This document discusses theories and models of instructional system design. It begins by defining instructional design and describing it as a systematic process involving teaching methods, learners, materials, and the learning environment to achieve learning goals. It then covers various learning theories that influence instructional design like behaviorism, cognitivism, and constructivism. Specific instructional design models are also summarized like the ADDIE model, Gagne's nine events of instruction, and macro vs micro level models. The document emphasizes that there is no single best approach and the design must consider the unique objectives and audience.

1. Theories & Models
of
Instructional System Design (ISD)
by
Ijaz Ahmad
to
Prof.Dr. N.B.Jumani
Department of education
IIUI

2. Instructional System 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)
• An instructional system is an arrangement of resources and procedures to
promote learning

3. Cont.
• Design implies a systematic or intensive planning and ideation
process prior to the development of something or the execution
of some plan in order to solve a problem
• ISD is used interchangeably with ID
• ISD is a system approach for the design, development,
implementation, and evaluation of instruction

4. Instructional Design
• 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 (Smith
and Ragan, 1999)

5. ID as Process
• 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 try out an evaluation of all instruction and learner activities

6. ID as a Discipline
• ID is that branch of knowledge concerned with research
and theory about instructional strategies and the process
for developing and implementing those strategies

7. ID as a Science
•Instructional Design is the science of creating
detailed specifications for the development,
implementation, evaluation, and maintenance of
situations that facilitate the learning of both large
and small units of subject matter at all levels of
complexity

8. Learning Theories & the Implications for ID
•Behaviorism
•Cognitivism
•Constructivism

9. Learning Theories & the Implications for ID
•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.
• Skinner Operant Conditioning

10. Key Principles: Behaviorism
• Learning happens when a correct response is
demonstrated following the presentation of a
specific environmental stimulus
• Emphasis is on observable and measurable
behaviors

11. Cont.
• The theory of behaviorism concentrates on the study of overt
behaviors that can be observed and measured (Good & Brophy,
1990)
• Behaviorists view the mind as a "black box" in the sense that
response to stimulus can be observed quantitatively, totally
ignoring the possibility of thought processes occurring in the
mind
• ID example: drill and practice. Memorization for basic
information

12. Cognitive Learning Theories
• Learning is a change of knowledge state
• 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 is on the building blocks of knowledge (e.g.
identifying prerequisite relationships of content)
• Emphasis on structuring, organizing and sequencing
information to facilitate optimal processing

13. Cont.
• 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. Bloom’s Taxonomy
•Knowledge: observation and recall of information, knowledge
of dates, events, places knowledge of major ideas
•Comprehension: understanding information, grasp meaning,
translate knowledge into new context
•Application: use information use methods, concepts, theories
in new situations, solve problems using required skills or
knowledge
•Synthesis: use old ideas to create new ones, generalize from
given facts, relate knowledge from several areas, predict, draw
conclusions
•Evaluation: compare and discriminate between ideas, assess
value of theories, presentations make choices based on reasoned
argument, verify value of evidence, recognize subjectivity
•Analysis: seeing patterns, organization of parts, recognition of
hidden meanings, identification of components

15. Types of Knowledge
• The different types of knowledge can be categorized into declarative,
procedural, strategic, and metacognitive knowledge
• All these aspects focus on cognitive perspectives and understanding the
learning that goes on in the brain

16. Gagne Events of Instruction
1.Gain attention
2.Informing the learner of the objectives
3.Stimulating recall of prerequisite learning
4.Presenting new materials
5.Providing learning guidance
6.Eliciting performance
7.Providing feedback about correctness
8.Assessing performance
9.Enhancing retention and recall

17. 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

18. INQUIRY-BASED LEARNING

19. Project-based learning

20. The learning pyramid
• This pyramid shows how much
more effective learning can be
through interactive, project and
inquiry-based instruction and
learning.
• The average retention rates
dramatically increase as students
are given the opportunity to do
hands-on experiments and by
allowing them to share their
findings and help inform their
classmates of what they
discovered.
20

22. Instructional Design Models
• 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

23. 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

25. Hannafin & Peck Model

26. Knirk & Gustafson Model

27. ADDIE Model

28. Evaluation
Analysis
Development
Implementation Design
ADDIE

29. 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

30. 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.

31. Cont.
• In constructivism, the learner is in control of their own learning.
This means providing them with a degree of freedom over the
learning process.
• Cognitivism studies an individual’s observable and measurable
behaviors that are repeated until they become automatic. This is
going to be best suited for live training events.
• Behaviorism observes new behavior patters and focuses on how
to learn. The critical component to making this theory effective
is having a measuring/reporting process in place that is both
reliable and accurate.

32. References
• Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective
instruction, 4th edition, New York, NY: John Wiley & Sons Inc.
• Smith, P. L., & Ragan, T. J. (1999). Instructional Design, 2nd ed. New
York: John Wiley & Sons.
• Web resources
• https://dixieching.wordpress.com/2010/02/04/instructional-design-ch-2-
smith-ragan/
• http://www.amandaszapkiw.com/artifacts/EDUC633_eXe_Module_2/theor
ies_of_learning.html
• https://elearningindustry.com/top-instructional-design-theories-modern-
online-training

33. Thank you
&
?