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CONTENTS
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
1:
2:
3:
4:
5:
6:
7:
8:
Introduction
Instructional Theories
Designing Instruction
E-Learning
Web Tools
Designing Self-Instructional Materials
Distance Education
Technology Integration
CHAPTER OVERVIEW
Preamble
What is instructional design?
Instructional design models
The ADDIE model
o Analysis
o Design
o Development
o Implementation
o Evaluation
Dick and Carey model
o Goals
o Analysis
o Objectives
o Tests
o Strategy
o Materials
o Evaluation
What do instructional
designers do?
Key Terms
Summary
References
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Chapter 3: The Design of Instruction
PREAMBLE
In this Chapter, we will discuss several definitions of instructional design examine the
key words in these definitions. Emphasis will be on some of the instructional design
models. Focus will be on two well-known models: the ADDIE model and the Dick
and Carey model. While there is similarity in the two models, there also recognisable
differences which will be highlighted in the chapter.
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Chapter 3: The Design of Instruction
If you were to examine the above definitions of instructional design you will notice
the following terminologies that are common to the statements listed:
systematic
design
development
instruction
improve learning
achieve objectives
evaluation
INSTRUCTIONAL DESIGN MODELS
Since the 1960s, some 100 instructional design models have been introduced.
Why are they called models? They are called models because they present an
abstract and simplified description of the instructional process. The models are
presented as a system with a step-by-step process. What is a system? A system is
any set of components that work together to achieve a specified outcome or goal. An
important aspect of any system is the feedback mechanisms that ensure the goal is
achieved or maintained.
Analogy of a System
Think of the cruise control system on your car. You set the desired speed
(or goal) and the cruise control sets the gas injection to the proper level.
Using the cruise control analogy, the car does not just lock the gas pedal in
one position. If you begin to drive uphill, the car briefly slows down until the
speedometer information is fed back to the cruise control system, which
then increases the amount of gas and the desired speed is reached once
again. Just as a systems approach with its requisite feedback makes cruise
control a viable system to maintain driving speed.
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Chapter 3: The Design of Instruction
ANALAYSIS
EVALUATION
DESIGN
DEVELOPMENT
IMPLEMENTATION
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Let's take a look at the first phase in the ADDIE instructional design modelthe
analysis phase. Good educational or training programmes require planning and
analysis. Your first task would be to find answers to the following questions:
To answer the above questions, the Instructional Designer may have to:
Interview
Check Documents
There is a tendency to skip this phase of the instructional design process and
jump straight into the design and development phase. This is not advisable and could
have grave consequences. For example carpenters use the old adage, Measure twice;
cut once which can be translated to mean, Analyse Thoroughly, Design Once.
Skipping the Analyse phase can result in:
The content may not be relevant or redundant to learners, or even inaccurate.
The content may be too easy or too hard which could bore or frustrate
learners
You may not catch errors until it is implemented and it would be costly to fix
or redesign the course.
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When you reach this phase, you are already are pretty clear about the learning
outcomes and objectives (i.e. what learners will learn), the knowledge and skills
already possessed by learners. Now you can begin the Design phase in which you
want to plan what the course should look like when it is complete focusing on the
following questions:
Your task to produce an Instructional Design Document for the course. This
document is similar to an architect's blueprint. The document describes the course
structure and its instructional strategies but it does not contain content or subjectmatter to be taught, just like a blueprint is not a house. The actual course content and
learning materials will be created during the development phase.
The Instructional Design Document
The Instructional Design Document is an overview of the
entire instructional solution. It provides the following:
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Chapter 3: The Design of Instruction
Case studies
Scenarios
Computer laboratories
Generally, the strategies and activities selected must fit with the type of learning
people will be asked to do.
Step-by-step
Part-to-whole
Whole-to-part
Known-to-unknown
General-to-specific
As you can see, there are many different ways to organise and present course material.
You have to choose the structure that makes the most sense for the learners and the
course content.
d) Selection of Media
Here you will decide what media would be appropriate when presenting the content to
learners. The following the some examples:
Powerpoint slides
Audio clips
Video clips
Computer simulation
e) Designing Assessments
At the end of the needs analysis phase, you have design assessment tools that
will measure the learners progress.
If you have a driver's license, you probably completed two types of tests
before you received your license. You completed a written test that measured
your understanding of street signs, laws, and procedures. You probably also
performed an on-the-road test where someone observed your driving skills. The
two tests measure different capabilities.
You could be very knowledgeable about traffic laws and procedures but
a poor driver behind the wheel. Similarly, you might be good at driving the car
but poor at recognizing street signs and safety procedures. You have to pass both
tests before you can obtain a driver's license.
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Chapter 3: The Design of Instruction
You should ensure that the course's assessments should measure a learner's
progress towards each of the learning objectives. The types of assessment must fit the
learning objective.
The Instructional Design Document that has been discussed above serves as a
quality assurance checkpoint. It is much easier to adjust the design than
redevelopment later in the project. Based on the Document, you should make an
effort to:
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The Development phase involves the actual creation (production) of the
content and learning materials based on the Design phase. It involves creating or
obtaining any media mentioned in the design of the courseware. This phase sees the
creation of storyboards, graphics and programming involved in the development. It
involves the following considerations.
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Chapter 3: The Design of Instruction
The course development team can include writers, editors, graphic designers,
e-learning programmers, usability experts, and project managers. Some people may
be needed for the entire course development process, while other people may be
called in to accomplish just a few specific tasks.
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There are plenty of issues to address during the ADDIE implementation phase.
It is important to make sure that the course gets delivered smoothly and effectively to
the learners. Of course, these delivery issues will substantially depend on the course's
delivery format. Generally, the implementation phase contains a lot of project
management and logistics issues.
Let us take a brief look at the training delivery issues for a company that wants
to offer instructor-led courses to 2,000 employees who work at sites across a country.
During the one-day course, learners will gather in classes (ranging between 10-15
learners). Each learner will need to receive a course workbook and have access to an
internet-ready computer. Some of the client's sites have classrooms with computers,
but many sites will need to go to offsite locations for training. The following are some
implementation issues that the delivery team will need to decide.
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Chapter 3: The Design of Instruction
Arrange for the printer to deliver course workbooks to the class site
Ensure all sites will have internet-ready computers and arrange for laptops to
be shipped when necessary
Manage travel and expenses for the trainers and/or learners
Several data collection techniques can be used to obtain information about the
programme or course designed: surveys, questionnaires, interviews, observations,
tests and so forth.
LEARNING ACTIVITY
a)
b)
c)
d)
e)
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Chapter 3: The Design of Instruction
The ADDIE model is only meant to suggest the activities at each phase. It is a guide,
not a blue-print. Any given project will include some activities and not others, and
additional activities may be needed, depending on your project needs. The team
members at any given phase may also vary, depending on the scope of the project and
the skills and capabilities of your team members.
THE DICK AND CAREY DESIGN MODEL
Walter Dick obtained his PhD from Penn State University in educational
psychology and presently professor at Penn State University. Lou Carey obtained her
PhD from Florida State University and studied with Robert Gagne' and Walter Dick,
and is presently with Arizona State University. Both Dick and Carey wrote the book
The Systematic Design of Instruction in 1978 in which they introduced the Dick and
Carey Instructional Design Model.
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Dick and Carey made a significant contribution to the instructional design field by
championing a systems view of instruction as opposed to viewing instruction as a sum
of isolated parts. The model addresses instruction as an entire system, focusing on the
interrelationship between context, content, learning and instruction. According to
Dick and Carey, components such as the instructor, learners, materials, instructional
activities, delivery system, and learning and performance environments interact with
each other and work together to bring about the desired student learning outcomes
(see Figure 3.1).
Entry Behaviours
Prior Knowledge of the topic area
Attitudes toward content and potential delivery system
Academic Motivation
Educational and ability levels
General Learning Preferences
Attitudes towards the organization giving the instruction
Group Characteristics
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Chapter 3: The Design of Instruction
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Chapter 3: The Design of Instruction
instruments such as a checklist to verify that each key element of the answer has been
addressed. The most important thing a designer does in this phase is to create a
number of clearly phrased questions that give the learner the opportunity to
demonstrate that he or she can perform a given skill. Questions that trick, confuse, or
test skills other than that of the performance objective are useless.
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Chapter 3: The Design of Instruction
Step 6 DEVELOP AND SELECT INSTRUCTIONAL MATERIALS
Here, you finally get to develop the materials. Because your instructional material will
certainly be revised before final production, you should construct them on paper using
text, sketches, and storyboards. The development should include a student manual, the
instruction, tests, and an instructor's manual. Choices of multimedia should be made
upon the congruence between the skill and the media type. Practice and feedback
should be as close to the real world situation as possible.
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LEARNING ACTIVITY
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Chapter 3: The Design of Instruction
WHERE DO INSTRUCTIONAL DESIGNERS WORK?
An instructional designers is somewhat like an engineer. Both plan their work
based upon principles; the engineer on the laws of physics and the designer in basic
principles of instruction and learning. Both to design solution that are not only
functional but also attractive or appealing to the end user. Both the engineer and the
instructional designer have established problem-solving procedures that use to guide
them in making decision about their designs
The widespread use of computers as teaching tools has created a need for
instructional software. College courses, job training programs, how-to projects, and
other types of instruction are now offered through software programs. Instructional
designers carefully plan each program so it meets users' needs.
When working on a project for a client, instructional designers assume the role
of a teacher. They plan the overall instructional flow of the program and see that
content is both appropriate and clearly communicated. Instructional designers must be
familiar not only with the content to be learned and the level of the learner, but also
with a computer's means of presenting information and interacting with users.
Instructional programmes may be very specific and geared toward a fairly
small audience, as in the case of a training program in basic office procedures for new
employees of a company. Another program may be designed to instruct a larger
audience on a topic of general interest such as car repairs or money management. The
design may be simple, mainly requiring the user to read the information as it appears
on the computer screen. Other designs are more intricate, requiring different branches,
or courses of instruction, to appear after the user has responded to key questions,
taken a test, or interacted in some other way with the computer.
Instructional designers work for software publishers, software development
and design firms, and courseware developers. Most often they are part of a software
development team, responsible primarily for planning and outlining the programs.
Other team members might include a writer and an artist who create what will be seen
on each screen, a programmer who translates the design and content into computer
code, and a manager who coordinates production of the entire program. Therefore, the
ability to work well with others and to communicate ideas clearly is very important.
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Chapter 3: The Design of Instruction
K
KE
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RM
MS
S
Instructional design
ADDIE model
Analysis
Design
Development
Implementation
Evaluation
S
SU
UM
MM
MA
AR
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Y
The design phase in which you want to plan what the course should look like
when it is complete.
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Chapter 3: The Design of Instruction
Instructional goals: You begin by writing what you expect your learners will
be able to do at the end of your instruction.
When you do an instructional analysis you identify all knowledge and skills
that you want learners to acquire and therefore should be included in the
instruction.
R
RE
EF
FE
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EN
NC
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ES
S
Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional Design:
Principles and Applications, Second Edition, Educational Technology Publications,
Englewood Cliffs, NJ
Broderick, C. (2001). Instructional Systems Design: What it's all about. Boston:
Wiley.
Coldevin, G. and Mead, A., Study Guide in Instructional Design, University of
Namibia, 2001.
Dick, W. & Cary, L. (1978), The Systematic Design of Instruction, Third Edition,
Harper Collins.
Dick, W. & Cary, L. (1996), The Systematic Design of Instruction, Fifth Edition,
Harper Collins.
Commonwealth of Learning, Use and Integration of Media in Open and Distance
Learning, 1999.
Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual Framework
for Comparing Instructional Design Models, Educational Research and Technology,
42(2), pp. 55-72.
Gagn, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional
Design (4th ed.). Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
Heinich, R., Molenda, M., Russell, J. and Smaldino, S. (2001). Instructional Media
and Technologies for Learning. Englewood Cliffs: Prentice Hall.
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Chapter 3: The Design of Instruction
Kibler, R.J., & Bassett, R.E. (1977). Writing performance objectives. In Briggs, L.J.
(ed.), Instructional design (pp. 49 - 95). Englewood Cliffs, NJ: Educational
Technology Publications.
Merrill, D. Drake, L., Lacy, M. & Pratt, P. Educational Technology 1966, 36 (5), 5-7
Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third Edition,
Harper Collins
Reigeluth, C. (1983). Instructional Design Theories and Models: An Overview of
their Current Status. New Jersey: Lawrence Erlbaum Associates.