The document introduces instructional design and the ADDIE model. It discusses: 1) The history and definitions of instructional design as a systematic approach to generate teaching materials. 2) The five phases of the ADDIE model - Analysis, Design, Development, Implementation, and Evaluation. 3) Key activities in each ADDIE phase such as determining learner needs in Analysis, choosing instructional strategies in Design, creating prototypes in Development, training staff in Implementation, and assessing goals in Evaluation. The document provides an overview of instructional design and the ADDIE process for designing lesson plans.

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)

7. The ADDIE process

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?

23. Thank you