2. Instructional Design
Defined as a professional practice for delivering instruction
The definition usually includes the ideas of systematic design
This design is consistent and reliable
The idea is to deliver efficient, effective, appealing, engaging and inspiring
acquisition of knowledge
Instructional design applies to all aspects of systematic socially regulated
Learning such as face-to-face, distance education, and the application
of learning technologies, such as blackboard and chalk, printed media,
audio-visual and Motion pictures and lately digital technologies.
3. Apply methods of human performance technology
Reduce and confine technology required actions, the least number
Of clicks the better, reduce technology focus.
Eliminate processes that are extrinsic to learning learning or installing
Applications, course ware. Reduce dependency on technology skills.
Faculty and students can focus on learning outcomes,
Such as knowledge, competencies, and professional practices.
Current challenge: making sense of the time and effort
Accomplishing course work is important
4. Instructional Design areas
1. Specific Context of the Teaching/Learning Situation
2. General Context of the Learning Situation
3. Nature of the Subject
4. Characteristics of the Learners
5. Characteristics of the Teacher
Situational factors of learning
Course alignment
1. Learning Outcomes
2. Assessment Methods
3. Learning/Practice Activities
4. Content Delivery/Exploration Methods
Course Structure
1. Course materials need to be grouped (related concepts, learning activities
are connected
2. Decide how grouped materials will be presented
3. Define the overall course organizational structure and navigation
Plan Syllabus and build content into LMS
(ensure that the course is accessible -508 compliant-)
5. Instructional Design production method The ADDIE Model
Design Phase
1. Documentation of the project’s instructional, visual and technical
design strategy
2. Apply instructional strategies according to the intended behavioral
outcomes by domain (cognitive, affective, psychomotor).
3. Create storyboards
4. Design the user interface and user experience
5. Prototype creation
6. Apply visual design (graphic design)
Implementation
Phase
1. Deliver the course to faculty
2. Produce course documentation –how to facilitate it-
3. Document hardware and software requirements
Evaluation
phase
Analysis phase
1. Who is the audience and their characteristics?
2. Identify outcome
3. Learning constraints exist?
4. Delivery options?
5. Online pedagogical considerations?
6. Timeline for project completion?
1. Formative at each stage,
2. Summative –is the course effective?
6. Design techniques and technologies should be ubiquitous
Some common words Design and instructional design
Video:
Educational tool where length and contents determined by
Learning objectives and audience. Format, pace and aesthetics
needs to follow educational patterns.
Storyboard and script strictly aligned to course, course
Activities, competencies, and consistency with syllabus and
Program curriculum.
Storyboarding consists on sequence of ideas and concepts
to be shared with the students. No sequence of images.
7. Instructional Designer
Typical course design tasks
Group course contents to optimize learning –Chunking- according to the outcomes
Select assessment methods
Establish course outcomes
Define appropriate learning activities to reach the outcomes
Select Content Delivery/Exploration Methods, distance education, learning styles
The current state of the professional practice involves general faculty technical support
And contribute to the selection and adoption of technologies to enhance learning
