Instructional Systems Design
An extended Instructional Systems
Design (ISD) - valuable for developing
High Performance Training
Fun with Instructional Design
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Should be fun and fast!
The most creative part of developing training
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Agenda
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What Is Instructional Design?
Instructional Systems Design (ISD)
Extended ISD
Creative Designing
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What Is Instructional Design?
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Instructional design is the Analysis, Design,
Development, Implementation, and Evaluation of
instructional materials (ADDIE)
There is a standard design model called
Instructional Systems Design (ISD)
– Developed by Dick and Cary (The Systematic
Design of Instruction -- 6th Edition, 2004)
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Terminology
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Learning
Training
Instruction
Technology-Based Training
e-Learning
Learner-Based Training
Web-Based Training (WBT)
Blended Learning
Learning 2.0
Training Glossary (references)
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Why Use a Systematic Process?
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A systematic process is effective . . .
– An effective way to develop training
– Ensures an appropriate process
– Flows from goals to objectives, to content, to
instructional strategies
– Includes evaluations to insure that goals and
objectives are met
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Instructional Design (ID)
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The end-to-end process or methodology used to
create a learning program
The document of a design for a specific program
The major phases are summarized by the
acronym ADDIE
Instructional Systems Design (ISD) is a
comprehensive model for instructional design
There are other models and lots of theory
A methodology is much better than a model
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ADDIE “Model”
Analysis
Design
Evaluation
Development
Implementation
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ADDIE Model
Analysis
Design
• Needs Assessment
• Project Plan
• Goals
Evaluation
Development
Implementation
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ADDIE Model
Analysis
Design
• Needs Assessment
• Project Plan
• Goals
•
•
•
•
•
Evaluation
Audiences
Objectives
Task Analysis
Strategy
Prototypes
Development
Implementation
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ADDIE Model
Analysis
Design
• Needs Assessment
• Project Plan
• Goals
•
•
•
•
•
Evaluation
Audiences
Objectives
Task Analysis
Strategy
Prototypes
Development
• Outline Content
• Select Delivery
• “Programming”
Implementation
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ADDIE Model
Analysis
• Needs Assessment
• Project Plan
• Goals
Design
•
•
•
•
•
Evaluation
Audiences
Objectives
Task Analysis
Strategy
Prototypes
Development
• Outline Content
• Select Delivery
• “Programming”
Implementation
• Delivery
• Integration
• LMS
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ADDIE Model
Analysis
• Needs Assessment
• Project Plan
• Goals
Design
•
•
•
•
•
Evaluation
Audiences
Objectives
Task Analysis
Strategy
Prototypes
Development
• Evaluation Plan
• Testing
• Reviews
• Outline Content
• Select Delivery
• “Programming”
Implementation
• Delivery
• Integration
• LMS
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Instructional Systems Design (ISD)
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Identify Goals
Instructional Analysis
Analyze Audiences
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop and Select Instruction Materials
Formative Evaluation of Instruction
Revise Instruction
Conduct Summative Evaluation
Source: Instructional Systems Design by Dick and Carey
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Instructional Systems Design
Revise
Instruction
Conduct
Instructional
Analysis
Assess
Needs to
Identify
Goal(s)
Write
Performance
Objectives
Analyze
Learners
and
Contexts
Develop
Assessment
Instruments
Develop
Instructional
Strategy
Develop and
Select
Instructional
Materials
Design and
Conduct
Formative
Evaluation of
Instruction
Design and
Conduct
Summative
Evaluation
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Extended ISD
What got left out:
 Preliminary planning
 Curricula that includes this course, module,
program
 Alternate performance interventions
 Multiple delivery methods (and triangulation)
– ILT, e-Learning, Learning and Support Portal
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Follow-up
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Corporate Objectives (Goals)
. . . let's discuss one of the 10 steps . . .
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Goals are the purpose or objective of the
instruction. Usually stated in terms of
performance.
Goal may be an New Initiative, a Problem, a
Performance Improvement Need, or Something
Else New
May include detailed objectives.
May be incomplete or unclear
There may be Ad Hoc Needs
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Everything can change!
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Everything can change during the project!
Plan on it! Get comfortable with it!
Rapid application development (RAD) can
minimize problems with changes
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Iteration: Constant Review and Revision
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Part of rapid application development
Plan on it! Get comfortable with it!
"One of the most important skills of a good
instructional designer is the ability to revise . . . .
Good instructional design requires constant
revision, elimination, and addition . . . . Your
program is not written in stone until the day it is
taught, and even then only for that day; you
should begin making revisions for the next class
based on what you learn in this one."
George Piskurich in Rapid Instructional Design
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Module Objectives
After completing this xxxx
module you will be able to:
–
–
–
–
–
–
–
–
–
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Define
Describe
Explain
Install
Configure
Verify
Test
List
Use
Participate
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–
–
–
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Troubleshoot
Recognize
Manage
Understand
Take advantage of
Summarize
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Example Objective
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When shown a model of our solar system,
students will be able to name all nine planets.
Audience = Students
Behavior = “name all nine planets”
Condition = “when shown a model of our solar
system”
Degree = ?
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Instructional Strategy
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Pre-instructional activities, delivery methods,
sequence, etc.
Allocation of pre-work, homework, and post-work
– careful with homework - it really is optional work in
most cases
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Triangulation (blend of methods)
Distribute between "course" and "more
information"
– Can/should reduce the amount of material
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Possibles:
– Creating a set of online resources
– Simulations, videos
– Online discussion groups
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Instructional Systems Design (continued)
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ISD was created for instructor-led training
– By university people and primarily for university
courses
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Nothing wrong with the ISD model, but . . .
– Nothing wrong in that context
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Doesn't consider e-learning, LSPs, or blends
Doesn't include follow-up (e-mail, direct contact,
etc.)
Doesn't include curriculum review, iteration;
process could be improved
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Extended Instructional Systems Design
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The High Performance Training Model
Include e-learning and learning and support
portals
Consider other performance improvement
interventions
– Training may not be the best intervention
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Design the course within a curriculum
– One course or several, earlier courses, related
courses,
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Delivery triangulation
Iteration is an important part of the process
Include follow-up and management
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e-Learning Instructional Design is Different
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Have many more powerful learning elements
Modules tend to be short
Can use a multi-level presentation
– Supports both shorter modules, and more
complete information
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The Extended ISD Model
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+ Program Planning
Conduct Instructional Analysis
Analyze the Instructional Goal
Analyze Learners and Contexts
Write Performance Objectives
+ Design the course within a curriculum
Develop Instructional Strategy
Develop and Select Instruction Materials
+ Delivery Triangulation
+ Design e-learning elements including LSP
Formative Evaluation of Instruction
Revise Instruction
Develop Assessment Instruments
Conduct Evaluations
+ Design/Implement Follow-up Program
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Be Creative!
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Think outside the box
Use creative methods
– Brainstorm, mind maps
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Want something different, fun, engaging
Think of alternative ways to present a topic
– Graphic, metaphor, case study
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Be open to ideas!
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ISD Criticism
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"Too much theory"
– Too academic, dense, not accessible
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"It takes too long"
"It's too cumbersome"
"We don't do that here"
"We use ADDIE"
Discussion
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ISD Summary
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ISD has proven to be a systematic, effective
model
. . . but needs to be extended for the HPT model
Instructional Design is an Iterative Process
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What's Next
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Practice! Your Project
Use the resources
More study
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