The document provides an overview of instructional design theories covered in a session on instructional design, including: - Bloom's Taxonomy, which categorizes learning objectives from simplest to most complex. - Gagne's Nine Events of Instruction, which outlines steps for effective instruction including gaining attention, informing objectives, and eliciting performance. - Kirkpatrick's Four Levels of Training Evaluation, which measures the effectiveness of training through reaction, learning, behavior change, and results.

1. Instructional Design
for Dummies
A short course that explains the basics of Instructional Design
Session 4:
Instructional Design Theories
Start

2. Topics
Below are the topics covered in this session:
Bloom’s Taxonomy
Gagne’s Nine Events of Instruction
Kirkpatrick's four levels of training evaluation
Start

3. Objectives
After completing this session you will be able to:
Apply the following Instructional Design theories in your learning
design:
Bloom’s Taxonomy
Gagne’s Nine Events of Instruction
Kirkpatrick's four levels of training evaluation
Start

4. Topics
Below are the topics covered in this session:
Bloom’s Taxonomy
Gagne’s Nine Events of Instruction
Kirkpatrick's four levels of training evaluation
Start

5. What is Blooms Taxonomy?
Hierarchy of educational objectives established by
B. S. Bloom and his co-workers.
Attempts to divide cognitive objectives into
subdivisions ranging from the simplest behavior to
the most complex.
The divisions outlined are not absolutes and that
other systems or hierarchies have been devised
However, Bloom's taxonomy is easily understood and
widely applied

6. Cognitive Objectives
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Attempts to divide cognitive objectives into subdivisions ranging from
the simplest behavior to the most complex.

7. Knowledge
Knowledge is defined as remembering previously learned
material
This may involve recalling of a wide range of material, from
specific facts to complete theories
All that is required is the bringing to mind of the appropriate
information
Knowledge represents the lowest level of learning outcomes in
the cognitive domain

8. Knowledge
Level Description Examples Verbs
Knowledge - Knowledge is defined as • Know common terms, know list
remembering previously learned specific facts, know methods and define
material. procedures, know basic concepts, tell
know principles. describe
- This may involve recalling of a identify
wide range of material, from Observation and recall of show
specific facts to complete theories, information label
but all that is required is the collect
bringing to mind of the Knowledge of dates, events, examine
appropriate information. places tabulate
quote
- Knowledge represents the lowest Knowledge of major ideas name
level of learning outcomes in the who
cognitive domain. Mastery of subject matter when
where
Examples:
- Recite a policy.
- Quote prices from memory to a
customer.
- Knows the safety rules.

9. Comprehension
Comprehension is defined as the ability to grasp the meaning of
material
This may be shown by
Translating material from one form to another (words to
numbers)
Interpreting material (explaining or summarizing)
Estimating future trends (predicting consequences or
effects)
These learning outcomes go one step beyond the simple
remembering of material

10. Comprehension
Level Description Examples Verbs
Comprehension - Comprehension is defined as the ability Understand facts and principles summarize
to grasp the meaning of material. Interpret verbal material describe
- This may be shown by Interpret charts and graphs interpret
Translate verbal material to contrast
- Translating material from one form to mathematical formulae predict
another (words to numbers), Estimate the future consequences associate
- Interpreting material (explaining or implied in data distinguish
summarizing), and Justify methods and procedures. estimate
- Estimating future trends (predicting
Understanding information differentiate
consequences or effects).
- Grasp meaning discuss
- These learning outcomes go one step Translate knowledge into new extend
beyond the simple remembering of context
material, and represent the lowest level of Interpret facts, compare, contrast
understanding. order, group, infer causes
Predict consequences
Examples:
- Rewrites the principles of test
writing.
- Explain in ones own words the
steps for performing a complex
task.
- Translates an equation into a
computer spreadsheet.

11. Application
Application refers to the ability to use learned material in new and
concrete situations
This may include the application of such things as rules, methods,
concepts, principles, laws, and theories
Learning outcomes in this area require a higher level of
understanding than those under comprehension

12. Application
Level Description Examples Verbs
Application - Application refers to the ability to Apply concepts and principles to new situations apply
use learned material in new and Apply laws and theories to practical situations, demonstrate
concrete situations. solve mathematical problems calculate
Construct graphs and charts complete
- This may include the application of Demonstrate the correct usage of a method or illustrate
such things as rules, methods, procedure show
concepts, principles, laws, and Use information solve
theories. Use methods, concepts, theories in new examine
situations modify
- Learning outcomes in this area Solve problems using required skills or relate
require a higher level of knowledge change
understanding than those under classify
comprehension. Examples: experiment
- Use a manual to calculate an employee’s discover
vacation time.
- Apply laws of statistics to evaluate the reliability
of a written test.

13. Analysis
Analysis refers to the ability to break down material into its component parts so
that its organizational structure may be understood
This may include the identification of parts, analysis of the relationship between
parts, and recognition of the organizational principles involved
Learning outcomes here represent a higher intellectual level than comprehension
and application because they require an understanding of both the content and
the structural form of the material

14. Analysis
Level Description Examples Verbs
Analysis Analysis refers to the ability to break down Recognize unstated assumptions, analyze
material into its component parts so that its Recognizes logical fallacies in reasoning, separate
organizational structure may be understood. Distinguish between facts and inferences, order
. Evaluate the relevancy of data, explain
This may include the identification of parts, Analyze the organizational structure of a connect
analysis of the relationship between parts, and work (art, music, and writing). classify
recognition of the organizational principles Seeing patterns arrange
involved. Organization of parts divide
Recognition of hidden meanings compare
Learning outcomes here represent a higher Identification of components select
intellectual level than comprehension and Examples: explain
application because they require an understanding - Troubleshoot a piece of equipment by infer
of both the content and the structural form of the using logical deduction.
material. - Recognize logical fallacies in reasoning.
- Gathers information from a department
and selects the required tasks for training.

15. Synthesis
Synthesis refers to the ability to put parts together to form a new whole
This may involve the production of a unique communication - theme or speech, a
plan of operations -research proposal, or a set of abstract relations - scheme for
classifying information
Learning outcomes in this area stress creative behaviors, with major emphasis on
the formulation of new patterns or structure

16. Synthesis
Level Description Examples Verbs
Synthesis Synthesis refers to the ability to put parts together to form Write a well organized theme, give a well Combine
a new whole. organized speech, write a creative short integrate
story (or poem or music), propose a modify rearrange
This may involve the production of a unique plan for an experiment, integrate substitute
communication - theme or speech, a plan of operations - learning from different areas into a plan plan
research proposal, or a set of abstract relations - scheme for solving a problem, formulate a new create
for classifying information. scheme for classifying objects (or design invent
events, or ideas). what it?
Learning outcomes in this area stress creative behaviors, compose
with major emphasis on the formulation of new patterns or Use old ideas to create new ones formulate
structure. Generalize from given facts prepare
Relate knowledge from several areas generalize
Predict, draw conclusions rewrite
Examples:
- Write a company operations or process
manual.
- Design a machine to perform a specific
task.
- Integrates training from several sources
to solve a problem.
- Revises and processes to improve the
outcome.

17. Evaluation
Evaluation is concerned with the ability to judge the value of material (statement,
novel, poem, research report) for a given purpose
The judgments are to be based on definite criteria
These may be internal criteria (organization) or external criteria (relevance to the
purpose) and the student may determine the criteria or be given them
Learning outcomes in this area are highest in the cognitive hierarchy
It is because they contain elements of all the other categories, plus conscious
value judgments based on clearly defined criteria

18. Evaluation
Level Description Examples Verbs
Evaluation Evaluation is concerned with the ability to judge the - Judge the logical consistency of assess
value of material (statement, novel, poem, research written material, decide
report) for a given purpose. - Judge the adequacy with which rank
conclusions are supported by data, grade
The judgments are to be based on definite criteria. - Judge the value of a work (art, music, test
writing) by the use of internal criteria, measure
These may be internal criteria (organization) or - Judge the value of a work (art, music, recommend
external criteria (relevance to the purpose) and the and writing) by use of external convince
student may determine the criteria or be given them. standards of excellence. select
Compare and discriminate between judge
Learning outcomes in this area are highest in the ideas explain
cognitive hierarchy because they contain elements of Assess value of theories, discriminate
all the other categories, plus conscious value presentations support
judgments based on clearly defined criteria. Make choices based on reasoned conclude
argument compare
Verify value of evidence summarize
Recognize subjectivity
Examples:
- Select the most effective solution.
- Hire the most qualified candidate.
- Explain and justify a new budget.

19. Topics
Below are the topics covered in this session:
Bloom’s Taxonomy
Gagne’s Nine Events of Instruction
Kirkpatrick's four levels of training evaluation
Start

20. Gagne's Nine Events of Instruction

21. Nine Events
9.Enhance retention
8.Assess performance
7.Provide feedback
6.Elicit performance
5.Provide "learning guidance"
4.Present the content
3.Recall of prior learning
2.Inform learners of objectives
1.Gain attention

22. Gain Attention
In order for any learning to take place, you must first capture the attention of the
student
A multimedia program that begins with an animated title screen sequence
accompanied by sound effects or music startles the senses with auditory or visual
stimuli
An even better way to capture students' attention is to start each lesson with a
thought-provoking question or interesting fact
Curiosity motivates students to learn
That is
AWESOME!

23. Inform Learners of Objectives
Early in each lesson students should encounter a list of learning objectives
This initiates the internal process of expectancy and helps motivate the learner to
complete the lesson
These objectives should form the basis for assessment and possible certification
as well
Typically, learning objectives are presented in the form of "Upon completing this
lesson you will be able to. . . ."

24. Stimulate Recall of Prior Learning
Associating new information with prior knowledge can facilitate the learning process
It is easier for learners to encode and store information in long-term memory when
there are links to personal experience and knowledge
A simple way to stimulate recall is to ask questions about previous experiences, an
understanding of previous concepts, or a body of content

25. Present the Content
This event of instruction is where the new
content is actually presented to the learner
Content should be chunked and organized
meaningfully, and typically is explained and then
demonstrated
To appeal to different learning modalities, a
variety of media should be used if possible,
including text, graphics, audio narration, and
video

26. Provide “Learning Guidance"
To help learners encode information for long-
term storage, additional guidance should be
provided along with the presentation of new
content
Guidance strategies include the use of
examples, non-examples, case studies,
graphical representations, mnemonics, and
analogies

27. Elicit performance (Practice)
In this event of instruction, the learner is required to practice the new skill or
behavior
Eliciting performance provides an opportunity for learners to confirm their correct
understanding, and the repetition further increases the likelihood of retention

28. Provide Feedback
Awesome
As learners practice new behavior it is important to
provide specific and immediate feedback of their
You rock!
performance
Unlike questions in a post-test, exercises within
tutorials should be used for comprehension and
encoding purposes, not for formal scoring
Additional guidance and answers provided at this
stage are called formative feedback

29. Assess Performance
Upon completing instructional modules, students should be given the opportunity
to take (or be required to take) a post-test or final assessment
This assessment should be completed without the ability to receive additional
coaching, feedback, or hints
Mastery of material, or certification, is typically granted after achieving a certain
score or percent correct
A commonly accepted level of mastery is 80% to 90% correct

30. Enhance, Retention and Transfer to the Job
Determining whether or not the skills learned from a training program are ever applied
back on the job often remains a mystery to training managers - and a source of
consternation for senior executives
Effective training programs have a "performance" focus, incorporating design and
media that facilitate retention and transfer to the job
The repetition of learned concepts is a tried and true means of aiding retention,
although often disliked by students

31. Topics
Below are the topics covered in this session:
Bloom’s Taxonomy
Gagne’s Nine Events of Instruction
Kirkpatrick's four levels of training evaluation
Start

32. Kirkpatrick's Four Levels of Training
Evaluation
Donald Kirkpatrick's Four Level Evaluation Model is one of the best
known evaluation methodologies for judging learning processes
The model that was first published in a series of articles in 1959 in
the Journal of American Society of Training Directors

33. The Levels

34. The Levels

35. Reaction: Evaluation Description and
Characteristics
Reaction evaluation is how the delegates felt, and their personal reactions to the
training or learning experience,
For example:
Did the trainees like and enjoy the training?
Did they consider the training relevant?
Was it a good use of their time?
Did they like the venue, the style, timing, domestics, etc?
Level of participation
Ease and comfort of experience
Level of effort required to make the most of the learning
Perceived practicability and potential for applying the learning

36. Examples of Evaluation Tools and Methods
Some of the tools and methods are:
‘Happy sheets' or feedback forms based on subjective personal reaction to
the training experience
Verbal reaction which can be noted and analysed
Post-training surveys or questionnaires
Online evaluation or grading by delegates
Subsequent verbal or written reports given by delegates to managers back at
their jobs

37. Relevance and Practicability
Can be done immediately the training ends
Very easy to obtain reaction feedback
Feedback is not expensive to gather or to analyze for groups
Important to know that people were not upset or disappointed
Important that people give a positive impression when relating their experience to
others who might be deciding whether to experience same

38. The Levels

39. Learning : Evaluation Description and
Characteristics
Learning evaluation is the measurement of the
increase in knowledge or intellectual capability
from before to after the learning experience:
Did the trainees learn what intended
to be taught?
Did the trainee experience what was
intended for them to experience?
What is the extent of advancement or
change in the trainees after the
training, in the direction or area that
was intended?

40. Examples of Evaluation Tools and Methods
Typically assessments or tests before and after the training
Interview or observation can be used before and after although this is time-
consuming and can be inconsistent
Methods of assessment need to be closely related to the aims of the learning
Measurement and analysis is possible and easy on a group scale
Reliable, clear scoring and measurements need to be established, so as to limit the
risk of inconsistent assessment
Hard-copy, electronic, online or interview style assessments are all possible

41. Relevance and Practicability
Relatively simple to set up, but more investment and thought required than reaction
evaluation
Highly relevant and clear-cut for certain training such as quantifiable or technical skills
Less easy for more complex learning such as attitudinal development, which is famously
difficult to assess
Cost escalates if systems are poorly designed, which increases work required to
measure and analyze

42. The Levels

43. Behavior: Evaluation Description and
Characteristics
Behavior evaluation is the extent to which the trainees applied the learning and
changed their behavior
This can be immediately and several months after the training, depending on the
situation:
Did the trainees put their learning into effect when back on the job?
Were the relevant skills and knowledge used
Was there noticeable and measurable change in the activity and performance
of the trainees when back in their roles?
Was the change in behavior and new level of knowledge sustained?
Would the trainee be able to transfer their learning to another person?
Is the trainee aware of their change in behavior, knowledge, skill level?

44. Examples of Evaluation Tools and Methods
Observation and interview over time are required to assess change, relevance of change,
and sustainability of change
Assessments need to be subtle and ongoing, and then transferred to a suitable analysis
tool
Assessments need to be designed to reduce subjective judgment of the observer or
interviewer, which is a variable factor that can affect reliability and consistency of
measurements
The opinion of the trainee, which is a relevant indicator, is also subjective and unreliable,
and so needs to be measured in a consistent defined way
360-degree feedback is useful method and need not be used before training, because
respondents can make a judgment as to change after training, and this can be analyzed
for groups of respondents and trainees
Assessments can be designed around relevant performance scenarios, and specific key
performance indicators or criteria
Online and electronic assessments are more difficult to incorporate - assessments tend to
be more successful when integrated within existing management and coaching protocols
Self-assessment can be useful, using carefully designed criteria and measurements

45. The Levels

46. Results : Evaluation Description and
Characteristics
Results evaluation is the effect on the business or environment resulting from the
improved performance of the trainee - it is the acid test
Measures would typically be business or organizational key performance indicators,
such as:
Volumes, values, percentages, timescales, return on investment
Other quantifiable aspects of organizational performance, for instance:
numbers of complaints, staff turnover, attrition, failures, wastage, non-
compliance, quality ratings, achievement of standards and accreditations,
growth, retention, etc.

47. Examples of Evaluation Tools and Methods
It is possible that many of these measures are already in place via normal management
systems and reporting
The challenge is to identify which and how relate to to the trainee's input and influence
Therefore it is important to identify and agree accountability and relevance with the
trainee at the start of the training, so they understand what is to be measured
This process overlays normal good management practice - it simply needs linking to the
training input
Failure to link to training input type and timing will greatly reduce the ease by which
results can be attributed to the training
For senior people particularly, annual appraisals and ongoing agreement of key business
objectives are integral to measuring business results derived from training

48. Relevance and Practicability
Individually, results evaluation is not particularly difficult
However, across an entire organization it becomes very much more challenging,
Reliance on line-management, and the frequency and scale of changing structures,
responsibilities and roles, which complicates the process of attributing clear
accountability
Also, external factors greatly affect organizational and business performance, which
cloud the true cause of good or poor results

49. Summary
In this session we learned that:
Bloom’s taxonomy Attempts to divide cognitive objectives into subdivisions ranging
from the simplest behavior to the most complex
These levels are knowledge, comprehension, application, analysis, evaluation and
synthesis
Robert Gagne created a nine-step process called the events of instruction, which
correlate to and address the conditions of learning
These events are gain attention, inform leaner of the objective, recall of prior
learning, present content, provide learning guidance, elicit performance, provide
feedback, assess performance and enhance retention
Donald Kirkpatrick's Four Level Evaluation Model is one of the best known evaluation
methodologies for judging learning processes
The four levels are reactions, learning, behavior and results

50. Thank You
Shyamanta Baruah (Sam)
www.shyamantab.com
conversations@shyamantab.com