ID&T, or instructional design and technology, is defined as the analysis of learning problems and the design, development, implementation, and evaluation of instructional processes and resources intended to improve learning. There are seven key characteristics of instructional design including being student-centered, goal-oriented, and empirical. The two core components are the use of systematic instructional design procedures, such as the ADDIE model of analyze, design, develop, implement, and evaluate, and the use of media for instructional purposes. Learning theories that underpin instructional design include behavioral, cognitive, constructivist, and connectivist approaches.

1. SUMMARY &
ANALYSIS OF ID&T
Anna-Jeanne Lucero

2. ID&T
Defined
• AKA instructional technology
• The analysis of learning and
performance problems
• The design, development,
implementation, evaluation &
management of instructional
and non-instructional
processes and resources
• Intended to improve learning
and performance in various
settings

3. Seven
Characteristics of
Instructional Design
• A student-centered process
• A goal-oriented process
• A creative process
• Focuses on meaningful performance
• Assumes outcomes are measurable, reliable,
and valid
• An empirical, iterative and self-correcting
process
• Typically is a team effort

4. Two core components of the field,
Instructional Design and Technology
1.
Use of systematic instructional design
procedures
2.
Use of media for instructional purposes

5. Use of systematic instructional design
procedures: Systematic Process
Agrees upon rules and
procedures to move through a
process
Doesn’t “blindly” follow a
sequence
Requires reflection and
creative problem solving

6. Use of systematic
instructional design
procedures
The Analyze, Design, Develop, Implement, and Evaluate
(ADDIE) Process:
• Bases on a systematic product development concept
• Analyze- needs assessments, identifying a performance
problem
• Design- objective writing, classifying learning,
specifying learning activities and media
• Development- preparing instructional materials both
print and electronic
• Implementation- delivering instruction
• Evaluation- formative (collecting data for revision) and
summative (assess the overall effectiveness)

7. Use of systematic instructional design
procedures
1. Design a Problem
Demonstration
2. Design a Progression of
Problem
3. Design Instruction for
Component Skills
4. Design Instructional
Strategy Enhancements
5. Finalize Instructional
Design
6. Design Assessment and
Evaluation
Pebble in the Pond

8. Use of systematic
instructional design
procedures
Successive Approximation Model
• Preparation Phase- collection of
background information in an
expeditiously was.
• Iterative Design and Development Phase-
allows for prototype refining throughout
the process.
• Separated Design and Development
Phases- developing a design proof to test
viability to ensure the desired outcome.

9. Psychological Foundations of
Instructional Design: Learning Theories
Behavioral
Learning
Learning can
be
understood,
explained,
and predicted
entirely based
on observable
events.
Cognitive
Information
Processing
The 3
memory
systems in the
learner
receive
information
from the
environment,
store it and
use it.
Schema Theory
and Cognitive
Load
Knowledge is
stored in
packets of
information
called schema.
Gagne’s Theory
of Instruction
5 major
categories of
learning and 9
events of
instruction.
Constructivism
Learner
actively
imposes
organization
and meaning
on their
environment
constructing
knowledge in
the process.
Connectivism Situated Learning
Learning is a
result of
developing
“richer and
richer”
knowledge.
Knowledge is
Supposed to
grow in
meaningful
related cultural
actions.

10. REFERENCES
REISER,R.A.,&DEMPSEY
,J.V
.(2018).TRENDSANDISSUESIN
INSTRUCTIONALDESIGNANDTECHNOLOGY(4TH ED.).PEARSON