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Topic 1: Principles of Instructional Design
What is Instructional Design?
There are several definitions of instructional design (ID). Some of the more commonly referred to include the following:
a) Instructional design is a systematic approach to facilitating learning
by:
• identifying the purposes of the learning, especially in terms
of objectives.
• developing the learning experiences necessary to achieve those
purposes.
• evaluating the effectiveness of those learning experiences in
achieving the purposes.
• improving the learning experiences, in the light of evaluation,
so as to better achieve the purposes. (Commonwealth of Learning, Use and
Integration of Media in Open and Distance Learning, 1999).
b.) Instructional design is a systematic approach for the design, development,
implementation and evaluation of instruction. (Dick, W., Carey, L., Carey,
J.O., The Systematic Design of Instruction, 2001).
c) Instructional design is the entire process of analysing learning needs
and goals and the development of a delivery system to meet those needs.
It includes development of instructional materials and activities; and
tryout and evaluation of all instruction and learner activities. (Coldevin,
G. and Mead, A., Study Guide in Instructional Design, University of Namibia,
2001).
Why is Instructional Design important?
• Ensures that all elements of learning units are carefully planned.
• Appropriate technology integration improves presentation of content.
• Promotes increased learner interest & interaction with instructional
materials.
• Areas of weakness in instructional process are detected and revised.
Activity
Review the ID definitions presented. Pick out the one that you think is most relevant to your teaching situation, or make the modifications you feel are necessary to make it relevant.
Instructional Design Models
Just as there are numerous definitions of instructional design, so too has been the proliferation of ID models. We have selected three which represent a range from simple to complex.
The ASSURE Model
This model (developed by Heinich, R, Molenda, M. Russell, J. and Smaldino, S. in their book, Instructional Media and Technologies for Learning, 2001) provides an acronym to help practitioners remember the steps they must work through.
ASSURE Model
Analyse learner characteristics
State objectives
Select, modify or design materials
Utilise materials
Require learner response
Evaluate
With this model, designers must first consider who the learners will be and what characteristics they have which might affect their learning. Next, you state the objectives of the course and the learning objectives for the students. Then you consider the materials. If you can use existing materials, do they suit your objectives or must you modify them? Do you need to design your own materials?
The materials must be presented to the learners, used by them, and they must make responses – usually in the form of learner activities. Finally, the learning should be evaluated.
It is worth mentioning here that American educationalists use the term evaluate to measure student achievement whereas in Commonwealth Countries we tend to use the term assess. We talk about assessing learning and evaluating parts of or courses as a whole. The Americans use the term evaluate for both these activities.
The ADDIE Model
Possible the most generic, and most used, of all ID models, the ADDIE process has been the mainstay for many instructional designers over the past two decades.
ADDIE Model
Analyse
Design
Develop
Implement
Evaluate
(Revise)
ADDIE MODEL IN DETAIL
ANALYSIS STAGE
• Front-end analysis or instructional needs assessment.
• Clarifying instructional needs and setting goals (attainment
targets).
• Analysis of learner characteristics and entry behaviours (prior
knowledge, attitudes, experience, and skills).
DESIGN STAGE
• Conducting an instructional task analysis (steps to achieve instructional
goals – activity plan).
• Writing specific instructional or performance objectives.
• Determine content to be taught.
• Designing instructional strategies (introduction, review of previous
learning, presentation of new information, practice and feedback activities,
self-testing, summary, and follow-on activities).
• Developing assessment instruments (criterion vs norm referenced
tests).
DEVELOPMENT STAGE
• Selecting and integrating appropriate media and technologies.
• Producing new materials or adapting conventional materials.
• Formatively evaluating samples of materials developed (rapid
prototyping).
IMPLEMENTATION STAGE
• Revising and producing final materials (just-in-time production).
• Delivering final materials to learners.
EVALUATION STAGE
• Conducting summative evaluation (determine value of instructional
materials in practice. Based on evaluation review, retain, reject, or
revise materials).
The Dick and Carey Model
Another model we would like you to consider is drawn from the classic textbook in the field, Dick, W., Carey, L and Carey, J. (2001) The Systematic Design of Instruction. You will immediately notice that it is somewhat more complex than the two preceding process models and has distinct feedback and revision loops built into it.
Dick & Carey Model will be inserted here.
Activity
Assemble into your designated groups and compare the strengths and weaknesses of the various ID models. Select one that you think is most relevant to your teaching situation, or make the modifications you think are necessary to make it relevant.
Basic ID Reference Materials
Commonwealth of Learning, Use and Integration of Media in Open and distance Learning, Vancouver: COL, 1999.
Dick, W., Carey, L and Carey, J. (2001) The Systematic Design of Instruction. New York: Longman.
Heinich, R., Molenda, M., Russell, J. and Smaldino, S. (2001). Instructional Media and Technologies for Learning. Englewood Cliffs: Prentice Hall.
If you want to read more about instructional design on line, continually
updated site is:
http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html
Action Research