Instructional Design
Models and Theory
2013 BILC PROFESSIONAL SEMINAR
COL DR ERNST
CPT DAMMS
Outline
•
•
•
•
What is Instructional Design?
History
Theories and Models
Conclusion
Instructional Design
Instructional Systems Design (ISD)
"instructional experiences which make
the acquisition of knowledge and skill
more efficient, effective, and appealing“
in
• Student- only
• Teacher- led or
• Community- based settings.
Instructional Design
Instructional Systems Design (ISD)
Goal >
• create successful learning experiences
• engender transfer of training
Three fundamental concerns >
• identifying the goals
• selecting the strategy
• evaluating success (Moore, Bates & Grundling, 2002, p.71).
Instructional Design
Instructional Systems Design (ISD)
Traditionally rooted in
Cognitive and Behavioral
Psychology
recently Constructivism (learning theory)
History
• Skinner: “The Science of Learning and
the Art of Teaching”
> Programmed instructional materials
• Bloom:“Three domains of learning“
> Cognitive (what one knows or thinks),
> Psychomotor (what one does)
> Affective (what one feels))
History
• Gagne : “The conditions of learning”
Cognitive Domain
• 1. Verbal information is stated
• 2. Intellectual skills - labelling or classifying the concepts
• 3. Intellectual skills - applying the rules and principles
• 4. Intellectual skills - problem solving allows the
generation of solutions or procedures
• 5. Cognitive strategies - are used for learning
Affective Domain
• 1. Attitudes - are demonstrated by preferring options
Psychomotor Domain
• 1. Motor skills - enable physical performance
History
•
Gagne‘s Nine Events of Instruction
1.
2.
Gaining attention: Stimulus
Informing learners of objectives: Teacher communicates outcome to the
group
Stimulating recall of prior learning: The teacher asks for recall of existing
relevant knowledge
Presenting the stimulus: The teacher gives emphasis to distinctive features.
Providing learning guidance: The teacher helps the students in
understanding (semantic encoding) by providing organization and
relevance.
Eliciting performance: The teacher asks the learners to respond,
demonstrating learning.
Providing feedback: The teacher gives informative feedback on the learners'
performance.
Assessing performance: The teacher requires more learner performance,
and gives feedback, to reinforce learning.
Enhancing retention and transfer: The teacher provides varied practice to
generalize the capability.
3.
4.
5.
6.
7.
8.
9.
History
• 1990s constructivist theory began to gain
traction
• In 2000 Internet, social media tools and
multitudes of information resources, became
a popular tool instructional designers
• Nowadays the challenge for instructional
designers is how to create learning
opportunities that may now occur anywhere
and anytime.
Theories and Models
• ISD is a system approach to create
instruction.
• ISD idea : provide learners with a clear
statement of what they must be able to
do as a result of training and how their
performance will be evaluated.
Theories and Models
•
•
•
•
•
ADDIE model
Analysis
Design
Development
Implementation
Evaluation
Theories and Models
• Analysis refers to the gathering of
information about one’s audience, the tasks
to be completed, and the project’s overall
goals. The instructional designer then
classifies the information.
• Design phase: instructional designers create
their project. Information gathered from the
analysis phase, in conjunction with the
theories and models of instructional design,
is meant to explain how the learning will be
acquired.
Theories and Models
• Development – relates to the creation of the
activities being implemented. This stage is where the
blueprints in the design phase are assembled.
• Implement – allows the instructional designer to test
all materials to identify if they are functional and
appropriate for the intended audience.
• Evaluate – ensures that the materials achieved the
desired goals. The evaluation phase consists of two
parts: formative and summative assessment. This
final phase is vital for the instructional design team
because it provides data used to alter and enhance
the design.
Theories and Models
The Morrison, Ross and Kemp model is classroom-oriented and
designed to focus on content and to appeal to teachers
Three elements that differentiate it from some other models:
•
instruction is considered from the perspective of the
learner
•
the model takes a general systems view towards
development with instructional design being presented
as a continuous cycle
•
the model emphasizes management of the
instructional design process.
(Prestera, 2002, p. 4).
Theories and Model The Morrison, Ross and Kemp model
Theorie and Models
Seels and Glasgow Model is Product-oriented
Three phases:
• needs analysis,
• instructional design
• implementation and evaluation
Theorie and Models Seels and Glasgow Model
Theories and Models
• needs analysis > instructional goals, requirements,
and context.
• instructional six steps > task analysis; instructional
analysis; objectives and tests; formative evaluation,
materials development, instructional strategy and
delivery systems
• implementation and evaluation > development and
production of materials, delivery of the training, and
summative evaluation.
(Gustafson and Branch, 2001, p.43).
Theories and Models
Dick and Carey Systems Approach Model is
systems-oriented > link between a
stimulus (instructional materials) and
response that it produces in a learner
(learning of the materials)
Theorie and Models
Theorie and Models
Other useful design models :
• Instructional Development Learning
System (IDLS)
• Smith/Ragan Model
• OAR Model ( Objectives-Activities Resources) in higher education
• Wiggins' theory of backward design
Conclusion
Perkins: Instructional-design theory
• Clear information. Descriptions and examples of the
goals
• Thoughtful practice. Opportunity for learners to
engage actively and reflectively whatever is to be
learned
• Informative feedback. Clear, helping them to proceed
more effectively.
• Strong intrinsic or extrinsic motivation. Activities
that are amply rewarded
(Perkins, 1992, p. 45).
Conclusion
Instructional-design theories are:
• design oriented,
• they describe methods of instruction
and the situations in which those
methods should be used,
• the methods can be broken into simpler
component methods, and
• the methods are probabilistic (Perkins, 1992, pp. 53).
References
•
Cognition and instruction: Their historic meeting within educational psychology.
Mayer, Richard E. Journal of Educational Psychology, Vol 84(4), Dec 1992
•
Dick, W., & Carey, L. (1996). The systematic design of instruction. 4th ed.
New York, NY: Harper Collin
•
Gagné, R. M. (1985). The conditions of learning (4th ed.). 30. New York: Holt
Rinehart & Winston.
•
The Herridge Group (2004). The Use of Traditional Instructional Systems Design
Models for eLearning (online) Available: http://www.herridgegroup.com
•
Perkins, D. (1992) Smart Schools. New York. Free Press
•
Prestera, G. (2002). Instructional Design Models [online]. Available:
http://www.personal.psu.edu/users
•
Reigeluth-Snelbecker : What is Instructional-Design Theory and How is it Changing?
Available: http:// www.netwerkopenhogeschool.org
Thank you for
your attention !