2. I. About Me
Born and raised in Columbus, Ohio
currently living with my parents and
older brother.
Attended Miami University for
undergraduate studies, earned
bachelor’s degree in Public
Administration and minor in Aging
and Public Policy.
Enjoy hiking, watching movies and
online shopping.
3. II. Project Objective:
Gain a better sense of the learning and
development process in an effort teach and
apply newfound knowledge. Be able to
effectively answer the question, what does it
mean to be an instructional designer?
4. III. What is Instructional Design?
“The creation of instructional experiences which
makes the acquisition of knowledge and skill more
efficient, effective and appealing.” (Merrill, Drake,
Lacy, Pratt, 1996)
Instructional design is a compilation of tools, skills
and processes that designers and developers use
to make effective, useable and useful training
products.
The study, is rooted in the theories of learning and
instruction.
5. III. What is Instructional Design?
Three components compromise instructional design:
ToolsOrganizationPeople
6. IV. Who Needs Instructional Design?
The organization and members of the
organization, need instructional design in order to
help all members attain organizational goals.
People and organizations work synonymously with
one another, as organizational goals are
interrelated with individual member goals.
7. IV. Who Needs Instructional Design?
Designers and developers must shift the focus from
individual need to organizational need.
Gaps can vary from knowledge, skills, motivation,
communication or environment.
8. IV. Who Needs Instructional Design?
Performance Gap Assessment, used for determining issues and future
expectations, steps are as follows:
Performance Gap Assessment
Process
Personal Anecdote
1. Identify the problem Trouble fitting into favorite jeans,
weight gain
2. Analyze the tasks and conditions
of the job
More exercise and eating healthier
3. Analyze the current performance
levels
Lots of eating, minimal exercise
4. Identify the causes of the
problem
Excessive Taco
Bell/McDonald’s/Starbucks trips
5. Identify desired performance Will feel slimmer, healthier and
happier
6. Identify expectations as a result
of training
Will be able to fit into favorite jeans,
lose weight
9. V. Tools of Instructional Design
Proper instructional design is compromised of
understanding the foundational steps and preconditions
for creating and implementing the right tools.
Instructional designers use several models however, the
most widely used model is ADDIE, which stands for
Analysis, Design, Development, Implementation and
Evaluation.
11. I. Analysis
In this stage, it is important to know what does and what does not need
to be taught.
Collecting the appropriate data such as organizational performance,
training needs, performance gaps, tasks, and audience are crucial.
4 sub-phases complete the analysis phase:
1. Instructional goals
2. Instructional analysis
3. Learner analysis
4. Learning objectives
12. II. Design
Using research from the analysis phase, designers must address
key concepts, remembering to consider the goals, learners,
context and the future assessments to target problem areas.
In this phase, programmatic delivery is also taken into
consideration, as this will help in creating an instructional
strategy.
Instructional strategy is composed of five different elements:
1. Pre-instructional activities
2. Content presentation
3. Learner participation
4. Assessment
5. Follow through activities
13. II. Design
There are five constraints to remember during this phase:
Logistics: number of trainees, budget
Stakeholders: sponsor of the event and expectations
Design: time needed to create materials
Training methods: what can/cannot occur in training
environment
Resources: what is or is not available to instructors
14. III. Development
Designers and developers assemble and create content that
was designed during the previous phase. Three major tasks are
completed in this stage:
1. Create a sample
2. Development of course materials
3. Conduct a run-through
https://www.youtube.com/watch?v=VzYDNWhQWYA
15. IV. Implementation
In this phase of the ADDIE process, it is crucial to verify training
materials.
Test runs of the material should be completed, preparing
instructors for teaching the course, and preparing the learning
space the proper materials should be completed during this phase.
16. V. Evaluation
This final phase of the model seeks to thoroughly assess how
effective the training was and if it measured up to its
expectations. Knowing what must be evaluated, who is being
evaluated, the purpose of the evaluation is crucial to a
successful evaluation. The types of evaluation are as follows:
1. Trainee reaction to the course
2. Knowledge and skill gained
3. Improvements to job performance
4. Business improvement
5. Return on investment (ROI)
This phase is unique in that throughout the ADDIE process,
evaluation must be continually occurring throughout each
phase.
