INTRODUCTION TO
INSTRUCTIONAL
DESIGN
August 2011 In-Service
Information taken from “Real World Instructional
Design” by Katherine Cennamo and Debby Kalk.
Wadsworth, Cengage Learning. 2005.
INSTRUCTIONAL DESIGN
(ID)
 What is it?
 A plan for delivering the content, lessons, and/or activities necessary for students to
reach a goal within the curriculum
 Curriculum – subjects taught or element of the subject at an
educational institution
 Instructional Designers work with Subject Matter Experts to build
course content for Instructors.
 At STI, instructors are both the Subject Matter Experts (SMEs) and
Instructional Designers for their subjects
ADDIE MODEL
BASIC INSTRUCTIONAL DESIGN
MODEL
 Analysis – learner needs assessment so know where they may be at
and where need to be
 Design – making objective lists and framing assessments
 Development – making media, storyboards, instructional materials
 Implementation – plan and manage delivery of instruction; make
teaching support materials
 Evaluation – Formative and summative evals help identify where
revisions needed
ESSENTIAL TRIANGLE OF ID
 Usual order of preparation/considerations:
 Learners Needs
 Outcomes and Objectives
 Assessments
 Activities
 Can start with any step,
as will be aligning anyway
LEARNERS’ NEEDS AND
CHARACTERISTICS
 How do we find out?
 We usually anticipate informally, but advisory boards and industry help too
 Learners may not know their learning needs
 Checklists, Likert Scales,
Questionnaires (p. 4)
 What do they know?
 Learning Context
 Peers & Learning Rewards
 Equipment, Where will they Learn?
 STI Labs, clinical sites and classrooms are the “where”
 Application Context
 Support materials, exercises you develop, labs you make
LEARNER NEEDS EXAMPLES
 Employees have trouble understanding when to use email, phone or in
person communication
 New office professional employees lack soft skills in professionalism and
communications
 Girls need encouragement to enter careers dominated by males
PRACTICE
 What are the learner characteristics of STI employees who need a
lesson on email vs phone or personal contact in communications?
 Generational
 Skill Level
 Values
 Motivations
 Attitudes
 Pre-req Skills Needed
OUTCOMES, ACTIVITIES AND
ASSESSMENTS MUST ALIGN
 Outcomes detail the results that are desired from the instruction.
 Activities – enhance learners’ ability to achieve
 Assessments measure whether those results occurred
GOALS, OUTCOMES AND OBJECTIVES
 Goals are the “big picture”
 Outcomes give details to translate goals into something measurable
 Objectives describe the assessment and criteria for acceptable
performance
 Behavior learner will exhibit
 Conditions under which the behavior must occur
 Criteria that must be met for acceptable performance
• Broad goal statement first, then define specific learning
outcomes, then objectives
WRITING OBJECTIVES
PERFORMANCE TERMS
STUDENT is
SUBJECT
VERB – ACTION
Add
Modify
Solve
Analyze
Operate
Specify
Build
Organize
State
Choose
Plot
Subtract
Correct
Predict
Suggest
Defend
Prepare
Tabulate
Demonstrate
Present
Translate
Evaluate
Read
Verbalize
Generate
Reconstruct
Write
Illustrate
Revise
Label
Select
Measure
Sketch
Some are definitely
“hands-on”, but what
mental processing needs
to happen first???
GOAL: TEACHING PRESCHOOL
CHILDREN TO CARE FOR EYEGLASSES
 Learning Outcomes:
 After participating in the program, youngsters should be able to:
 Demonstrate the proper way to care for their eyeglasses
 Choose to care for their glasses properly
 List the steps in the proper care of glasses
 Objectives:
 Using a set of 3 pictures, the learner will order the steps for proper care of their
eyeglasses with pictures with 100% accuracy.
 Given a moistened wipe and eyeglass case, the learner will demonstrate how to clean
and store their eyeglasses 2 out of 3 times.
 Note: Each outcome is different and requires different activities and assessments
SAMPLE ASSESSMENTS FOR VARIOUS
LEARNING OUTCOMES
Outcome
Assessment
Verbal Information
Short Answer, Matching, M/C, Free
Recall
Intellectual Skills
Application in Varied Situations
Motor Skills
Demonstration
Attitudes
Determination of New Attitude
Frequency
Cognitive Strategies
Reflective Journal
ASSESSMENT TIME TO MAKE, ADMINISTER
AND CORRECT
Time required to complete and score various Assessments
DEVELOPING SCORING KEYS
 What criteria will you be using to score the work and in
what order are you looking for them? To what degree will
criteria be met?
 See Examples on pages 9-11 in Handout
 Answer Keys
 Checklists
 Rating Scales
 Rubrics
LEARNING ACTIVITIES
“STRATEGIES”
 Deliberate arrangement of events to facilitate learning
 What changes in thinking/performance should occur?
 How will you know the changes occurred?
 What activities will help facilitate these changes in thinking or performance?
 Chunking Content then Develop Learning Events
 Sequencing Those Learning Events (prioritize & think first)
 Learning Activities
 Learning Objects – in online learning, these are the electronic files, links or images
that assist in the activities
 Learning Events
EVENTS OF LEARNING & INSTRUCTION
Design Sheet on page 15
 Focus on goals
 Connect to prior knowledge
 Gain and integrate content
knowledge
 Take action and monitor
learning progress
 Synthesize and evaluate
 Extend and Transfer
LEARNING EVENTS
PREPARING SALES TEAM FOR NEW PRODUCT
LEARNING THEORIES
DEFINING THE DELIVERY CONTEXT
Delivery Context: Conditions under
which the instruction will be delivered
Delivery Options and Delivery
Modes on Next Slide
DELIVERY OPTIONS AND MODES
 Delivery Options
 Synchronous vs Asynchronous – learners progress together at same pace or not?
 Distance vs Face to Face – learners location in comparison to others in class
 Formal vs Informal – subtle like a museum or structured like a class
 Delivery Modes
 Classroom – typical and best for presenting basic skills; easier to develop/deliver
 Telecourse – video-based distance learning class
 Teleconference – Interactions with 2-way audio/video
 Web – synchronous – webinars – no “anytime, anywhere”
 Print – workbook, supplements
 Video – Tape or DVD as a self-paced. Expensive if don’t have developing skills.
 Online – web-based (LMS) discussions; group work
 CD Rom – media-rich content; reliable; Overcome Internet/download issues
 Blended Learning
 Example: Supplement a textbook with a website
 Most courses use 2 or more delivery modes (use each optimally)
BLENDED LEARNING EXAMPLE
CHUNKING THE LEARNING
INSTRUCTIONAL PACKAGE
COMPONENTS
WHAT DOES PUBLISHER GIVE ME?
Learner’s Materials
 Lots of Variety in How Packaged
 Web, print, CD
Instructor’s Guides
 Tips & Lesson Plans
 Worksheets, Activities
 Pre and Post Tests
 Answer Keys
 Glossary
 Test Bank
 Table of Contents
 Everything to Prepare and
 Should we use only publisher
provided materials?
Follow-up with After
 If instructor alters learning
materials, will need to alter
these too
Licensing and Fair Use –some protection for educators who make copies of
copyrighted materials for teaching purposes. How much, and is the copyright
holder deprived of royalties if you do so?
EVALUATING CURRICULUM AND
MATERIALS
 Formative Evaluation
 Done before teaching/presenting
the first time
 Who do you get to do this?
 Summative Evaluation
 After final product or test has
been used
 With actual learners
 Develop a system whereby you can
note changes for next time
 On lesson plans? On a copy of the
materials?
TERMS

Activities

Answer key

Application Context

Assessment

Asynchronous

Attitudes

Blended Learning

Broad Goal Statement

Cases

CD Rom

Checklist

Chunking Content

Classroom

Cognitive and Physical Abilities

Cognitive Strategies

Delivery modes

Media Assets

Motivations

Evaluation

Motor Skills

Extend and Transfer

Objectives

Formal Instruction

Online

Formative Evaluation

Outcomes

Goals

Performance based

Informal Instruction

Portfolio

Instructional Design

Prior Knowledge and Experiences

Instructor Guides

Project based

Intellectual Skills

Rating Scale

Interactive Programs

Reflections

Learner

Rubrics

Learner’s Materials

Summative Evaluation

Learning Activities

Synchronous

Learning Context

Synthesize and evaluate

Learning Events

Teleconference

Learning Objects

Telecourse

Lesson Plans

Verbal Information

Video

Web