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Instructional Design
Monica Valdez
Instructional Design-IMED 2301
Instructor: Susan Escobar
June 10. 2012
Instructional Design


Instructional design is the preparation and creation of material that
is shared with a particular audience for the purpose of learning and
gaining knowledge on a particular subject.

The instructional designed content can be directed towards
pedagogically (children learning) and andragogically (adult learning)
learning.

There are many instructional design models. Many include phases of
analysis, design, development, implementation, and evaluation.

The outcome of this instructional design may be reflected in a
assessment or can be completely informational.
Instructional Design Models


What is a model?
       A model is a mental picture that helps us understand something we cannot see or
       experience directly.
(Dorin, Demmin & Gabel, 1990)

Instructional Design Models are based on these theory's of learning:

   Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new
   behavioral pattern being repeated until it becomes automatic.
   Cognitivism: Based on the thought process behind the behavior. Changes in behavior
   are observed, and used as indicators as to what is happening inside the learner's mind.
   Constructivism: Based on the premise that we all construct our own perspective of the
   world, through individual experiences and schema. Constructivism focuses on
   preparing the learner to problem solve in ambiguous situations.
(Schuman, 1996)
Instructional Design Models


Two examples of Instructional Design Models are:

  Gagne's Conditions of Learning

  Rapid Prototyping
Gagne’s Conditions of Learning


What is learning to Gagné?

  Learning is cumulative.

  Learning is the mechanism .

  Learning results in different kinds of human behaviors.
Gagné Five Major Categories of Learning
Types of Competences                Conditions             Principles for Instructional Actions


Verbal Information     •   Pre-existing of organized       •   Provide meaningful context of
                           knowledge                           information for encoding
                       •   Strategies for processing the   •   Organize information so that it
                           new information                     can be learned in chunks

Intellectual Skills    •   Concrete and defined concepts   •   Provide varied concrete
                       •   Rule using                          examples and rules
                                                           •   Provide opportunities for
                                                               interacting with examples in
                                                               different ways
Cognitive Strategies   •   Task specific                   •   Provide opportunities for
                       •   General                             strategy specific practice with
                                                               support and feedback

Attitude               •   An internal state               •   Provide respected models who
                                                               enact positive behavior and
                                                               reinforce the model
Motor Skills           •   Learning the sequence of the    •   Arrange several repetitions of
                           movement                            skills with correct feedback
                       •   Practicing the movement
Gagne’s Conditions of Learning

Strengths and Weaknesses of this model?

                             Goal-directed: instruction is
                             designed for specified goals
                             and objectives


                                   A closed-loop process: a
                                   iterative process of design, try
                                   out, and revision to achieved
                                   the desired goals.

Either one can be a Strength or a Weaknesses depending on the type of result
the intended learning is expected to achieve.
Rapid Prototyping


The development of learning experiences in a
continual design-evaluation cycle that continues
throughout the life of the project.

Cycle/spiral cycle or layered approach that shows
improvement as the cycle continues.
Two Types of Prototypes


1. Vertical Prototypes - in-depth functionality for a few
   features

2. Horizontal Prototypes - entire screen with no
   underlying functionality
Cycle Approach
                    Concept
                    Definition

Implementation                     Implementation
   of refined                        of a skeletal
 requirements                           system




User evaluation                    User evaluation
 and concept                        and concept
  refinement                         refinement

                  Implementation
                     of refined
                   requirements
Rapid Prototyping

Strengths and Weaknesses of this model?

                        Repetitive methods
                        provide experience and
                        expertise

                            Repetitive cycle does
                            not provide room for
                            improvement
Compare and Contrast


Gagne’s Conditions of Learning – Open to change to obtain a
desired result
                         vs.
Rapid Prototyping – Repetitive learning to practice and
enforce desired result

These are two very different model types. Good in their own
way for the appropriate learning need.
References


Gagné, R. M. (1965). The conditions of learning and theory of
instruction ( 1st ed.). New York, NY: Holt, Rinehart & Winston.
Gagné, R. M., & Briggs, L. J. (1974). The principles of instructional
design ( 1st ed.). New York, NY: Holt.
Gagné, R. M. (1985). The conditions of learning and theory of
instruction ( 4th ed.). New York, NY: Holt, Rinehart & Winston.
Bralla, J.G. (ed.) (1986), Handbook of Product Design for
Manufacturing, McGraw-Hill (New York).
Chua, C.K., Leong, K.F., Kai, C.C. (1998), Rapid Prototyping Principles
and Applications in Manufacturing, John Wiley and Sons (New York).

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Instructional design

  • 1. Instructional Design Monica Valdez Instructional Design-IMED 2301 Instructor: Susan Escobar June 10. 2012
  • 2. Instructional Design Instructional design is the preparation and creation of material that is shared with a particular audience for the purpose of learning and gaining knowledge on a particular subject. The instructional designed content can be directed towards pedagogically (children learning) and andragogically (adult learning) learning. There are many instructional design models. Many include phases of analysis, design, development, implementation, and evaluation. The outcome of this instructional design may be reflected in a assessment or can be completely informational.
  • 3. Instructional Design Models What is a model? A model is a mental picture that helps us understand something we cannot see or experience directly. (Dorin, Demmin & Gabel, 1990) Instructional Design Models are based on these theory's of learning: Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic. Cognitivism: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind. Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations. (Schuman, 1996)
  • 4. Instructional Design Models Two examples of Instructional Design Models are: Gagne's Conditions of Learning Rapid Prototyping
  • 5. Gagne’s Conditions of Learning What is learning to Gagné? Learning is cumulative. Learning is the mechanism . Learning results in different kinds of human behaviors.
  • 6. Gagné Five Major Categories of Learning Types of Competences Conditions Principles for Instructional Actions Verbal Information • Pre-existing of organized • Provide meaningful context of knowledge information for encoding • Strategies for processing the • Organize information so that it new information can be learned in chunks Intellectual Skills • Concrete and defined concepts • Provide varied concrete • Rule using examples and rules • Provide opportunities for interacting with examples in different ways Cognitive Strategies • Task specific • Provide opportunities for • General strategy specific practice with support and feedback Attitude • An internal state • Provide respected models who enact positive behavior and reinforce the model Motor Skills • Learning the sequence of the • Arrange several repetitions of movement skills with correct feedback • Practicing the movement
  • 7. Gagne’s Conditions of Learning Strengths and Weaknesses of this model? Goal-directed: instruction is designed for specified goals and objectives A closed-loop process: a iterative process of design, try out, and revision to achieved the desired goals. Either one can be a Strength or a Weaknesses depending on the type of result the intended learning is expected to achieve.
  • 8. Rapid Prototyping The development of learning experiences in a continual design-evaluation cycle that continues throughout the life of the project. Cycle/spiral cycle or layered approach that shows improvement as the cycle continues.
  • 9. Two Types of Prototypes 1. Vertical Prototypes - in-depth functionality for a few features 2. Horizontal Prototypes - entire screen with no underlying functionality
  • 10. Cycle Approach Concept Definition Implementation Implementation of refined of a skeletal requirements system User evaluation User evaluation and concept and concept refinement refinement Implementation of refined requirements
  • 11. Rapid Prototyping Strengths and Weaknesses of this model? Repetitive methods provide experience and expertise Repetitive cycle does not provide room for improvement
  • 12. Compare and Contrast Gagne’s Conditions of Learning – Open to change to obtain a desired result vs. Rapid Prototyping – Repetitive learning to practice and enforce desired result These are two very different model types. Good in their own way for the appropriate learning need.
  • 13. References Gagné, R. M. (1965). The conditions of learning and theory of instruction ( 1st ed.). New York, NY: Holt, Rinehart & Winston. Gagné, R. M., & Briggs, L. J. (1974). The principles of instructional design ( 1st ed.). New York, NY: Holt. Gagné, R. M. (1985). The conditions of learning and theory of instruction ( 4th ed.). New York, NY: Holt, Rinehart & Winston. Bralla, J.G. (ed.) (1986), Handbook of Product Design for Manufacturing, McGraw-Hill (New York). Chua, C.K., Leong, K.F., Kai, C.C. (1998), Rapid Prototyping Principles and Applications in Manufacturing, John Wiley and Sons (New York).