This document provides an introduction to instructional design and the instructional design process. It defines instructional design as the systematic process of translating principles of learning into instructional plans, materials, and evaluations. The document outlines the key components of the instructional design process, including analysis, design, development, implementation, and evaluation. It also discusses different learning theories that influence instructional design such as behaviorism, cognitivism, and constructivism. The principles of instructional design including making instruction task-centered, activating prior knowledge, demonstrating concepts, applying knowledge, and integrating knowledge are also explained.

1. Introduction to Instructional Design
& ID Process
Presented To:
Dr. Leonila P. Clamo
Presented By:
Mark Stephine B. Caliso
Airin N. Ibañez
Rey M. Ibañez
Janice R. Rama
Freleen G. Restua

2. OPENING PRAYER

3. CHECKING OF ATTENDANCE
Group 1 Reporters
Group 2 Reporters
Group 3 Reporters
Group 4 Reporters

4. OBJECTIVES
1. Explain the instructional design and it’s process.
2. Determine the difference between a design and a
model.
3. Know the principles of instructional design.
4. Tell the importance of instructional design to
education.

5. OUTLINE OF THE TOPICS:
I- Introduction to Instructional Design – Mark Stephine B. Caliso
II- The Instructional Design Process – Airin N. Ibanez
III- Principles of Instructional Design – Rey M. Ibanez
IV- Foundation of Instructional System – Janice R. Rama
V- Advantages and the Limitations of ID – Freleen G. Restua

6. ACTIVITY
Can you give one word or two words that best
describe about the word instructional design?

7. ANALYSIS
1. What do we mean by instructional design?
2. What is the difference between a design and
a model?
3. Is there an advantage of ID to education?
Why or why not?

8. WHAT IS INSTRUCTIONAL DESIGN?
“The systematic and reflective process of translating
principles of learning and instruction into plans for
instructional materials, activities, information resources,
and evaluation” Smith and Ragan (2005)
“The systematic creation of an educational experience
that will help students achieve a specified set of learning
outcomes” Bell & Shank (2007)

11. PURPOSE OF ID IN EDUCATION
To make the most of each educational experience.
Reduce teacher and student frustration.
Increase learning
Make the most of limited resources
Terms used interchangeably in ID with education
– Instruction
– Training
– Teaching

12. WHAT IS INSTRUCTION?
Delivery of information & activities that facilitate
learners’ achievement of proposed, specific learning goals.
Activities focused on learners learning specific goals.
Instruction is the arrangement of information and
environment to facilitate learning.

13. WHAT IS TRAINING?
Instructional experiences focused upon individuals achieve very
“specific skills” that they will normally apply straight away.
WHAT IS TEACHING?
Learning experiences in which the instructional message is
delivered by a human being-not a videotape, textbook, or
computer program—but a live teacher.
All learning experiences in which the instructional message is
conveyed by other forms of media is instruction.

14. WHAT IS DESIGN?
Implies a “systematic” planning process prior to the
development of something.
Distinguished from other planning by
– Level of precision
– Care
– Expertise employed

15. THE INSTRUCTIONAL DESIGN PROCESS
Another way of defining ID is to describe the process
involved in the systematic planning of instruction.
At basic level, instructional designer’s job is to answer
three major questions.
• Where are we going?
• How will we get there?
• How will we know when we have arrived?

16. TWO MAJORS QUESTIONS FROM WHICH ALL
TEACHING BEGINS
What am I going to teach?
– ID must select content that is appropriate for the
age of intended
learner, etc.
How am I going to teach?
– What methods and techniques will I use to deliver
the content?

17. THE PHASES OF INSTRUCTIONAL DESIGN
PROCESS

18. Instructional design BLENDS what we know about…
– the LEARNERS
– the SUBJECT MATTER
– HOW PEOPLE LEARN
…to produce instruction that will facilitate learning

19. INSTRUCTIONAL STRATEGIES
drill/rehearsal
lecture (traditional)
discussion
simulations/games
project-based learning
collaborative learning
problem-based learning

20. PRINCIPLES OF INSTRUCTIONAL DESIGN
Merrill’s First Principles of Instruction
Task/Problem-Centered
Activation
Demonstration
Application
Integration (Merrill, 2002)

21. TASK/PROBLEM-CENTERED
Students learn more when the instruction is centered on
relevant real-world tasks or problems, including a series of
tasks or problems that progress from simple to complex.
Some key characteristics/benefits of task/problem centered
1. Authenticity 5. Motivation
2. Contextualization 6. Transfer of Learning
3. Active Learning 7. Learner Autonomy
4. Collaboration 8. Reflection & Feedback

22. ACTIVATION
Students learn more when they are directed to recall
prior knowledge, to recall a structure for organizing that
knowledge, or are given a structure for organizing new
knowledge.
This activation can also include a foundational learning
experience upon which new learning can be based.

23. The activation principle involves the following key
elements:
1. Assessing prior knowledge
2. Creating connections
3. Schema activation
4. Concept mapping
5. Metacognitive strategies

24. DEMONSTRATION
Students learn more when new knowledge is
demonstrated to them in the context of real world tasks or
problems.
The knowledge that is demonstrated is both
informational and skill-based.

25. Some key aspects and benefits of demonstration:
1. Clear models
2. Observable actions
3. Cognitive processing
4. Multiple perspective
5. Guided practice
6. Skill transfer
7. Motivation and Self-Efficacy

26. APPLICATION
Students learn more when they perform real world
tasks or solve real-world problems and receive
feedback on and appropriate guidance during that
application.
Is application is important to be included in
preparing lesson plan?

27. Some key aspects and benefits of application:
1. Real-world context
2. Problem-solving activities
3. Case studies
4. Simulations
5. Project-based learning
6. Reflection and feedback
7. Transfer of learning

28. INTEGRATION
Students learn more when they are encouraged to
integrate their new knowledge into their life through
reflection, discussion, debate and presentation of
new knowledge.
What is the importance of integration across
learning areas?

29. Some key aspects and benefits of integration:
1. Connecting prior knowledge
2. Interdisciplinary
3. Relating new information
4. Cross-curricular connections
5. Concept mapping
6. Problem-based scenarios
7. Reflective activities
8. Application in authentic contexts

30. FOUNDATIONS OF INSTRUCTIONAL DESIGN
Behaviorism
Cognitivism
Constructivism

31. Behaviorism
The behaviorist perspective of learning focuses on
rewarding, or reinforcing, desired responses in the learning
environment.
B. F. Skinner was one of the psychologists whose work
contributed to this school of thought.

32. Cognitivism
Focuses on the cognitive processes that occur in the
brain as learning occurs
Mental processing are how learners assimilate new
knowledge and accommodate it into their memory.

33. Constructivism
Constructivism is a learning theory made popular by Jean
Piaget that puts the learner at the center of the knowledge.
Learner construct the information, from their own experiences
experiences
Relies on learners to contribute to knowledge
An interactive experience, with the instructor acting more as a
a guide and less as a lecturer

34. ADVANTAGES OF ID
Encourages advocacy of the learner. To a very large
Supports effective, efficient, and appealing instruction.
Supports coordination among designers, developers, and
those who will implement the instruction.
Provides a systematic framework for dealing with learning
problems.
Learner, not content, is the focus of instruction

35. LIMITATIONS OF ID
Requires identification of outcome
Requires lead time
It is not applicable to non instructional problems

36. CONCLUSION
Instructional Designers utilize skills and knowledge in the
areas of:
learning theory
the instructional process
enabling technologies
to facilitate the creation of effective instruction and
learning environments

37. APPLICATION
What is your takeaways after knowing the
introduction of instructional design and its
process? And how did you apply it in your
current situation as an educator?

38. REFERENCES
Bell, S. J. & Shank, J. D. (2007). Academic librarianship by design: a blended
librarian’s guide to the tools and techniques. Chicago: American Library
Association.
Smith, P. L., & Ragan, T. J. (1993). Instructional design. New York: Macmillan
Publishing Company.
Merrill, M. D. (2002). First principles of instruction. ETR&D 50 (3), 43-59.
Reigeluth, C. M. (1999). Instructional design theories and models: A new
paradigm of instructional theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum
Associates.
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). New York:
John Wiley & Sons.
Ertmer, P. A. & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism:
Comparing critical features from an instructional design perspective.
Performance Improvement Quarterly 6 (4), 50-72.