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
5. PLANNING FOR INSTRUCTION AT A
DISTANCE
• 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.
6. 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.
7. ISSUES TO ADDRESS IN THE PLANNING
PROCESS
• 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.
• The students’ prior experience with similar types of cognitive
tasks is important.
9. ANALYZE POTENTIAL FOR LEARNING
INTERACTIVITY
• 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. 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
11. 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.
