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MLT 804
Design Studios
Chai Ching Sing
So HJ
National Institute of Education
Nanyang Technological University
Singapore
http://155.69.84.21/php/dbcr/Resource/S0115/survey.htm
Introduce Ourselves
• Share with the class
– Name, place of work, some job
responsibilities
– Your training / teaching / lesson design
experience
– What you hope to learn from the MLT 804
programme
The field of instructional design
A systematic approach to
generate teaching and learning/
instructional packages
Historical Development of the Field
• 1900s – 1945 – Audiovisual movement in
schools & military (WWII)
• 1950s – 60s – Programmed instruction
• 1970s – Systems approach operationalized as
procedural models for instructional design
• 1980s – Computer-based instruction
• 1990s – Human Performance Technology
• 2000s - Complex learning/ Constructivism/
Learning sciences (sociocultural )
What is instructional design?
Also known as Instructional Systems Design
(ISD)
… a complex, integrated process involving
people, procedures, ideas, devices, and
organization, for analyzing problems and
devising, implementing, evaluating, and
managing solutions to those problems,
involved in all aspects of human learning.
(AECT, 1977, p.1).
What is instructional design?
 A systematic and systemic approach for
developing education and training programs in a
consistent and reliable fashion.
 “the process of solving instructional problems by
systematic analysis of the conditions for learning”
(Seels & Glasgow, 1998, p.1)
 Instructional
 Knowledge and skills gaps
 Systems
 Occurs within a system
 Technology
 Equipment/tools (computer/ flowchart/ job aids)
The ADDIE process
ADDIE
• Analysis– what is to be learned?
• Design– how learning will occur
• Development– authoring and producing
materials
• Implementation- doing it
• Evaluation– impacts of the how
An Instructional Design ModelAn Instructional Design Model ---- ADDIEADDIEAn Instructional Design ModelAn Instructional Design Model ---- ADDIEADDIE
Analyze
Design
Develop
Implement
Evaluate
Perspective 1:
Step-by-step in
prescribed order
An Instructional Design ModelAn Instructional Design Model
ADDIEADDIE
An Instructional Design ModelAn Instructional Design Model
ADDIEADDIE
Perspective 2:
Defined steps but no
prescribed order
Activity 1
• How do you go about designing lesson for
your students?
• Is there a problem with your process of
designing lesson? What could those be?
• Post your answer in BB/Discussion Forum
• Class discussion
During ANALYSIS:ANALYSIS:During ANALYSIS:ANALYSIS:
• it is determined whether there is an
instructional problem.
• the goal of the instructional program
or product is established.
• learner needs are evaluated.
• a project plan for design and
development is laid out.
ANALYSISANALYSIS
Some related terms and activitiesSome related terms and activities
ANALYSISANALYSIS
Some related terms and activitiesSome related terms and activities
Front End Analysis
• Needs Analysis
• Task Analysis/ Content
Analysis
• Instructional Analysis
(Learner Analysis)
During DESIGN:DESIGN:During DESIGN:DESIGN:
• State the goals/Problem
statement
• objectives are specified
• subject matter is analysed
• the sequence of presentation/
lesson is determined
• Instructional strategies are
chosen
• assessment procedures
DESIGNDESIGN
StrategiesStrategies
DESIGNDESIGN
StrategiesStrategies
• Lots of instructional
approaches/models/strategies to
choose from, each with a different
purpose
• None are prescribed fomulae or
recipes
• All need to be adapted
to specific learning
problems
During DEVELOPMENT:DEVELOPMENT:During DEVELOPMENT:DEVELOPMENT:
• A ‘real’ version of the project/
product/ programme is created
• a pilot test of the initial version of
the product is tried out
• a prototype of the actual product is
created as it will be used by
the intended audience.
DEVELOPMENTDEVELOPMENT
Some activitiesSome activities
DEVELOPMENTDEVELOPMENT
Some activitiesSome activities
Text, graphics, video production
Computer programming
Editing and debugging
Writing test questions
Mock-ups and Pilots
Rapid Prototyping
During IMPLEMENTATION:IMPLEMENTATION:During IMPLEMENTATION:IMPLEMENTATION:
• the product is installed in the
actual learning environment.
• the product is integrated with other
management support systems.
IMPLEMENTATIOIMPLEMENTATIO
NN
Some activitiesSome activities
IMPLEMENTATIOIMPLEMENTATIO
NN
Some activitiesSome activitiesTraining goes “live”,
sometimes in conjunction
with other initiatives
Integration with Learning
Environment
Staff Training
During EVALUATION:EVALUATION:During EVALUATION:EVALUATION:
• (actually not a single stage
in the ID process)
• quality assurance
• achievement of training goals and
objectives is assessed.
• impact on organizational outcomes
are sometimes assessed.
EVALUATIONEVALUATION
Major typesMajor types
EVALUATIONEVALUATION
Major typesMajor types
Formative
Summative
We are research
oriented
Summary of session 1
• So what is instructional design?
• What is ADDIE?
• Why are we designing lesson based on
this scheme?
• How are we different from professional
instruction designers?
Thank you

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Addie

  • 1. MLT 804 Design Studios Chai Ching Sing So HJ National Institute of Education Nanyang Technological University Singapore http://155.69.84.21/php/dbcr/Resource/S0115/survey.htm
  • 2. Introduce Ourselves • Share with the class – Name, place of work, some job responsibilities – Your training / teaching / lesson design experience – What you hope to learn from the MLT 804 programme
  • 3. The field of instructional design A systematic approach to generate teaching and learning/ instructional packages
  • 4. Historical Development of the Field • 1900s – 1945 – Audiovisual movement in schools & military (WWII) • 1950s – 60s – Programmed instruction • 1970s – Systems approach operationalized as procedural models for instructional design • 1980s – Computer-based instruction • 1990s – Human Performance Technology • 2000s - Complex learning/ Constructivism/ Learning sciences (sociocultural )
  • 5. What is instructional design? Also known as Instructional Systems Design (ISD) … a complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning. (AECT, 1977, p.1).
  • 6. What is instructional design?  A systematic and systemic approach for developing education and training programs in a consistent and reliable fashion.  “the process of solving instructional problems by systematic analysis of the conditions for learning” (Seels & Glasgow, 1998, p.1)  Instructional  Knowledge and skills gaps  Systems  Occurs within a system  Technology  Equipment/tools (computer/ flowchart/ job aids)
  • 8. ADDIE • Analysis– what is to be learned? • Design– how learning will occur • Development– authoring and producing materials • Implementation- doing it • Evaluation– impacts of the how
  • 9. An Instructional Design ModelAn Instructional Design Model ---- ADDIEADDIEAn Instructional Design ModelAn Instructional Design Model ---- ADDIEADDIE Analyze Design Develop Implement Evaluate Perspective 1: Step-by-step in prescribed order
  • 10. An Instructional Design ModelAn Instructional Design Model ADDIEADDIE An Instructional Design ModelAn Instructional Design Model ADDIEADDIE Perspective 2: Defined steps but no prescribed order
  • 11. Activity 1 • How do you go about designing lesson for your students? • Is there a problem with your process of designing lesson? What could those be? • Post your answer in BB/Discussion Forum • Class discussion
  • 12. During ANALYSIS:ANALYSIS:During ANALYSIS:ANALYSIS: • it is determined whether there is an instructional problem. • the goal of the instructional program or product is established. • learner needs are evaluated. • a project plan for design and development is laid out.
  • 13. ANALYSISANALYSIS Some related terms and activitiesSome related terms and activities ANALYSISANALYSIS Some related terms and activitiesSome related terms and activities Front End Analysis • Needs Analysis • Task Analysis/ Content Analysis • Instructional Analysis (Learner Analysis)
  • 14. During DESIGN:DESIGN:During DESIGN:DESIGN: • State the goals/Problem statement • objectives are specified • subject matter is analysed • the sequence of presentation/ lesson is determined • Instructional strategies are chosen • assessment procedures
  • 15. DESIGNDESIGN StrategiesStrategies DESIGNDESIGN StrategiesStrategies • Lots of instructional approaches/models/strategies to choose from, each with a different purpose • None are prescribed fomulae or recipes • All need to be adapted to specific learning problems
  • 16. During DEVELOPMENT:DEVELOPMENT:During DEVELOPMENT:DEVELOPMENT: • A ‘real’ version of the project/ product/ programme is created • a pilot test of the initial version of the product is tried out • a prototype of the actual product is created as it will be used by the intended audience.
  • 17. DEVELOPMENTDEVELOPMENT Some activitiesSome activities DEVELOPMENTDEVELOPMENT Some activitiesSome activities Text, graphics, video production Computer programming Editing and debugging Writing test questions Mock-ups and Pilots Rapid Prototyping
  • 18. During IMPLEMENTATION:IMPLEMENTATION:During IMPLEMENTATION:IMPLEMENTATION: • the product is installed in the actual learning environment. • the product is integrated with other management support systems.
  • 19. IMPLEMENTATIOIMPLEMENTATIO NN Some activitiesSome activities IMPLEMENTATIOIMPLEMENTATIO NN Some activitiesSome activitiesTraining goes “live”, sometimes in conjunction with other initiatives Integration with Learning Environment Staff Training
  • 20. During EVALUATION:EVALUATION:During EVALUATION:EVALUATION: • (actually not a single stage in the ID process) • quality assurance • achievement of training goals and objectives is assessed. • impact on organizational outcomes are sometimes assessed.
  • 21. EVALUATIONEVALUATION Major typesMajor types EVALUATIONEVALUATION Major typesMajor types Formative Summative We are research oriented
  • 22. Summary of session 1 • So what is instructional design? • What is ADDIE? • Why are we designing lesson based on this scheme? • How are we different from professional instruction designers?

Editor's Notes

  1. 1950s – 60s Instructional objectives Bloom’s taxonomy Task analysis Instructional analysis
  2. Seels and glasgow 1998, p.7