seminar presentation presented to Prof. Dr.N.B.Jumani by Mansoor Azmat

1. History, Theories and Models of
Instructional Designing
Presented to
Prof. Dr. N. B. Jumani
Presentation by
Mansoor Azmat
133-FSS/PhDEdu/F17
Department of Education
International Islamic University, Islamabad
1

2. Contents
 History of Instructional Design
 Learning Theories & the Implications for Instructional Design
 Behaviorism
 Cognitivism
 Constructivism
 Models of Instructional Design
 ADDIE Approach
2

3. Instructional Design
 Instruction is a systematic process that involves teacher, learners, materials, and
learning environment in order to achieve successful and identified learning goals.
 The “system” refers to an orderly, logical method of identifying, developing, and
evaluating a set of strategies aimed at attaining a particular instructional goal
(Morrison, Ross & Kemp, 2004)
 Instructional design refers to the systematic and reflective process of translating
principles of learning and instruction into plans for instructional materials, activities,
information resources, and evaluation.
3

4. Early history of instructional design
 The early history of instructional design be traced to the contribution of early
thinkers and philosophers. They developed, implemented and refined various
instructional strategies like:
 Socratic method by Socrtaes to use questions to get students think
 Plato devise storytelling method as a tool for formation of student character.
 Further argumentation, modeling, repeated practice, and timely feedback were
developed, implemented and refined as various instructional strategies.
 Instructional design formally first began during the world war II, when psychologists
and educationists were given the task to develop training materials for the military
services.
4

5. The programmed Instruction Movement:
from early development to present
 Mid 1950s-Mid 1960s
 Early 1960s The CRT movement
 1965 The Conditions of Learning
 1970s A Rise of Interest in the System Approach
 1980s The birth of e-learning
 1990s A Rising Interest in Constructivism and the importance of performance
 2000s the rise of online learning
 2010 and beyond
5

6. History of ID
programmed instructional materials by Skinner (1958)
 Increasing human learning and the characteristics of
effective instructional materials.
Cognitive Domain (1956)
 Bloomberg Benjamin leads the development of the “
Taxonomy of Educational objectives” employed
hierarchical relationship among various types of
outcomes.
6

7. History of ID
 Robert F. Mager emphasis the importance of
desired behavior, learning condition and
assessment in writing learning objectives.
 In 1965, Robert Gagne identifies the 9 events
of instructions, Hierarchical analysis, Domains
of learning (psychomotor skills, verbal
information, intellectual skills, cognitive
strategies, and attitudes)
7

8. History of ID
 Leslie Briggs (1970s) demonstrated that an
instructionally designed course could produce a
double increase over conventionally designed
class in terms of achievement along with
reduction in variance, completion time and cost.
 Increased use of microcomputer in 1980s has a
major effect on ID practices, introduces
computer-based instruction, drill and practice.
8

9. History of ID
 In1990s, constructivism underlines the
importance of “authentic” learning tasks ,
problem-solving and collaboration, social-cultural
issues, and rapid prototyping.
The Rise of Online Learning 2000s
Era of performance technology management
 Emphasis on the performance, results, and non-
instructional methods broadened the scope of the
instructional design field.
 The Internet and hypermedia introduced new
innovative technologies for learning and objective
based instructions.
9

10. History of ID
 Now is the age of learning technology in all forms.
 Big data and analytics are shaping the way how
learning is tailored to the needs and preferences
of each learner.
 The principles of instruction rooted in years of
research in ID, but learning is now designed to be
more contextual, fluid and learner- friendly.
 Social Mobile Analytics and Cloud (SMAC)
technologies are at the heart of this era of
learning.
10

11. 11

12. Learning Theories & the Implications
for ID
 Behaviorism
 Cognitivism
 Constructivism
12

13. Behaviorism
 Behavioral theory emphasized the influence of the environment on learning.
 According to behaviorism, learning has occurred when learners evidence the
appropriate response to a particular stimulus, e.g., Pavlov’s classical condition and
Skinner Operant Conditioning.
ID example: drill and practice. Memorization for basic information
 Learning happens when a correct response is demonstrated following the presentation
of a specific environmental stimulus
 Emphasis is on observable and measurable behaviors
 Overt behaviors that can be observed and measured rather then covert.
13

14. Cognitive Learning Theories
 Knowledge acquisition is described as a mental activity that involves internal
coding and structuring by the learner.
 Learner is viewed as an active participant in the learning process
 Emphasis on structuring, organizing and sequencing information to facilitate
optimal processing
 The cognitive view of how learning takes place is based on how information is
processed, stored, and retrieved in the mind, rather than on how behavior changes
(Foshay, Silber and Stelnicki, 2003).
 ID examples: drills, tutorials, simulation
14

15. Gagne: Principles of Instruction
 Translate behaviorist and information -
processing theories into instructional
strategies
 Types of learning
• Intellectual skills (problem solving,
higher-order thinking, defined
concepts, concrete concepts,
discriminations)
• Cognitive strategies
• Verbal information
• Motor skills
• Attitudes
 Learning is a building process that the
lower-level skills provide the
foundation for higher-level skills
15

16. Constructivism
• Learning is always a unique product “constructed” as each individual learner
combines new information with existing knowledge and experiences.
• Individuals have learned when they have constructed new interpretations of the
social, cultural, physical, and intellectual environments in which they live. (Dick &
Carey, 2001)
• ID examples: problem-solving, project-based learning
16

17. Models of ID
 We can divide models of instructional design broadly into two categories
 MACRO: Models which concern themselves with the design and
planning of an entire module or programme
 MICRO: Models which concern themselves with the design and
planning of an individual lecture or teaching session
17

18. Models of ID
MACRO Models
 Bloom’s Taxonomy
 ASSURE model
 The ABCD Format
 Dick and Carey Model
 ICARE model
 Hannafin & Peck Model
 Knirk & Gustafson Model
 Jerrold Kemp Model
 Gerlach-Ely Model
 ADDIE Model
Micro Models
 Gagné’s Nine Events of Instruction
 Reigeluth’s Elaboration Theory
 Learning by teaching
 Problem-based learning
 Project-based learning
 Inquiry-based learning
 Action learning
 Progressive inquiry
 Service-learning
18

19. 19

20. ICARE model20

21. Hannafin & Peck Model21

22. Knirk & Gustafson Model22

23. Jerrold Kemp Model23

24. Gerlach-Ely Model24

25. ASSURE Model25

26. ADDIE Model

27. Evaluation
Analysis
Development
Implementation Design
ADDIE

28. ADDIE Model
 ADDIE was developed at Florida State University in 1975 for developing training.
 The United States Military faced the need to train large numbers of people to
perform complex technical task.
 At the time, the term “ADDIE” was not used, but rather “SAT” (Systems Approach
to Training) and later “ISD” (Instructional Systems Development).
 As a general rule, the military used SAT, while their civilian counterparts began
using ISD. The “D” in “ISD” first stood for “Development” but now normally means
“Design”.
28

29. Analysis
n analysis stage of ID process, want to find out
 Who are the learners or audience
Audience analysis
 What is the goal or intended outcome
Goal analysis
We consider the following question while doing need analysis in analysis phase in
ADDIE approach
 Who is the audience?
 What do they need to learn?
 What is the budget?
 What are the delivery options?
 What constraints exist?
 When is the project due?
 What will the students do to determine
29

30. Design Phase
 Content of the course
Subject matter analysis
 Steps of instruction
Lesson planning-writing objectives
 Type of media or presentation mode
Media selection
We consider the following question while doing need analysis in analysis phase in
ADDIE approach
 What are your objectives?
 What skills, knowledge and attitudes are you trying to develop?
 What resources and strategies will you use in your instruction?
 How will you structure the content of your learning materials?
 How will you assess the learner’s understanding and whether or not they have met
the objectives of the instruction
30

31. Development
Development of instruction
 Generate lesson plans (different from lesson planning) and lesson
materials.
 Complete all media & materials for instruction, and supporting documents.
Obtain and/or create the required media. Use the Internet's strength to
present information in many different multimedia formats to meet learners
preferences.
 Determine the appropriate interactions. They should be creative,
innovative, and encourage learners to explore further (Porter, 1997, p.
200).
 Plan activities that allow for student group work to help construct a
supportive social environment.
 End result is a course or workshop ready for delivery.
31

32. Implementation
The delivery of the instruction.
 Duplicate and distribute materials.
 Install and maintain the course
 Purpose is effective & efficient delivery of instruction.
 Promote students’ understanding of material & objectives, and ensure
transfer of knowledge
 Be prepared for unforeseen contingencies.
32

33. Evaluation
 Test for instructional standards.
 Two related evaluations going on simultaneously in most ID situations.
 Formative Evaluation
Plan several points during the course when students can provide
anonymous feedback so that the instructor is aware of student
confusion and misunderstanding (Schrum, 1998).
 Summative Evaluation
Conduct formative evaluations to improve the course and summative
evaluations to judge the effect of the course
33

34. Where Does Methods Fit?
 Content to some extent determines methods
 Resources to some extent determine content and methods
 The audience to some extent determines content and
methods
 Methods is a major factor in the formulation of the design. It is
the implementation part of the design model. But it has
implication for the evaluation of the outcome.
34

35. Summary
 Instructional designs are used to find the best way(s) to teach new information to a
target audience. There is no “one size fits all” approach.
 Any instructional design needs to clearly set out unique objectives in the context of
those who will be taking the course.
 Once these are flushed out then the method of content delivery can be selected.
 ID Maximise the effectiveness, efficiency and appeal of instruction and other learning
experiences.
 The process consists of determining the current state and needs of the learner, defining
the end goal of instruction, and creating some "intervention" to assist in the transition.
 The outcome of instruction may be directly observable and scientifically measured or
completely hidden and assumed
35

36. References
 Brown, J.S., Collins, A., & Duguid, P. (1989) Situated cognition and the culture of learning,
Educational Researcher, 18(1), 32-42, Jan-Feb 1989. See also:
http://www.exploratorium.edu/IFI/resources/museumeducation/situated.html
 Bruner, J.S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
 Driscoll, M.P. (2000). Psychology of learning for instruction (2nd ed.). Boston: Allyn & Bacon.
 Eggen, P. & Kauchak, D. (1999). Educational psychology: Windows on classrooms (4th ed.).
Columbus, OH: Merrill.
 Gagne, R.M. (1985). The conditions of learning and theory of instruction (4th ed.). New York: Holt,
Rinehart & Winston.
 Jonassen, D.H., Tessmer, M. & Hannum, W.H. (1999). Task Analysis Methods for Instructional
Design. Mahwah. NJ: Lawrence Erlbaum Associates.
 Kuhn, T. S. (1996). The nature of scientific revolutions. (3rd ed.) Chicago: University of Chicago
Press.
 Ormrod, J.E. (2000). Educational psychology: Developing learners (3rd ed.). Columbus, OH: Merrill.
 Savery, J.R. & Duffy, T.M. (September/October 1995) Problem based learning: An instructional
model and its constructivist framework. Educational Technology, 31-38.
 Woolfolk, A.E. (1995). Educational psychology (6th ed.) Boston: Allyn & Bacon.
36

37. THANKS