HI

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28-08-2016 Unit-3
Instructional Development and Design
Instructional development is the systematic development of instructional specifications using
learning and instructional theory to ensure the quality of instruction. It is the entire process of
analysis of learning needs and goals and the development of a delivery system to meet those
needs. It includes development of instructional materials and activities; and tryout and
evaluation of all instruction and learner activities. ("Source: www.umich.edu).
Instructional Design is the process of using our knowledge of how people learn to guide our
choices of instructional sequences and strategies to meet the needs of the learners and desired
learning outcomes. It is defined as “a systematic process that is employed to develop
education and training programs in a consistent and reliable fashion” (Reiser, Dempsey,
2007). In addition, it may be thought of as a framework for developing modules or lessons
that (Merrill, Drake, Lacy, Pratt, 1996)"( Source: www.nwlink.com)
Instructional design, also known as instructional systems design, is the analysis of learning
needs and systematic development of instruction. Instructional designers often use
Instructional technology as a method for developing instruction. Instructional design models
typically specify a method, that if followed will facilitate the transfer of knowledge, skills and
attitude to the recipient or acquirer of the instruction."(Source: www.wikipedia.org)
Aims and Objectives:
The aim of instructional design is to make the instructions effective, efficient, appealing and
cost-effective. To improve learning and address learning objectives. To enhance Traditional,
face-to-face teaching methods, by replacing them with innovative-learning methods. To
promote the experts in finding the right technology to support good pedagogy
Objectives are the intended or desired outcome of an educational experience. These are the
knowledge, skills, and attitudes we want the trainees to learn. Objectives serve as guide and
give focus to our instructional efforts. Every teacher should know to formulate good
instructional objectives.
An instructional objective is a description of the result expected from a learning experience.
It describes the performance or the behavior expected of the leaner at the end of the learning
activity. The term instructional objective is used interchangeably with performance,
behavioral or learning objective.
They provide a guide in selecting the materials to use and the methods to employ in teaching.
They provide standards for measuring acceptable student behavior.
They serve as criteria for evaluating the quality and efficiency of instruction.
They serve as a contract between the learner and the instructor.
They allow self-evaluation on the part of the learner.

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Note: Instructional objectives may also be called performance objectives, behavioral
objectives, or simply objectives. All of these terms are used interchangeably. Objectives are
specific, outcome based, measurable, and describe the learner's behavior after instruction.
4-09-2016
Behavioral objective:
A behavioral objective, which is student-oriented, places the emphasis upon what the student
is expected to do, not upon what the teacher will do. Sometimes teachers use instructional
goals which emphasize what they are expected to do rather than what they expect of their
students
Behavioral objectives that are useful in the classroom must meet certain criteria. The four
essential elements of a well-written behavioral objective are outlined below. When writing a
behavioral objective, evaluate it using these criteria, easily recalled as the “ABCD” of
objectives:
Action:-A verb that identifies the performance to be demonstrated. (The action must be
observable and measurable, such as state, identify, explain, develop, design, or calculate.
whereas Verbs such as understand and appreciate are not observable and create vague,
immeasurable learning objectives.)
Behavior: -A learning statement that specifies what learning will be demonstrated in the
performance.
Conditions: - This includes any materials, tools or aids the learner will use when performing
the action, and may include the environment in which it will be performed if relevant.
Degree:- This refers to the acceptable level of performance, For example, does the task need
to be performed with 100% accuracy, or is something lowers acceptable.
Set Induction and Formulation.
1. To focus the student's attention on the presentation the teacher is about to make by
employing an activity, event, object, or person that relates directly to student interest or
previous experience.
2. To provide a structure or framework that enables the student to visualize the content or
activities of the presentation.
3. To aid in clarifying the goals of the lesson presentation.
4. To provide a smooth transition from known or already covered material to new or
unknown material by capitalizing on the use of examples (either verbal or nonverbal),
analogies, and student activities which students have interest in or experience with.

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5. To evaluate previously learned material before moving on to the new material or skill-
building activities by employing student-centered activities or student-developed
examples or analogies that demonstrate understanding of previously learned content.
Purpose and Function of Behavioral Objectives
 Guide for the teacher relative to the design of instruction
 Guide for the teacher for evaluation/test design (e.g. written tests, OSCEs, etc)
 Guide for the learner relative to learning focus
 Guide for the learner relative to self assessment
 Statements of objectives tell others what we value.
 Causes careful thinking about what is to be accomplished through instruction.
 Helps relationship between teacher and learner because with explicit objectives the instructor
is viewed less in an adversarial role because students are not forced to guess what is to be
learned.
 Enhances possibility to create focused independent learning materials.
 Makes teaching more directed and organized.
 Communicates to colleagues what you are teaching thus enhancing collaboration and
teamwork with colleagues.
 Helps facilitate those situations in which we want students to demonstrate competency (The
objectives can be specified in such as way as to specify competency.)
 Aids in program evaluation
 Forces teacher to think carefully about what is important
Examples of subject based Activities: Science
Apply a Rule: The student could be asked to explain why a shotgun "kicks" when fired. His
response would include a statement to the effect that for every action there is an equal and
opposite reaction (Newton's Law of Motion), and that the "kick" of the shotgun is equal to the
force propelling the shot toward its target. The faster the shot travels and the greater the
weight of the shot, the greater the "kick" of the gun.
Classify: Given several examples of each, the student could be asked to classify materials
according to their physical properties as gas, liquid, or solid.
Construct: The student could be asked to construct a model of a carbon atom.
Define: Given several types of plant leaves, the student could be asked to define at least three
categories for classifying them. NOTE: Defining is not memorizing and writing definitions
created by someone else -- it is creating definitions.
Demonstrate: Given a model of the earth, sun, and moon so devised that it may be
manipulated to show the orbits of the earth and moon, the student could be asked to
demonstrate the cause of various phases of the moon as viewed from earth.

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Describe: The student could be asked to describe the conditions essential for a balanced
aquarium that includes four goldfish.
Diagram: The student could be askedto diagram the life cycle of a grasshopper.
Distinguish: Given a list of paired element names, the student could be asked to distinguish
between the metallic and non-metallic element in each pair.
Estimate: The student could be asked to estimate the amount of heat given off by one liter of
air compressed to one-half its original volume.
Evaluate: Given several types of materials, the student could be asked to evaluate them to
determine which is the best conductor of electricity.
Identify: Given several types of materials, the student could be asked to identify those which
would be attracted to a magnet.
Interpret: The student could be asked to interpret a weather map taken from a newspaper.
Locate: The student could be asked to locate the position of chlorine on the periodic table.
NOTE: To locate is to describe location. It is not identification of location.
Measure: Given a container graduated in cubic centimeters, the student could be asked to
measure a specific amount of liquid.
Name: The student could be asked to name the parts of an electromagnet.
Order: The student could be asked to order a number of animal life forms according to their
normal length of life.
Predict: From a description of the climate and soils of an area, the student could be asked to
predict the plant ecology of the area.
Solve: The student could be asked to solve the following: How many grams of H2O will be
formed by the complete combustion of one liter of hydrogen at 70 degrees C?
State a Rule: The student could be asked to state a rule that tells what form the offspring of
mammals will be, i.e. they will be very similar to their parent organisms.
Translate: The student could be asked to translate 93,000,000 into standard scientific
notation
Instructional DesignProcess: Instructional Design is the process of using our knowledge of
how people learn to guide our choices of instructional sequences and strategies to meet the
needs of the learners and desired learning outcomes

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Instructional Designis the systematic development of instructional specifications using
learning and instructional theory to ensure the quality of instruction. It is the entire process
of analysis of learning needs and goals and the development of a delivery system to meet
those needs.
Instructional Design is defined as “a systematic process that is employed to develop
education and training programs in a consistent and reliable fashion” (Reiser, Dempsey,
2007). In addition, it may be thought of as a framework for developing modules or lessons
that (Merrill, Drake, Lacy, Pratt, 1996)" Source: www.nwlink.com
"Instructional design, also known as instructional systems design, is the analysis of learning
needs and systematic development of instruction. Instructional designers often use
Instructional technology as a method for developing instruction. Instructional design models
typically specify a method, that if followed will facilitate the transfer of knowledge, skills and
attitude to the recipient or acquirer of the instruction."
Needs analysis, Determine instructional goal, Analyze the instructional goal, Necessary entry
behaviors, Step-by-step goal performance, Analyze learners and contexts, Prior knowledge,
Learning environment, Application of skills and knowledge ,Design, Develop, Evaluate
Curriculum and Instruction:
Curriculum and Instruction (C&I) is a field within education which seeks to research,
develop, and implement curriculum changes that increase student achievement within and
outside schools. The field focuses on how students learn and the best ways to educate.
The term curriculum refers to the lessons and academic content taught in a school or in a
specific course or program. In dictionaries, curriculum is often defined as the courses
offered by a school, but it is rarely used in such a general sense in schools.
Instructions refers to: order, commond, directives, direction, mandate, requirement,
etc. The act or practice of instructing or teaching; education.Knowledge or information impar
ted.An item of such knowledge or information. The act of furnishing with authoritative direct
ions. A computer command.
References:
https://www.csusm.edu/ids/course-design-and
https://en.wikiversity.org/wiki/Instructional_design/Learning_objectives
http://instructionaldesign.com.au/content/what-instruction-design
http://med.fsu.edu/index.cfm?page=facultydevelopment.behavobjectives
http://www.adprima.com/examples.htm
http://www.thefreedictionary.com/instruction