2. Learning outcomes
At the end of this session, we will be able to
1. define instructional design
2. discuss different models of instructional design
3. apply the instructional design models for teaching
and learning activities
3. You are invited to conduct a
workshop at the international
conference. Describe your
approach.
4. Instructional Design - Definition
• Instruction is a systematic process that involves teacher,
learners, materials, and learning environment in order to
achieve successful and identified learning goals.
• 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)
• the practice of creating learning experiences to support
learning.
5. • An instructional designer applies learning theory and a
systemic approach to design and develop content, learning
activities, training, and other solutions to support the
acquisition of new knowledge or real-world skills.
8. What is the ADDIE model?
• ADDIE model was originally developed during the ’70s for
the U.S. Army in the Florida State University
• Used to create effective lesson planning and training
programs
• The ADDIE process represents the five phases - Analysis,
Design, Development, Implementation, and Evaluation
9. 01 02 03 04 05
1.
ANALYSIS
2.
DESIG
N
3.
DEVELOPME
NT
4.
IMPLEMENTI
ON
5.
EVALUATIO
N
10. 01 02 03 04 05
1.
ANALYSIS
2.
DESIG
N
3.
DEVELOPME
NT
4.
IMPLEMENTI
ON
5.
EVALUATIO
N
• Analyze your learners and gather as much information
as you can on them.
• Analyze your broad goals for the lesson or unit. What
is it you’re hoping to achieve?
11. 01 02 03 04 05
1.
ANALYSIS
2.
DESIG
N
3.
DEVELOPME
NT
4.
IMPLEMENTI
ON
5.
EVALUATIO
N
• Identify learning objectives
• What specific skills and knowledge do you wish students to obtain?
• For example, “Student will be able to describe anatomy of the heart.”
• Identify outcomes
• How will you know that the students have achieved your learning objectives?
• How will you assess learning?
12. We should design learning activities and assessments
so they support students in achieving the learning
outcomes (Biggs 1996).
13. We should design learning activities and assessments
so they support students in achieving the learning
outcomes (Biggs 1996).
14.
15. Group work
Choose ONE (1) topic of teaching and learning.
Outline your intended learning outcomes for the
teaching and lerning session
16. • Creating
C6
• Evaluating
C5
• Analysing
C4
• Applying
C3
• Understanding
C2
• Remembering
C1
COGNITIVE
Recall/Remember previous learnt information
Explain learnt information
Use learnt information in another familiar or
new situation
Break information into parts to explore
understandings and relationships
Put together parts of learnt information to form
new whole
Judge the value of a decision or course of
action
17. • ORIGINATION
P7
• ADAPTATION
P6
• COMPLEX OVERT
RESPONSE
P5
• MECHANISM
P4
• GUIDED RESPONSE
P3
• SET
P2
• PERCEPTION
P1
PSYCHOMOTOR
The ability to use sensory cues to guide motor
activity (awareness)
The readiness to act
Observe and imitate action or activity
Perform activity or task from written or verbal
instruction (basic proficiency)
Perform activity or task independently (competent)
Coordinate and modify activity or task to
address new situations (expert)
Create and execute new technique or task
18. • INTERNALIZING VALUES
A5
• ORGANIZING VALUES
A4
• VALUING
A3
•RESPONDING TO
PHENOMENA
A2
•RECEIVING PHENOMENA
A1
AFFECTIVE
Willing to listen and experience
Participate willingly
Attach value and express opinion
Organize and develop personal value system
Adopt the value system into behavior
19. 01 02 03 04 05
1.
ANALYSIS
2.
DESIG
N
3.
DEVELOPME
NT
4.
IMPLEMENTI
ON
5.
EVALUATIO
N
• Develop your instructional strategies
• How will you facilitate students to achieve intended learning outcomes
• Plan the logistics
• How will you group students?
• How will you arrange the classroom?
• What tools and materials will students have available to them?
20. Teaching and Learning Activities
Teacher-Centered Learner-Centered
Focus Focus is on instructor Focus is on both students and instructor
Roles Instructor talks; students
listen
Instructor models; students interact with instructor
and one another
How students work? Students work alone Students work in pairs, in groups, or alone
depending on the purpose of the activity
Monitoring Instructor monitors and
corrects every student
utterance
Students talk without constant instructor
monitoring; instructor provides
feedback/correction when questions arise
Answering qustions Instructor answers students’
questions
Students answer each other’s questions, using
instructor as an information resource
Topic Instructor chooses topics Students have some choice of topics
Evaluation Instructor evaluates student
learning
Students evaluate their own learning; instructor also
evaluates
Learning environment Classroom is quiet Classroom is often noisy and busy
21. Think‐Pair‐Share Role‐Play
Jigsaw Fishbowl
Panel Discussions Buzz Groups
Quescussion Pro and Con Grid
Debates One-Minute Paper
Muddiest (or Clearest) Point Peer Review
Student-centered learning
Use ChatGPT
22. 01 02 03 04 05
1.
ANALYSIS
2.
DESIG
N
3.
DEVELOPME
NT
4.
IMPLEMENTI
ON
5.
EVALUATIO
N
• The process of installing the project into the real-world context
• Try out the lesson plan with students
• Ask their feedback on how to improve
23. 01 02 03 04 05
1.
ANALYSIS
2.
DESIG
N
3.
DEVELOPME
NT
4.
IMPLEMENTI
ON
5.
EVALUATIO
N
The process of determining the effectiveness of the instruction
• Were you successful?
• Did students learn?
• What should you change for the next time?
24. 01 02 03 04 05
1.
ANALYSIS
2.
DESIG
N
3.
DEVELOPME
NT
4.
IMPLEMENTI
ON
5.
EVALUATIO
N
27. • This step is to obtain their attention so
that they will be curious and want to
know what’s next.
• Use of pictures, videos, case studies,
news, storytelling, polls, or other ice
breaking activities will quickly get
students to focus their attention on the
content.
GAGNE’S
NINE
EVENTS
28. • Students want to know what they are going
to learn, what they will be able to perform
at the end of the semester, and how they
will be able to use the knowledge or skills
in the future.
• Telling students what the course goals and
objectives also help them grab the most
important things and have them focus their
efforts on your course.
GAGNE’S
NINE
EVENTS
29. • Students learn best if new knowledge is
placed into a context that they are already
familiar with.
• This step allows students to learn new
information by retrieving their prior
knowledge.
• Ask students about the subjects or activities
from previous classes, or have them share
their own content related experiences, or
have students discuss the connections
between acquired knowledge and the
current topics.
GAGNE’S
NINE
EVENTS
30. • Make sure to “chunk” the course content
into many small manageable pieces so to
avoid overwhelming students.
• Keep it interactive. Use a variety of
teaching approaches to interact with your
students, such as short lectures, group
discussions, case studies, or roleplaying
GAGNE’S
NINE
EVENTS
31. • This step includes helping students
understand presented knowledge as well as
later applying the learned knowledge or
skill.
• To effectively guide students, instructors
can give examples, model the process, give
hints and prompts, use hands-on activities,
or provide criteria/rubrics.
GAGNE’S
NINE
EVENTS
32. • Students learn best by doing things. This
step allows students to practice the new
knowledge or skills.
• At this point, students are expected to apply
newly learned knowledge by themselves
with a little guidance.
• This might include having students work on
real-life cases in groups, having hands-on lab
practices, or asking students to elaborate
their own understandings of the learning
content.
GAGNE’S
NINE
EVENTS
33. • Provide timely and detailed feedback to
students on their performance.
• It’s not enough for only telling them “Good
job” or “You are not right.” Instead, tell them
why they are right, why they are wrong and
what must be improved.
• Use of rubrics helps students understand
feedback better, if needed
GAGNE’S
NINE
EVENTS
34. • This step allows instructors to see whether
or not their students achieve the learning
objective as well as allow students to see
what content areas they have not mastered.
• Instructors can give students online or
paper-based quizzes, have them do
presentations, give them individual/ group
projects, or have them demonstrate their
knowledge and skills in a lab exercise.
GAGNE’S
NINE
EVENTS
35. • This step assists students in retaining newly
learned knowledge and applying it in a new
context.
• Highlighting and reviewing important
knowledge or concepts in real-life scenarios
will help students transfer acquired
knowledge.
• To help students retain and transfer the
knowledge, have students discuss the
potential applications in the workplaces or
give enough opportunities for students to
practice the knowledge during or after class.
GAGNE’S
NINE
EVENTS
