The document discusses instructional design theory and practice. It covers the ADDIE model of analysis, design, development, implementation, and evaluation. It also discusses Robert Gagne's nine events of instruction which provide guidance for developing learning materials. These include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, giving feedback, assessing performance, and enhancing retention and transfer. The document notes that learning can take place in the classroom, through distance methods, on mobile devices, or through hybrid/blended approaches using different channels. It emphasizes the importance of learner interaction, exploration, and reflection.

1. Instructional Design
Theory and Practice
Phil Aspden: EGenius ltd

2. What form[s] will your instruction take?
Hybrid Learning

3. ADDIE
Analyse: needs/ goals/ learners and context
[who/what/where/when/how].
Design: set objectives and strategy
Develop: materials to achieve objectives
Implement: deliver and distribute.
Evaluate: formative and summative. Check the learning and
get feedback

4. ADDIE
•Analyse: needs/ goals/ learners and context
[who/what/where/when/how].
•Design: set objectives and strategy
•Develop: materials to achieve objectives
•Implement: deliver and distribute.
•Evaluate: check the learning, get feedback

5. 2Ds
• The 2 Ds are about designing and developing your instruction
[teaching and learning]
• Robert Gagnes developed a taxonomy of 9 events for instruction.
• These are generally accepted as being useful guides to develop
learning materials of all types.
• E learning
• Hybrid learning
• Classroom based learning

6. Robert Gagnes Nine Events of Instruction
1. Gaining attention
• Giving the learner a stimulus to ensure reception of coming instruction
2. Informing the learner of the objective
• Telling learner what they will be able to do for the instruction
3. Stimulating recall of prior learning
• Asking for recall of existing relevant knowledge
4. Presenting the stimulus
• Displaying the content
5. Providing learner guidance
• Supplying organization and relevance to enhance understanding
6. Eliciting performance
• Asking learners to respond, demonstrating learning
7. Providing Feedback
• Giving immediate feedback on learner's performance.
8. Assessing performance
• Providing feedback to learners' further performance for reinforcement
9. Enhancing retention and transfer
• Providing diverse practice to generalize the capability- transfer to the job

7. 1. Gain Attention

8. 2. Inform learner of objectives

9. 3. Stimulate recall of prior learning

10. 4. Present stimulus material

11. 5. Provide learner guidance

12. 6. Elicit performance

13. 7. Provide feedback

14. 8. Assess performance

15. 9. Enhance retention transfer

16. Where will learning happen?
F2F
• Classroom?
• Workshop?
• 1 to 1?
Distance
• Home?
• Library?
• Open access?
Mobile
• Phone - text?
• Tablet/ laptop?
Mixture of above – Hybrid/ blended Learning
Using the best channel at the best time to stimulate learning.
The 9 events may be planned to take place on or off line

17. What are the important considerations?
• 9 events – may take place over different channels and in different
contexts.
• Needs to be active for each learner – don’t leave it to happen
forums/ chat/ feedback
• Coaching and mentoring support as well as teaching
online and face to face - reviews
• Create space for learner interaction and exploration
forums/ chat/ wikis/ databases/ glossaries
• Create space for personal and group reflection
forums/ journal

18. Stages [possible]
• Create a skeleton – some resources with
assignments
[Get it on!]
•Develop the skeleton [use ADDIE]
•Develop staff coaching and mentoring skills
• Get feedback – what would learners like to see
and do
• Be adventurous – use advanced features
• Push the boundaries of technology – 3D/ VR/
Mobile learning

19. For your chosen course
1. Plan the skeleton
2. Create it on Moodle
3. Plan its development – what else
could go in there and how would it
work – apply ADDIE
4. Further development to a distance
course in some instances

20. Moodle – planning notes
• Introduction
• Communications
• Introduction session
• Organisation
• Goals and objectives
• Calendar – deadlines
• Consistency – activities e.g quizzes
• Interaction between online/ offline activities
• Feedback from tutors/ assessors – online/ reviews
• Collaboration
• Include forums/ chat
• Include wikis/ glossaries
• Evaluation
• Feedback from learners

21. And finally – an important word about
copyright
• Directly link to resources where access is public
• Permission to use and alter copyright materials
• Storing a ‘work’ [e.g. article] on Moodle is considered to be copying for
copyright purposes.
• Copyright on images/ videos etc
• If in doubt get the written and explicit permission of the copyright
holder – author or publisher.