The document outlines the three phases of an instructional design model: planning, presentation, and practice. The planning phase involves analyzing needs, identifying tasks, creating objectives, classifying objectives, and creating test items. The presentation phase is the medium used to transmit instruction. The practice phase engages learners to determine skills or knowledge gained. Evaluation should occur throughout the process.

2. DESIGN MODEL- THREE PHASES
The instructional design model
provides a system that (when
followed correctly) leads to
positive results.
Human Memory Structure
Sensory Memory
Working Memory
Long-Term Memory
The Requirements of Quality Instruction

3. PLANNING
Planning-the process of systematizing
the design activities so that each
instructional decision is informed by
previous decisions.
Identify instructional needs
Articulate learning objectives
Engage audience and
facilitate instruction
Test

4. PRESENTATION
Presentation- medium through
which instruction is transmitted
from the giver of knowledge to
the learner.
Definitions
Examples
Graphics

5. PRACTICE
Practice- engaging the learner in
the learning process in an effort
to determine skill set or
knowledge gained.
Presentation and practice
sequence both emerge from the
planning process.

6. SENSORY MEMORY
Sensory Memory-describes ones
ability to make contact with the
environment through the
senses.
Presentation-Attention
management
Practice-Fading attention support

7. WORKING MEMORY
Working Memory- the area in
which one’s conscience
thinking occurs.
Presentation-Cognitive load
management (small in capacity)
Practice-Fading cognitive load
support.
Cognitive load management-
refers to working memories
capabilities.

8. LONG-TERM MEMORY
Long-Term Memory- appears to
have unlimited capacity. The
challenge with long term memory
is integrating new knowledge
with the learners neuron
structure.
Presentation-Structural
management
Practice- Fading structural support

9. QUALITY INSTRUCTION
A system of events
Identifying needs
Developing goals
Designing strategies
Create materials
Revise and editing
*Evaluation should take place
concurrently throughout the
process

10. PHASES REVISITED
P • Analyzing needs
L • Identifying tasks
A • Create objectives
N • Classify objectives
• Create test items
P Creating Supports For
R Evaluate
• Attention management and
E
• Cognitive management Revise
S
• Structural
management
P Removing Supports For
R
A • Attention management
C • Cognitive management
• Structural management

11. PHASES OF PLANNING
Analyze, identify, creating
objectives, classify objectives
and create test items.
Develop presentation
Develop practice
Develop evaluation
*Ensure that all phases are
congruent (each phase agrees
with and supports the others)

12. PLANNING PHASE INCLUDES
Determining problems to address
Determine tasks to involve
Learner consideration
Classify and describe goals
Consider learning domains

13. CHAPTER 2 - PLANNING
Analyzing Needs
Is this an instructional problem or
something resulting from another
factor?
Two main sources to examine for
needs (Van Merrienboer, 1999)
1. World of Work – usually
occupational, new tools, new
employee, performance
issues, prioritized by
Picture - http://sprouseart.blogspot.com/ danger/economics
2. World of Knowledge – fields of
study, content areas, what an
individual knows or doesn’t know

14. CHAPTER 2 - PLANNING
Identifying Tasks – how do you meet the discovered needs?
World of Work World of Knowledge
Procedural analysis Usually content
examination to reveal
updates/clarifications
needed
Produce comprehensive Changes can result from
list of knowledge and skills studies “performance
to achieve desired analysis” on World of
performance Work
Be mindful of sub-skills
Leads towards creation of learning objectives
Picture – www.brighthubeducation.com

15. CHAPTER 2 - PLANNING
What do you want the
learner to be able to do at
the end of instruction?
Three components of good objective –
1. Behavior – WHAT the learner will
be able to do
2. Condition – WHERE and HOW
(accommodations, environment)
3. Standard – TO WHAT DEGREE –
Picture – socialwants.com
some measure/level of mastery

16. CHAPTER 2 - PLANNING
Components of a Learning
Objective
Given a pair of binoculars, on night Conditions
with sky visibility at ninety percent,
within thirty minutes the astronomy
student
will be able to identify and list the Behavior
relative coordinates of the planets
Mars, Venus, and Jupiter
on at least two out of three Standards
separate viewing nights.
Taken from Designing Online Learning with Flash by David
Richard Moore, pg. 19

17. CHAPTER 2 - PLANNING
Classifying Objectives
Gathering together objectives that
are alike in order to help
choose appropriate
instructional strategies
(known to be successful for
that type of objective)
http://tarateach.blogspot.com/
Taken from http://tarateach.blogspot.com/

18. CHAPTER 2 - PLANNING
Create Test Items
Important to have a clear
connection between
objectives and test items to
produce valid and credible
instructional design
(assessments)
Taken from
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ment_10.htm