The presentation on Instructional designs is vital for executing teaching learning process effectively.

1. SIDDESHWAR ANGADI
LECTURER
CON-CMC

2. What is the difference between
Design and Model??
Design
A creative pattern or a
rational, logical,
sequential process
intended to solve
problems.
Models
A model is a mental
picture that helps us
understand something
we cannot see or
experience directly.

3. Instructional Design….???
1
a set of events
that facilitate
learning
2
a creative pattern or
a rational, logical,
sequential process
intended to solve
problems
Instructional
Design
Clarifying
the
terms

4. HISTORY: Instructional Design
• During World War II, a considerable amount of training materials for the military
were developed based on the principles of instruction, learning, and human
behavior.
• Tests for assessing a learner’s abilities were used to screen candidates in the
army.
• After the success of military training, psychologists began to view training as a
system, and developed various analysis, design, and evaluation procedures.
• In other words, the birth of instructional design is strongly related on one hand to
the emergence of empirical research in psychology and education and on the
other to specific needs of the system.

5. TERMINOLOGIES & DEFINITIONS
• Instruction: “the deliberate arrangement of learning conditions to promote the
attainment of some intended goal”. (Driscoll, 1994)
• Instructional: a set of events that facilitate learning.
• Design: A creative pattern or a rational, logical, sequential process intended to
solve problems.
• Model: A model is a mental picture that helps us understand something we
cannot see or experience directly. (Dorin, Demmin & Gabel, 1990)

6. TERMINOLOGIES & DEFINITIONS
• Instruction Design is defined as “a systematic process that is employed to
develop education and training program in a consistent and reliable fashion.”
(Reiser &Dempsey, 2007)
• Instructional Design is the systematic process of translating general principles of
learning and instruction into plans for instructional materials and activities.
• Instructional design model: typically specified method, that if followed will
facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer
of the instruction.

7. PURPOSE OF INSTRUCTIONAL DESIGN
• It helps the teacher to develop her capacity to teach more students
and create conductive environment for them.
• It helps curriculum makers to plan learning center and curriculum
which provides a variety of educational experiences to students.
• It helps to make materials and create more interesting and effective
instructional material and learning sources.
• It stimulates to develop the new educational forms and educational
opportunities which will replace the schools of today.

8. BENEFITS AND LIMITATIONS
Advantages:
• Supports effective, efficient and appealing instruction
• Facilitates congruence among objective, activities, and assessment
• Provides a systematic framework for dealing with learning problems
• Learning effectiveness
Disadvantages:
• Instructional design does not have limits of applicability, it is not the solution to all the ills
and problems of education and training, nor is it the only method for creating education
• Time consuming in a way that it takes times to learn how to follow the ID procedures and
time to implement them when the training being created.
• A good ID requires a number of resources.

9. THEORITICAL FOUNDATIONS
• Firstly, instructional design theory is founded in learning
theory, pedagogical theory and instructional theory and draws from
many other fundamental disciplines such as motivation research. All
these disciplines have their word to say about pedagogic strategy.
• Second, it's also a craft, i.e. an engineering discipline
who's methods draw a lot from software engineering

10. CONTD…
• Third, modern sophisticated instructional designs make use
of educational technologies. Some authors even argue, that some of
the more interesting designs can't be done without technology.
Instructional design and educational technology depend on each
other.
• Fourth, the planning of an a learning environment in the sense of
Instructional Design should be evidence orientated. This means, that
decisions for methods, design and motivation are accredited through
empirical results. This can be reached through design patterns, edit
formats which have been approved to solve a problem. (Niegemann
2013)

11. INSTRUCTIONAL DESIGN MODELS

12. •ADDIE Model
•ARCS Model
•ASSURE Model

13. ADDIE MODEL

14. ADDIE Model
• ADDIE instructional design model is possibly the best-known Instructional Design
Model.
• The ADDIE model refers to :
• Analyze
• Design
• Develop
• Implement and
• Evaluate
• It provides a step-by-step process that helps instructional designers plan and
create training programs with a framework in order to make sure that their
instructional products are effective and that their processes are as efficient as
they can possibly be.

15. Contd..
Analyze:
• Who is the audience and what are their characteristics?
• Did we identify the new behavioral outcome?
• What types of learning constraints exist?
• What are the delivery options?
Design:
• Documentation of the instructional, visual and technical design strategy
• Apply instructional strategies according to the intended behavioral outcomes by
domain(cognitive, affective, psychomotor).
• Apply visual design (graphic design)
Develop:
• List activities that will help the students learn the task.
• Select the delivery method such as tapes, handouts, etc.
• Review existing material.
• Develop the instructional courseware.
• Validate the instruction to ensure it accomplishes all goals and objectives.

16. Contd..
Implement:
• During the implementation phase, a procedure for training the facilitators
and the learners is developed.
• The facilitators’ training should cover the course curriculum, learning
outcomes, method of delivery ,and testing procedures.
Evaluation:
• Review and evaluate each phase (analyze, design, develop, implement) to
ensure it is accomplishing what it is supposed to.
• Perform external evaluations, e.g. observe that the learner on the job can
actually perform the tasks that were trained.
• Revise training system to make it better.

18. ARCS MODEL

19. ARCS Model
• ARCS model is an instructional design approach that focuses on the motivational
aspects of learning environment.
• The model was created by John Keller in the 80s. It is also known as John Keller’s
ARCS Model of Motivational Design
ARCS Model has four steps in the instructional design process.
• A-Attention
• R- Relevance
• C-Confidence
• S- Satisfaction

20. ARCS Model
ATTENTION
Attention can be gained in two ways:
• Perceptual arousal- uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous,
and uncertain events.
• Inquiry arousal- stimulates curiosity by posing challenging questions or problems to be solved.
Methods for grabbing the learners’ attention include:
• Specific examples- Use a visual stimuli, story or biography
• Active participation or Hands-on- involve the learners with role playing, games, lab work, or other
simulations that allow them to get them involved with the material or subject matter.
• Incongruity and Conflict- Pose facts or statements that run contrary to the learners’ previous
experiences.
• Inquiry- Stimulate curiosity by posing questions or problems for the learners to solve.
• Humor- Break up monotony and maintain interest by lightening the subject. The goal is to hold your
learners attention, not to become a comedian.
• Variability- Combine a variety of methods in presenting material

21. CONTD…
RELEVANCE
Emphasizing relevance within the instruction to increase motivation by
using concrete language and examples with which the learner are familiar.
There are six major strategies for accomplishing this:
• Experience- Tell the learners how the new learning will use their existing
skills. We best learn by building upon our pretest knowledge or skills.
• Present worth- What will the subject matter do for me today?
• Future matching- What will the subject matter do for me tomorrow?
• Needs matching- Take advantage of the dynamics of achievement, risk taking,
power, and affiliation (Maslow’s Hierarchy of needs)
• Modeling- First of all, “Be what you want them to do”. Other strategies
include guest speakers, videos etc.,
• Choice- Allow the learners to use different methods to pursue their work or
allowing choice in how they organize it.

22. CONTD…
CONFIDENCE
• Help students understand their likelihood for success. If they feel they cannot meet the objectives
or that the cost (time or effort) is too high, their motivation will decrease.
• Provide objective and prerequisites- Help students estimate the probability by success by
presenting performance requirements and evaluation criteria. Ensure the learners are aware of
performance requirements and evaluate criteria.
• Allow the success that is meaningful.
• Grow the learners- allow for small steps of growth during the learning process.
• Feedback-provide feedback and support internal attributions for success.
• Learner control- learner should feel some degree of control over their learning and assessment.
They should believe that their success is a direct result of the amount of effort they have put
forth.

23. CONTD…
SATISFACTION
• Learning must be rewarding or satisfying in some ways, whether it is from a sense
of achievement, praise from a teacher, or mere entertainment.
• Make the learner feel as though the skill is useful or beneficial by providing
opportunities to use newly acquired knowledge in a real setting.
• Provide feedback and reinforcement. When learners appreciate the results, they
will be motivated to learn.
• Do not patronize (make them feel superior) the learner by over-rewarding easy
tasks.

25. ASSURE MODEL

26. ASSURE Model
• A- Analyze learners
• S- State standards & objectives
• S- Select strategies, technology, media & materials
• U- Utilize technology, media & materials
• R-Require learner participation
• E- Evaluate & revise

27. ASSURE Model
• A- Analyze learners
• S- State standards & objectives
• S- Select strategies, technology, media & materials
• U- Utilize technology, media & materials
• R-Require learner participation
• E- Evaluate & revise

28. Contd…
The ASSURE model is:
• A procedural guide for planning and delivering instruction that integrates
technology and media into the teaching process.
• A systematic approach to writing lesson plans.
• A plan used to help teachers organize instructional procedures.
• A plan used to help teachers do an authentic assessment of student learning.
• A model that can be used by all presenters.

29. Contd…
Analyze Learner:
• General characteristics: consider age, grade level, job or position, and cultural and socioeconomic
factors of the learners.
• Specific entry competencies: knowledge and skills that learners posses or lack- prerequisite skills, target
skills, and attitudes.
• Learning styles: the spectrum of psychological traits that affect how students perceive and respond to
different stimuli, such as anxiety, aptitude, visual or auditory preference, motivation and so on.
Select Methods, Media and Materials
Selection criteria:
• Media should be selected on the basis of student need.
• Should follow learning objectives
• Must be appropriate for the teaching format.
• No single medium is total solution.
• Should match the curriculum
• Should contain clear and concise language

30. Contd…
Utilize Media and Materials:
There is “5 Ps” procedure for the utilization of media and materials: preview the
materials, prepare the materials, prepare the environment, prepare the learners and
provide the learning experience.
Require Learner Participation:
To be effective, instruction should require active mental engagement by learners.
The activities should allow learners to practice the knowledge or skills and to give
feedback.
Evaluation and revise:
After instruction, it is necessary to evaluate its impact and effectiveness and to
assess student learning. If there are missed points, the teacher needs to revise the plan for
the next time.
• Evaluate student performance
• Evaluate media components
• Evaluate instructor performance

32. THANK YOU…