2. Instructional Design
• Is the systematic development of instructional
specifications using learning and instructional
theory to ensure the quality of instruction. It is
the entire process of analysis of learning needs
and goals and the development of a delivery
system to meet those needs.
• It is considered a field study
3. Principles of Instructional
Design System
• Systematic process – is the outcome of many
years of research, Dick, Carey & Carey, 2004.
• Instruction is designed within a system, learning
occurs
• It is considered the intellectual technique of the
professional who is responsible for appropriate
application of technology to the teaching and
learning process
6. Planning for Instruction at
a Distance
The process of planning and organizing for a
distance education course is multifaceted and
must occur well in advance of the scheduled
instruction. Distance learning faculty should:
• Keep in mind that courses previously taught in traditional classrooms
may need to be retooled.
• Revise traditional classroom materials, consider ways to illustrate key
concepts, or topics, using tables, figures, and other visual
representation.
• Plan activities that encourage interactivity at all sites
• Plan activities that allow for student group work
• Be prepared in the event that technical problems occur
7. Issues to Address in the
Planning Process
• Distance education can be an important
approach to responding to growing pluralism of
learner’s backgrounds, characteristics, or
unusual learning needs that may require or
benefit from specialized instruction.
• Cultural, social, and economics background of
the students also constitute important
information for the instructor.
• Educational expectations of learners can
influence the quality of learning experiences
8. Analyze the General
Abilities of the Class
• Analysis of the cognitive abilities of the class
allows the instructor to observe how students
relate to the content of the lesson.
• Such issues as clearly defining the prerequisite
knowledge or skills for the specific learning
experience are important to ensure a
successful learning experience.
• The students’ prior experience with similar
types of cognitive tasks is important
9. Analyze Potential for
Learning Interactivity
• Students who are less social may find the
distance education environment more
comfortable for them.
• Students may become more expressive
because of the perception of privacy and the
informative nature of mediated communication.
• They may perceive the increased and varied
interactivity and immediate feedback as a
positive input to their interface with the learning
experience.
10. Understand Learner
Characteristics
To be effective, it is necessary to understand the
learners in the target audience. Willis (1994)
suggested that the following questions should be
asked prior to development of distance learning
environments:
• What are students’ ages, cultural backgrounds, interests, and
educational levels?
• What is the level of familiarity of the students with the
instructional methods and technological delivery systems under
consideration?
• How will the students apply the knowledge gained in the course,
and how is this course sequenced with other courses?
• Can the class be categorized into several broad subgroups,
each with different characteristics?
11. Essential Content
• The content of a course needs to reflect where
this content relates to the rest of the curriculum.
• It is essential to examine the nature of the
content, as well as the sequence of information.
• In any distance learning environment, one
particular issue, that of time constraints,
impacts other planning areas.
• Time constraints refer to the actual online time
for delivery, which is often limited and inflexible.
12. Media Selection
• The common theme among these models is the
learning context, which is the content, the
intended outcome, and the nature of the
students.
• Practical considerations such as available
resources for creating media and the
technologies for delivery of instruction also play
a hand in the selection process
13. Visualizing Information
• Visuals provide a concrete reference point for students,
especially when they are engaged in a non-televised
learning experience.
• Even if the visuals are lists of concepts and ideas, they
can help students.
• Visuals also help learners by simplifying information.
• Diagrams and charts often can make it easier to
understand complex ideas.
• A visual that breaks down a complex idea into its
components can show relationships that might be
otherwise confusing to students.
14. Learning Environment
Educators are familiar with classroom settings. They are
comfortable with using the space available to enable
learning to take place. It is when the classroom shifts into a
distance learning setting that the environment often
becomes a challenge to the instructor. Several important
elements must be addressed within the distance learning
environment.
• Course management systems (CMSs), also called learning
management systems or virtual learning environments, are software
systems designed to assist in the management of educational courses
for students, especially by helping teachers and learners with course
administration. The systems can often track the learners’ progress.
• Resources. The second element to consider in the instructional
environment is the resources available to students.
• What materials will they have at hand?
• What materials will be available in libraries and laboratories?
• Will students have access to resources for easy
communication with the instructor?
15. Summary
It is essential that the instructor take time to plan
and organize the learning experience when
engaged in distance learning. The instructional
design process provides the framework for
planning,
