologies wewill use the entire ID Design Models Multiple ID Models - U Denver See also the handout on InstructionalDesign for Online Teaching (availableonline)Needs Analysis:Identify the problemthat will be fixed : What is to belearned?Learner Analysis: Given these learners,what must be consideredto ensure effectiveinstruction? Design theInstruction:Blend analysis infowith strategies forteaching, select media, Design :Test materialswith InstructionalMaterials:Attend to the details andmanagement of Problem24So what s the point?

6 Experienced teachers can be spontaneous inthe classroom. after internalizing the teaching/learningprocess and re-teaching the same content Experienced teachers with new subjectmatter need to examine the instructionalprocess. The ID process enhances the creation ofeffective Design is adiscipline Like any other discipline it hasconventions and rules andepistemologies that inform practice. It is not the Holy Grail but it has itsplace in the art and science a point on the continuumwhere you are comfortable technology rich classrooms extended classrooms (web-based) on-line learning environments virtual classrooms27 Before you take a The next few slides will be a self-test tosee what you recall.

7 Are you ready to begin?28 Questions?After a 5 minutebreak we willexamine the ADDIE model in more look at ADDIE components Analysis (link) Design (link) Development (link)No time to explore I and E in this class. Implementation (link) Evaluation (link)30 Analysis Consists of at least three components Need for instruction (is instruction thesolution?) Learner analysis Content or Task analysis This is where your eyes start to roll-up inyour Analysis Less of a problem in Higher Education Students need the general educationcourse to help them decide on their major Students need a broad liberal artseducation so all the required Gen Edcourses contribute to a rounded individual Graduate students need the contentknowledge in their chosen discipline32 Learner Analysis "WHO" will be receiving the instruction.

8 Identify important learner characteristics thatmight enhance or impede the instruction. Analyze learners along four domains: cognitive personality social physical33 Cognitive Characteristics: general aptitudes (raw talent) specific aptitudes (mathematic, verbal etc.) functional literacy ( , reading level) visual literacy (ability to create and understandimages/graphics) learning styles (Kolb or others) metacognitive abilities (thinking about theirthinking-awareness and self-regulation) prerequisite content knowledge34 Personality Characteristics: Motivation to learn (what drives the learner) Interests (School and non-school) Attitudes toward content Attitudes toward learning Attitudes toward technology Self-esteem (Belief that they can succeed) Anxiety (has negative impact on learning) Beliefs/Values Locus of control35 Social Characteristics.

9 Tendencies to cooperate or compete Relationships with peers Socioeconomic status Attitudes toward authority Racial or ethnic background Culture Career ambitions Educational level of family/learner36 Physical Characteristics: Visual abilities Auditory abilities Tactile abilities General health Fatigue (energy level, ability tofocus/concentrate) Age Gender37So What? Many instructors will say: I have a lot of curriculum to cover and notmuch time. I don t have time to take into considerationthe characteristics of our learners. All of which is true UNLESS an investment oftime and effort to understand your learnerswill impact on teaching and to address learnercharacteristics using a LMS Birds of a Feather discussion forums Buddy systems that match novice studentswith more advanced students Assignments that transfer book learning toreal world situations/applications Assignments that support higher orderthinking BUILD ONCE - REUSE OFTEN39 Application Activity Five (5) minutes to discuss with the personsat your are my students (pick a specificcourse)?

10 One learner characteristic from eachcategory that had (or might have) an impacton how you suggestion on how a change in designcould reduce the look at ADDIE components Analysis (link) Design (link) Development (link) Implementation Evaluation41 Design - Task Analysis42 Task Analysis Describes in detail "WHAT" theinstruction will focus on the content. This analysis is reflected in theinstructional objectives. The task analysis is conducted beforethe objectives are note A complete and accurate analysis of the tasks facing the learner is the bestinvestment of your time and effort. The instruction will frequently fall outof the task analysis so yourdevelopment effort is the hidden structure of thecontent visible - identify eachelement Facts Concepts Principles or Rules Procedures Interpersonal Skills Attitudes45 Facts Arbitrary labels or terms Necessary to establish a sharedvocabulary with learners Example English Noun, verb, adverb, adjective Example Math Denominator, numerator.