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Instructional Design

An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for

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Instructional Design

  1. 1. Mary Anne L. Colico-Bantiling MA - English Language Teaching (MAELT) Polytechnic University of the Philippines –Sta.Mesa INSTRUCTIONAL DESIGN
  2. 2. The Definition of Instructional Design Definition of Basic terms Instructional Design for Different Learners Instructional Design Models
  3. 3. BASIC TERMS
  4. 4. Permanent change in behavior Learning Development of new KSA
  5. 5. Instructional System Design (ISD) Instructional system design is the systematic process of planning instructional systems
  6. 6. Instructional system is the arrangement of resources and procedures used to promote learning
  7. 7. What does a designer do?
  8. 8. Instructional designer Educational technologist Curriculum designer Instructional technologist
  9. 9. A designer is someone who creates and delivers educational training materials for businesses, HEI’s and other orgs.
  10. 10. A designer is someone who develops the methodology and delivery systems for presenting course content.
  11. 11. Decide what is important for the students to learn
  12. 12. Effectively arrange the learning environment to maximize student learning
  13. 13. INSTRUCTIONAL DESIGN MODELS
  14. 14.  Merril’s First Principal of Instruction  Kemp’s Instructional Design Model  Gagne’s Nine Events of Instruction  Kirkpatrick Four Levels of Training  Dick and Carey Model  ADDIE Model
  15. 15. Dick and Carey Model, 1990
  16. 16. ID Process: Step by Step Stage 1: Identify Instructional Goals  Conduct needs analysis
  17. 17. Stage 2: Conduct the instructional analysis ID Process: Step by Step  Necessary entry behaviors  Step-by-step goal performance
  18. 18. Stage 3: Analyze learners and contexts ID Process: Step by Step  Prior knowledge  Learning environment  Application of skills and knowledge
  19. 19. Stage 4: Write performance objectives ID Process: Step by Step  Very specific and measureable  Include learning conditions and criteria
  20. 20. Stage 5: Develop assessment instruments ID Process: Step by Step  Emphasis on accurately measuring behaviors
  21. 21. Stage 6: Develop instructional strategies ID Process: Step by Step  Follow-up activities  Practice and feedback  Testing  Presentation of information
  22. 22. Stage 7: Develop instructional materials ID Process: Step by Step  Use of existing materials  Creation of new materials
  23. 23. Stage 8: Conduct formative evaluation of instruction ID Process: Step by Step  One-on-one prototype testing  Field testing  Small group evaluation
  24. 24.  Revise instruction ID Process: Step by Step  Data from formative evaluation used to assess whole process
  25. 25.  Stage 9: Conduct summative evaluation ID Process: Step by Step
  26. 26. Dick and Carey Model, 1990
  27. 27. Dick & Carey Model 1. 2. 3. 4. 5. 6. 7. 8. 9. Identify instructional goals Conduct Instructional Analysis Identify Learner Characteristics Write Performance Objectives Develop Assessment Instruments Develop Instructional Strategy Develop instructional materials Conduct Formative Evaluation Conduct Summative Evaluation
  28. 28. INSTRUCTIONAL DESIGN FOR DIFFERENT LEARNERS
  29. 29. WHO is the target audience?
  30. 30. What are the learners Entry Skills Prior Knowledge Attitudes Motivation Abilities Learning Preferences Group Characteristics
  31. 31. What can I do to capture their interest?
  32. 32. How can I maintain their attention?
  33. 33. How can I tie the instruction to the learners’ experiences?
  34. 34. How can I assist in building a positive expectation for success?
  35. 35. How can I assist in anchoring a positive feeling about their accomplishments?
  36. 36. Collecting Learner Data Site visit to the learner’s classroom Interviews with others who work with the learners
  37. 37. Collecting Learner Data Interviews with the learners themselves Records and surveys
  38. 38. Identify the implications of the characteristics identified in the analysis to design an instructional plan
  39. 39. REFERENCES • Driscoll, M.P (2000). Psychology of Learning for Instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon. • Dick, W., Carey, L., & Carey, J.O. (2005). The systematic design of instruction. Boston, MA: Pearson. • Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instructional design (4th ed.). Fort Worth, TX: Harcourt Brace College Publishers. • Smith, P., Ragan, T. (2005). Instructional Design, 3rd Ed. Hoboken, NJ: John Wiley & Sons, Inc.

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