The document discusses instructional design theory. It defines instructional design as the systematic process of analyzing learning needs and goals, and designing instructional materials to facilitate teaching and learning. Instructional design theory consists of concepts, definitions, and propositions that explain the instructional process from a systematic perspective and offers guidance to improve instruction quality. The document also discusses different instructional design models and their key components like interface design, sequencing lessons, learner control, and evaluation strategies.

1. By
Shakila, Sonia, Saba
M.Ed (Evening) 2013-2014

2.  Instructional Design is the systematic process
of analyzing students' needs and learning
goals, designing and developing instructional
materials for the purpose of facilitating
teaching and learning.

3.  The body of rules ,ideas, principles and
techniques that applies to a particular
subject ,especially when seen as distinct from
actual practice
(Encarta word English Dictionary)
▶ A formal statement of the rules on which
subject of study is based or of ideas which are
suggested to explain a fact or event or more
generally ,an opinion or explanation
(Cambridge advance leaner dictionary)

4.  Wilson (1997) defines theory as
“ A special form of expression ,especially
designed to hold knowledge , usually
produced by a practitioner where members
codify their thinking by writing and
disseminating papers ,articles and books that
contain various theories and models.”

5. Wilson (1997) identifies certain characteristics of
theory
 Theories are meant to explain something or to help
us to understand the way things are with in a
certain domain
 Theories include clusters of concepts organized
together to form a whole
 Theories are linked to rules about what counts as
evidence
 Theories bear a resemblance to the mental schema
which help individual make sense out of world and
provide a framework for behaving intelligently.

6.  ID theory is instructional theory.
 It is based on psychological aspects.
 It consist of a set of concepts, definitions and
propositions that explain process of
instruction with a systematic perspective.
 It offers guidance for improving the quality of
instruction.

7. Richey 1986 believes that theory can used
for two purposes in I.T
1. Conceptual Theory to explain
relationship among variables
2. Procedural Theory to explain how do a
procedure

9.  Design
◦ Identify a variety of instructional systems design
models and apply one model.
◦ Write appropriate objectives.
◦ Identify learning theories.
◦ Create instructional plans.
◦ Apply principles of educational psychology
◦ Select instructional strategies appropriate.

10. There are several key design
 Interface design
Developing a consistent , user
friendly ,attractive layout for the basic control
and function
 Sequencing
Deciding of best educational order in which
to place the different lesson and sub-
components

11.  Lesson design
Developing the strategies to be followed with in
each lesson to best put across the teaching
point , with emphasis on retaining motivation
and maximizing a retention
 Learner control
Deciding how much control the learner can
have over the lesson flow, and identifying key
decision points in the lesson sequence

12.  To select, use and apply appropriate media using
design principle
 It involves the programmers ,graphic artists,
writers and subject matters
 Common instructional development practice
involves
 Revise instructional design in consultation with
subject matter expert
 Field test ideas, strategies and material .
 Revise ideas, strategies and materials accordingly
 Develop primary instruction

13.  To identify and implement effective policies
related to the utilization, application and
integration of Instructional technologies.
 Utilization is the actual use of knowledge and the
skills .The purpose of utilization is to bring
learner with into contact with learning resources
and instructional system components
 Common practices are
 Media selection training
 Media application training
 Integrating polices and regulations

14.  To demonstrate leadership quality with
individuals and groups(e.g., interpersonal
skills, group dynamics, team building).
 Apply project management, resource
management, delivery system management
or information management techniques in
various learning and training contexts.

15.  To develop and apply criterion-referenced
measures, formative and summative
evaluation strategies to know extent to which
the objectives have achieved.
Common practice include
 Conduct need assessment
 Analyze performance problem
 Construct and validate evaluation instrument
and procedure
 Judge the worth of specific instructional
activities

16.  Cognitive Characteristics
◦ General Aptitude
◦ Specific Aptitude
◦ Developmental Level
◦ Language development level
◦ Reading level

17.  Physiological Characteristics
◦ Sensory perception
◦ General health
 Affective Characteristics
◦ Interests
◦ Motivation
◦ Attitude toward subject matter
◦ Attitude toward learning

18.  Social Characteristics
◦ Relationships to peers
◦ Feelings towards authority
◦ Tendencies toward cooperation and competition

19.  Learning often takes place in a
decontextualized environment. Learners must
learn the basics before engaging in more
complex and authentic behaviors.
 Learning is an individual responsibility and
activity.
 Teaching strategies transmit information in
small, simplified chunks leading to practice of
desired behaviors.

20.  Teachers interact to correct knowledge and
practice deficits. If the correct strategies are
used, then all learners will learn.
 Evaluation takes place at the end of
instruction.
 Evaluation often focuses on giving a grade
based on memory as reflected in the ability to
pass a test.

21.  Insufficient learning or failure indicates a
problem in the learning environment because
the instructional strategies failed to pass on
the necessary information. Failure is
undesirable because it may lead to a habit of
inappropriate behaviors.
 Instruction is successful if learners have
mastered the objectives.