In-depth review of Instructional Design System

2. BACKGROUND
• THIS CHAPTER ADDRESSES THE WAYS IN WHICH AN INSTRUCTIONAL DESIGNER IDENTIFIES HOW
INSTRUCTION ENGAGES LEARNERS. THE TERM INSTRUCTIONAL STRATEGY SUGGESTS A HUGE VARIETY OF
TEACHING ACTIVITIES, SUCH AS GROUP DISCUSSIONS, WORKSHEETS, INDEPENDENT READINGS, CASE
STUDIES AND COOPERATIVE GROUP PROJECTS. A WELL DESIGNED SET OF INSTRUCTIONS CONTAINS
MANY OF THE STRATEGIES OR PROCEDURES THAT A GOOD TEACHER MIGHT TYPICALLY USE WITH A
GROUP OF LEARNERS.

3. OBJECTIVES
• NAME THE FIVE LEARNING COMPONENTS
• LIST THE PRIMARY CONSIDERATIONS FOR EACH
• TAILOR LEARNING COMPONENTS
• SPECIFY HOW STUDENTS WILL BE GROUPED DURING INSTRUCTION
• ESTABLISH LESSON STRUCTURES
• SELECT MEDIA FOR DELIVERING INSTRUCTION

4. Managing and delivering the
teaching and learning activities
Based on careful consideration
of needs and requirements

5. CONTENT SEQUENCING AND CLUSTERING
• CLUSTERING INSTRUCTION:
• FIVE FACTORS WHEN DETERMINING THE AMOUNT OF INFORMATION TO BE PRESENTED
• AGE LEVEL OF LEARNER
• COMPLEXITY OF MATERIAL
• TYPE OF LEARNING TAKING PLACE
• ACTIVITY CAN BE VARIED, FOCUSING ATTENTION ON TASK
• AMOUNT OF TIME REQUIRED TO INCLUDE ALL EVENTS IN INSTRUCTIONAL STRATEGY FOR EACH CLUSTER OF
CONTENT

6. CONTENT SEQUENCING AND CLUSTERING
• CONTENT SEQUENCE:
• IDENTIFYING A TEACHING SEQUENCE AND MANAGEABLE GROUPINGS OF CONTENT
• BEGINNING WITH THE LOWER-LEVEL SKILLS

7. 1. PRE-INSTRUCTIONAL ACTIVITIES
• MOTIVATING LEARNERS-ATTENTION, RELEVANCE, CONFIDENCE, AND SATISFACTION
• INFORMING LEARNER OF OBJECTIVES-HELP THEM TO FOCUS THEIR STUDY STRATEGIES ON OUTCOMES
• STIMULATING RECALL OF PREREQUISITE SKILLS-LEANERS GET AN INITIAL VIEW OF THE RELATIONSHIP
BETWEEN NEW CONTENT AND WHAT THEY ALREADY KNOW

8. BEST DELIVERY SYSTEM
• REVIEW INSTRUCTIONAL ANALYSIS AND IDENTIFY LOGICAL CLUSTERS OF OBJECTIVES
• PLAN LEARNING COMPONENTS THAT WILL BE USED IN THE INSTRUCTION
• CHOOSE THE MOST EFFECTIVE STUDENT GROUPINGS FOR LEARNING
• SPECIFY EFFECTIVE MEDIA AND MATERIALS
• ASSIGN OBJECTIVES TO LESSONS AND CONSOLIDATE MEDIA
• DEVELOP A DELIVERY SYSTEM THAT BEST ACCOMMODATES

9. LEARNING COMPONENTS OF
INSTRUCTIONAL STRATEGIES
• FIVE MAJOR LEARNING COMPONENTS
• 1. PRE-INSTRUCTIONAL ACTIVITIES
• 2. CONTENT PRESENTATION
• 3. LEARNER PARTICIPATION
• 4. ASSESSMENT
• 5. FOLLOW-THROUGH ACTIVITIES

10. LEARNING COMPONENTS OF
INSTRUCTIONAL STRATEGIES
• 2. CONTENT PRESENTATION & LEARNING
GUIDANCE
• INFORMATION, CONCEPTS, RULES, PRINCIPLES
• DEDUCTIVE-DISTINGUISH PIECES OF NEW
LEARNING AND STRUCTURAL RELATIONSHIPS
• INDUCTIVE-DISCOVERY LEARNING
• 3. LEARNER PARTICIPATION
• FEEDBACK
• INFORMAL OPPORTUNITIES-”TRY OUT” WHAT
THEY ARE LEARNING

11. LEARNING COMPONENTS OF
INSTRUCTIONAL STRATEGIES
• 4. ASSESSMENT
• ENTRY SKILLS TESTS, PRETESTS, PRACTICE
TESTS, POSTTESTS
• 5. FOLLOW-THROUGH ACTIVITIES
• MEMORY SKILLS

12. LEARNING COMPONENTS FOR VARIOUS
LEARNING OUTCOMES
• DESIGNING INSTRUCTION FOR INTELLECTUAL SKILL, VERBAL INFORMATION, MOTOR SKILL, ATTITUDE
• ORGANIZING STRUCTURE FOR DESIGN
• FIVE LEARNING COMPONENTS

13. LEARNING COMPONENTS FOR VARIOUS
LEARNING OUTCOMES
• 1. PRE-INSTRUCTIONAL ACTIVITIES-BE AWARE OF THE WAY LEARNERS ORGANIZED PREVIOUS
KNOWLEDGE AND ABILITY TO REMEMBER NEW CONTENT
• 2. CONTENT PRESENTATION AND LEARNING GUIDANCE-RECALL HIERARCHICAL NATURE OF INTELLECTUAL
SKILLS DETERMINING SEQUENCE FOR PRESENTATION
• 3. LEARNER PARTICIPATION-SEPARATE RELEVANT PRACTICE FROM BUSYWORK
• 4. ASSESSMENT-WHEN AND HOW TO TEST SKILLS
• 5. FOLLOW-THROUGH-FEEDBACK FOLLOWING POSTTEST

14. LEARNING COMPONENTS FOR
CONSTRUCTIVIST STRATEGIES
• CONSTRUCTIVISM-ROOTS IN COGNITIVE PSYCHOLOGY AND HAS TWO BRANCHES:
• COGNITIVE CONSTRUCTIVISM
• SOCIAL CONSTRUCTIVIST
• COGNITIVE ID MODELS AND CONSTRUCTIVIST PLANNING PRACTICES
• PROVIDES A COMPARISON OF THE STEPS IN A COGNITIVE ID MODEL WITH CONSTRUCTIVIST PLANNING
PRACTICES

15. LEARNING COMPONENTS FOR
CONSTRUCTIVIST STRATEGIES
• CONSTRUCTIVISM
• CONSTRUCTIVIST LEARNING ENVIRONMENT-LEARNERS IN COLLABORATIVE GROUPS WITH PEERS AND
TEACHERS CONSULTING RESOURCES TO SOLVE PROBLEMS
• LEARNING THEORY THAT IS VIEWED AS AN INTERNAL PROCESS OF CONSTRUCTING
• FURTHERMORE THESE ARE IMPORTANT

16. STUDENT GROUPINGS
• DEPENDS ON TASK REQUIREMENTS
• DEPENDS ON SOCIAL INTERACTION REQUIREMENTS
• MOTIVATION IS KEY
• TYPES OF STUDENT GROUPINGS
• INDIVIDUAL, PAIRS, SMALL GROUP, LARGE GROUP

17. SELECTION OF
MEDIA AND
DELIVERY SYSTEMS

18. SELECTION OF MEDIA AND DELIVERY
SYSTEMS
• DECIDING HOW THE TRAINING WILL BE PRESENTED TO THE LEARNERS
• DELIVERY SYSTEM EXAMPLES: STAND-UP TRAINING, TEXT BASED, COMPUTER-BASED, VIDEOS

19. LIFELONG LEARNER
• A LIFELONG LEARNER IS AN INDIVIDUAL WHO HELPS AN ORGANIZATION OR SCHOOL TO TRANSFORM. THIS
INDIVIDUAL CAN BE FROM INSIDE OR OUTSIDE OF THE ORGANIZATION OR SCHOOL. SOME OF THE
ASSISTANCE HE OR SHE PROVIDES INCLUDES MATTERS SUCH AS EFFECTIVENESS, IMPROVEMENT, AND
DEVELOPMENT. THE FOCUS IS ON THE INDIVIDUALS WITHIN THE ORGANIZATIONS AND THEIR
INTERACTIONS. A CHANGE AGENT IS ALREADY A MEMBER OF AN ORGANIZATION OR BROUGHT IN AS A
TRAINER, RESEARCHER, COUNSELOR, OR TEACHER. SOME CHANGE AGENTS HAVE ONLY ONE ROLE OR MAY
PARTAKE IN MANY OTHER ROLES WITHIN AN ORGANIZATION.

20. TERRELL MCCALL
TMCALL4701@MYASU.ALA
SU.EDU