Instructional Design
Arif Altun
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.
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What is an ISD ?
• Instructional design refers to the
systematic process of translating
principles of learning and instruction into
plans or specifications for instructional
materials or activities.
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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)
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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.
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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)
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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
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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
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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
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Quality Assurance Model in
ISD
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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
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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?
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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?
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Type of Training
• What types of media do we need?
• What instruments do we need to deliver
this training?
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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) ?
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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
Components of Instructional
Strategies
Organizational
Strategies
Delivery
Strategies
Management
Strategies
• Macro strategies
• Media selection
• Grouping strategies
• Scheduling
• Acqusition of
resources
Scope and sequence
structures
• Micro strategies
Expanded instructional
events
Expanded instructional events
Introduction
Body
Conclusion
Assessment
• 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
Questioning strategies
•
•
•
•
•
Application Questions
Analytical Questions
Synthesis Questions
Interpretive Questions
Evaluative Questions
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.
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
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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 .
Iterative Process of ADDIE
Molenda, M. (2003).
Dick and Carey Model
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Smith and Ragan Model
Source: Smith & Ragan, 1999
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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.
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.
4C/ID Model
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