2. Instructional Design
Instructional design is the preparation and creation of material that
is shared with a particular audience for the purpose of learning and
gaining knowledge on a particular subject.
The instructional designed content can be directed towards
pedagogically (children learning) and andragogically (adult learning)
learning.
There are many instructional design models. Many include phases of
analysis, design, development, implementation, and evaluation.
The outcome of this instructional design may be reflected in a
assessment or can be completely informational.
3. Instructional Design Models
What is a model?
A model is a mental picture that helps us understand something we cannot see or
experience directly.
(Dorin, Demmin & Gabel, 1990)
Instructional Design Models are based on these theory's of learning:
Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new
behavioral pattern being repeated until it becomes automatic.
Cognitivism: Based on the thought process behind the behavior. Changes in behavior
are observed, and used as indicators as to what is happening inside the learner's mind.
Constructivism: Based on the premise that we all construct our own perspective of the
world, through individual experiences and schema. Constructivism focuses on
preparing the learner to problem solve in ambiguous situations.
(Schuman, 1996)
4. Instructional Design Models
Two examples of Instructional Design Models are:
Gagne's Conditions of Learning
Rapid Prototyping
5. Gagne’s Conditions of Learning
What is learning to Gagné?
Learning is cumulative.
Learning is the mechanism .
Learning results in different kinds of human behaviors.
6. Gagné Five Major Categories of Learning
Types of Competences Conditions Principles for Instructional Actions
Verbal Information • Pre-existing of organized • Provide meaningful context of
knowledge information for encoding
• Strategies for processing the • Organize information so that it
new information can be learned in chunks
Intellectual Skills • Concrete and defined concepts • Provide varied concrete
• Rule using examples and rules
• Provide opportunities for
interacting with examples in
different ways
Cognitive Strategies • Task specific • Provide opportunities for
• General strategy specific practice with
support and feedback
Attitude • An internal state • Provide respected models who
enact positive behavior and
reinforce the model
Motor Skills • Learning the sequence of the • Arrange several repetitions of
movement skills with correct feedback
• Practicing the movement
7. Gagne’s Conditions of Learning
Strengths and Weaknesses of this model?
Goal-directed: instruction is
designed for specified goals
and objectives
A closed-loop process: a
iterative process of design, try
out, and revision to achieved
the desired goals.
Either one can be a Strength or a Weaknesses depending on the type of result
the intended learning is expected to achieve.
8. Rapid Prototyping
The development of learning experiences in a
continual design-evaluation cycle that continues
throughout the life of the project.
Cycle/spiral cycle or layered approach that shows
improvement as the cycle continues.
9. Two Types of Prototypes
1. Vertical Prototypes - in-depth functionality for a few
features
2. Horizontal Prototypes - entire screen with no
underlying functionality
10. Cycle Approach
Concept
Definition
Implementation Implementation
of refined of a skeletal
requirements system
User evaluation User evaluation
and concept and concept
refinement refinement
Implementation
of refined
requirements
11. Rapid Prototyping
Strengths and Weaknesses of this model?
Repetitive methods
provide experience and
expertise
Repetitive cycle does
not provide room for
improvement
12. Compare and Contrast
Gagne’s Conditions of Learning – Open to change to obtain a
desired result
vs.
Rapid Prototyping – Repetitive learning to practice and
enforce desired result
These are two very different model types. Good in their own
way for the appropriate learning need.
13. References
Gagné, R. M. (1965). The conditions of learning and theory of
instruction ( 1st ed.). New York, NY: Holt, Rinehart & Winston.
Gagné, R. M., & Briggs, L. J. (1974). The principles of instructional
design ( 1st ed.). New York, NY: Holt.
Gagné, R. M. (1985). The conditions of learning and theory of
instruction ( 4th ed.). New York, NY: Holt, Rinehart & Winston.
Bralla, J.G. (ed.) (1986), Handbook of Product Design for
Manufacturing, McGraw-Hill (New York).
Chua, C.K., Leong, K.F., Kai, C.C. (1998), Rapid Prototyping Principles
and Applications in Manufacturing, John Wiley and Sons (New York).
