The document discusses instructional system design and the ADDIE model. It defines key concepts in instructional design like instruction, design, system, model, and instructional design. It also differentiates between various instructional design models like ADDIE, ASSURE, Dick and Carey, and rapid prototyping. The document then focuses on applying the ADDIE model to designing open and distance learning course materials, outlining the analysis, design, development, implementation, and evaluation phases.

1. INSTRUCTIONAL SYSTEM DESIGN
WORKSHOP
Dr. Gambari, A. I.
E-mail: gambarii@yahoo.com
Website: www.gambari.mgfglobal.com
Blogsite: www.drgambari.com
Organized By
Centre for Open Distance and e-Learning (CODeL)
Federal University of Technology, Minna, Nigeria

2. Objectives
At the end of this presentation, you should be able
to:
Define key concepts in instructional design
Differentiate between the different types of
instructional design models
Use basic ADDIE Model as a guide to design ODL
course material
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INTRODUCTION
Definition of key concepts in ID:
Instruction
Design
 System
 Model
 Instructional Design
 Instructional System
Instructional System Design (ISD) Model

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INTRODUCTION
1
a set of events
that facilitate
learning
2
a creative
pattern or
a rational,
logical,
sequential
process
intended to solve
problems
Instructional
Design
Clarifying
the
terms

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What is design?
A systematic planning and
ideation process prior to
the development of
something or the execution
of some plan to solve a
problem.

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Traditional Design
Topic for students to learn about
A variety of activities to help them
learn.
Test on the topic
The traditional approach to education was viewed as piecemeal. ID
attempted to integrate all the components of the instructional process
into a system.

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What is a System?
Akanbi (1988) defined a
system as any object,
event or a procedure that
is made up of parts which
are working both
independently and co-
operatively to fulfill a
common purpose.

8. A system is a set of interrelated and sometimes
directly interdependent things, principles or parts
that work severally and jointly within a given
setting for the attainment of a definite goal or set
of goals (Ogwo, 1996)
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Cont…

9. What is Instructional System?
instructional system may be defined as a
deliberately organized combination of people,
equipment (devices), materials, procedures, and
the curriculum which interact cooperatively to
achieve a pre determined goal. It is a set of
interacting components functioning together to
facilitate learning (Inyang, 1988)
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What is Instructional Design?
 Instructional Design is the systematic process of
translating general principles of learning and
instruction into plans for instructional materials
and activities.

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Cont…
Instructional Design is a
systematic process, based
on philosophy and learning
theory, for analyzing,
designing, developing,
implementing, and evaluating
instruction

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Cont…
 Instructional Design is the systematic
development of instructional specifications using
learning and instructional theory to ensure the
quality of instruction.
It is the entire process of analysis of 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.

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Roles of Instructional Design
Systematic process of instructional design
enables you to:
 Identify a performance problem
 Determine the goals and objectives
 Define your learners and their needs
 Develop strategies to meet needs and goals
 Assess learning outcomes
 Evaluate if goals, objectives, and needs are
met

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This systematic approach ensures:
 There is a need for training.
 The learning events are well-designed.
 Quality training materials are developed.
 Learning events are implemented using
appropriate strategies or approaches.
 Learning events are evaluated to ensure that
learning has taken place.
Why Instructional Design?

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She is working on new ways to
teach the kids next week and
next year. She is drawing
upon her knowledge of
something called
instructional design in her
thinking.

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Instructional Design is a Process
1. Where are we going?
2. How do we know
when we have
arrived?
3. How do will we get
there?

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ID Major Activities
1. Perform an instructional analysis to
determine “where we are going.”
2. Develop an instructional strategy to
determine “how we’ll get there.”
3. Develop and conduct an evaluation to
determine “how we’ll know when we’re
there.”
When these parts are articulated we can create a model.

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What is a Model?
Models, like myths and metaphors, help us to
make sense of our world.
They are used to explain complex systems
 Give us structure and meaning to a problem.

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What are Instructional Design Models?
Prescriptive set of procedures for developing
instructional materials
A method for the organization and management
of instructional process

20. INSTRUCTIONAL DESIGN MODEL

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Selected Characteristics
Classroom
Orientation Product Orientation System Orientation
Typical output One or a few hours
of instruction
Self-instructional or
instructor-delivered
package
Course or entire
curriculum
Resources committed to
development
Very low High High
Team or Individual Individual Usually a team Team
ID skill/experience Low High High/very high
Emphasis on development
or selection
Select Develop Develop
Amount of analysis Low Low to medium Very high
Technological complexity Low Medium to high Medium to high
Amount of revision Low to medium Very high Medium to high
Amount of distribution None High Medium to high
Elements of ID Models
from Branch & Gustafson (1997)

22. EXAMPLES OF ID MODEL

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EXAMPLES OF ID MODEL
ADDIE Model
ASSURE Model
Dick & Carey Model
Hannafin & Peck Model
Waterfall Model
Rapid Prototyping Model
Hypermedia Design Model
Multimedia Design Model
 Lesson Plan Model
Kemp’s Instructional Design model
Gerlach and Ely Model, etc

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EXAMPLES OF ID MODEL

25. Jerrold Kemp Design Model
takes a holistic approach to instructional design.
Virtually all factors in the learning environment are
taken into consideration
including subject analysis, learner characteristics,
learning objectives, teaching activities, resources
(computers, books, etc.), support services and
evaluation.
The process is iterative and the design is subject to
constant revision.
This model is a more advanced one to design by
and the most comprehensive for web-based
course development.
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ADDIE MODEL

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ASSURE Model
 Heinich, Molenda, Russell &
Smaldino
 Classroom orientation
 Note the selection of materials
instead of development
Image from http://vig-fp.prenhall.com/bigcovers/0137132395.jpg

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A Analyze Learners
S State Objectives
S Select Strategies (Methods), Technology,
Media & Materials
U Utilize Technology, Media & Materials
R Require Learner Participation
E Evaluate & Revise
ASSURE MODEL

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WATERFALL MODEL
The waterfall model is a model which was developed
for software development; that is to create software. It
is called as such because the model develops
systematically from one phase to other in a downward
fashion, like a waterfall
Advantages
•It is easier to develop various software through this
method in short span of time.
• It requires the fulfillment of one phase, before
proceeding to the next

33. Cont…
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Waterfall Model (Traditional) Waterfall Model (Modified)

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Dick & Carey Model
 Systems orientation
 Widespread use in
corporate & military

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36. Mostly used for world wide web Instruction 36
Hypermedia Design Model

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Morrison, Ross & Kemp (MRK) Model
 Classroom orientation
 It has been modified over
time
Images from http://www.borders.com.au/book/designing-effective-
instruction/337124/

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Morrison, Ross & Kemp (MRK) Model

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Rapid Prototyping Model
 Originated in manufacturing
 ID hijacked from software
development
 Focused on development
primarily
 Rapid prototyping models are
essential for identifying design
flaws and gaining valuable
feedback during the design
process. Functional rapid
prototyping models allow
product designers and
engineers to see how their
designs look and function in
real world situations.
 Types of prototypes
 Look-and-feel: colors,
effects, gross screen
layouts
 Media: use of sound
effects, narration, 3D
illustrations, video, etc.
 Navigation: move through
sections, access support
(glossary, calculator, etc.)
 Interactivity: content,
activities, feedback

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Design
(product
specs &
treatment)
Develop
prototype
Review

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42. Gerlach-Ely Design Model
is a prescriptive model that is well suited to
higher education.
The model includes strategies for selecting
and including media within instruction.
It also handles the allocation of resources.
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44. LESSON PLAN MODEL
(i) Needs Assessment
(ii) Determination of Constraints.
(iii) Derivation of General Objectives
(iv) Derivation of Specific Objectives
(v) Administration of a Pre-test
(vi) Selection of Learning Experiences
(vii) Selection of Method
(viii) Selection of Media
(ix) Implementation of instruction
(x) Evaluation
(xi) Feedback
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45. Ogunlanti, Ihongbe, Babatunde, Akanbi, & Egwin, (1981)
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Determine
Constraints
Derive
General
Objectives
Specify
Objectives
Administer
Pretest
Select
Method
Implement
Instruction
EvaluateNeeds
Assessment
Select
Media
Select
Learning
Experience
s
Feedback
LESSON PLANNING MODEL

46. APPLICATION OF ISD
Distance Education
Teacher Education
Special Education
Guidance and Counseling
Skill Training and Materials production
Curriculum Development, Innovations, and
Evaluation
Educational Management and Administration
Lesson Planning
Vocational -Technical Education, etc.
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47. APPLICATION OF ADDIE MODEL
TO ODL COURSE MATERIAL

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FIVE ESSENTIAL PHASES IN ADDIE MODEL
Analysis
Design
Development
Implementation
Evaluation

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What happens in the Analyze Phase
Provides the framework for the rest of the ID
process.
Uncover the problem, locate the source of the
problem, and start to hypothesize solutions to fix
the problem.
Research what is needed to solve problem?
(Needs Analysis)
List instructional goals & the steps that need to
be taken for the goals to be accomplished.

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Cont…
 Who is the audience and what are their characteristics?
 Identification of the desired outcome or behaviour.
 What types of learning constraints exist?
 What are the delivery options?
 What are the pedagogical considerations?
 What is the timeline for course completion?
 What exactly is the (performance) problem?
 How do you know there is even a problem?
 Why is it a problem?

51. What happens in the Design Phase?
Use the research findings obtained from
analysis phase to plan for the developing of the
instruction.
Create detailed outlines illustrating how learners
will complete instructional goals set out in the
analysis phase

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What Happens in the Design Phase?
Part 2
Investigate your learners- Learning Analysis
 What is best way to reach audience?
 Consider the target population
 Consider different learning perspectives
Write out Objectives, testing strategies, select
how the instruction will be administered, and
ultimately decide how instruction will be
organized.

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Cont…
How will the content be organized?
How will it be presented to learners?
What delivery format will be used?
What types of activities and exercises will be
included?
How will learners' accomplishments be measured?

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What Happens in the Develop Phase?
Apply all information from the analysis and
design phases to produce lesson plans and
materials.
Actual instruction is created.
Develop any media that will be employed in
the instruction (hardware and software).
Generate supplementary materials to enhance
instruction (reference guides, manuals,
worksheets, etc.).

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What Happens in the Implement Phase?
Essentially this phase describes the method in
which the instruction will be delivered.
 Materials are distributed to learners
Use findings from learning analysis to determine
best environment for the learner (face to face,
online, etc.).
This part of the process is where learners must
obtain the content that is needed to accomplish
the instructional goals.
 The books, equipment, tools, CD-ROMs and
software are in place, & the learning application
or Web site is functional.

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What Happens in the Evaluate Phase?
Measure the effectiveness and the efficiency of
the overall instruction.
Formative Evaluation: evaluation that is present
in all phases of the process in order to catch
errors and enrich the instruction.
Summative Evaluation: evaluation that takes
place after the finalized instruction is presented.
Recommendations provided to determine if the
instruction will be adopted or rejected based on
its overall effectiveness and efficiency.

57. ADVANTAGES OF ISD
It provides one of the best methods of combining
content and resources to optimize learning.
It provides one of the best procedures for
exposing the learner to instructional tasks,
experiences, packages and so on.
The requirements for clearly stated objectives for a
system will control and guide the planning,
design, and development of a learning system.
It ensures that all relevant variables in an
instructional situation are given proper and
adequate consideration
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58. Cont…
 It encourages the adoption of self correcting
strategies in the management of instruction.
It provides opportunities for improving upon the
system and the performance of the system
operations.
 It allows for a continuous wholistic perception of
the instructional programme (or system) instead of
the piecemeal view of the traditional approach.
It ensures efficiency and stability in the teaching –
learning process because it emphasizes the need
to consider all input variables at the planning
stage.
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59. Cont…
It emphasizes and allows more rational basis for
allocating financial, material, time, human and
other resources.
It promotes further innovations within the system;
this can be in the form of materials, methods or
techniques.
 Various instructional variables which may lead, if
uncontrolled, to confused and wasteful
performance can be specified, considered and
taken care of.
 Cost effective
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60. Cont…
It allows the participants to cope with the varying
demands of modern technological products,
processes and settings within the instructional
enterprise if their use is well programmed.
Saves time and trouble
Promotes effective learning
Systematic
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61. DISADVANTAGES OF ISD
ISD require other personnel which is not available
in most of our school system.
The variety and scope of media available in most
schools is grossly inadequate.
The bureaucratic bottlenecks, the conservatism of
some staff hinders the full implementation of ISD in
Nigeria.
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62. Cont..
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 Time-consuming to implement
Poor funding may hinder media procurement and
maintenance.
 The successful application of ISD entails much
theoretical analysis of the prevailing instructional
situation in line with scientific and educational
principles in order to arrive at any solution. Our
teachers are not so equipped for such in depth
analysis.

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Group Activity
Get experience using the models
Computer Science, Information Technology,
Cyber Security & General Studies Departments
should:
Use the Dick and Carey model to design an
effective instructional product for the client.
 Science Education, Mathematics/Statistics &
Chemistry, and Physics Departments should:
Use the Kemp, Morrison & Ross model to design
an effective instructional product for the client.
15 minutes

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Conclusions
The important thing to remember is to consider
all of the factors that need to go into designing
effective instruction.
It doesn’t matter what model you use, but some
models are better suited to certain personalities
and instructions.