WHAT IS ISD..

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Instructional Systems Design

• A prescription of the necessary events and

activities of learning (instructional methods) which:
– provides a guidance function towards the achievement
of specific objectives
– promoting of desired learner capabilities
• under a particular set of conditions.
 INTRODUCTION We l e a d

Instructional
Design

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a set of events a creative
that facilitate pattern or
learning a rational,
logical,
sequential
process
intended to solve
problems

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 INTRODUCTION We l e a d

What is Instructional Design?

• .. the systematic process of translating

principles of learning and instruction into
plans for instructional materials and activities.

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 Role of Instructional Design We l e a d

• Identify a performance problem

• Determine the goals and objectives
• Define your learners and their needs
• Develop strategies to meet needs and goals
• Assess learning outcomes
• Evaluate if goals, objectives, and needs are met

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 Why Instructional Design? We l e a d

• There is a need for training.

• The learning events are well-designed.
• Quality training materials are developed.
• Learning events are implemented using
appropriate strategies or approaches.
• Learning events are evaluated to ensure that
learning has taken place.

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 ID MODELS/THEORIES We l e a d

• MODELS: Procedural/Conceptual models

• THEORIES: Learning/Systems theory

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 ID MODELS We l e a d

• Models provide procedural frameworks

• Incorporate fundamental elements of ID

processes/steps to develop instructional materials

Develop- Implemen-
Analysis Design Evaluation
ment tation
 ID MODEL: ANALYSIS PHASE We l e a d

• Basic for all other phases in the ID process

• To identify barriers/constraints:
– define the problems
– Identify the audiences
– identify the cause of the problems
– determine possible solutions.

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 We l e a d

INPUTS Customer requirements

Participant information
Manager’s comment

Analysis

Analysis report
OUTPUTS • Problem definition / business issue
• Required outcomes - instructional goals
• Training as solution
• Learner profile - total projected population
• Timeliness for design / development (project plan)
• Proposed budget
• Sources of information / expertise
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 ID MODEL: DESIGN PHASE We l e a d

• How will the content be organized?

• How will it be presented to learners?
• What delivery format will be used?
• What types of activities and exercises will be
included?
• How will learners' accomplishments be
measured?

jharun@utm.my
 We l e a d

Analysis Report
INPUTS •Learner profile
•Subject matter expertise
•Comments from customer, participants, managers

Design
Entry behaviors / prerequisite
Learning hierarchy / learning objectives
OUTPUTS Test items
Design documents
•Sequence
•Timing
•Instructional strategies
•Media choices
Instructor specifications 11
ID MODEL: DEVELOPMENT PHASE We l e a d

• Focus on generating the course documents

and materials used by faculty, trainers and
participants during the delivery of the course

• Outputs of this phase:

– competency-based learning guides and checklists
– pre- and midcourse questionnaires
– computer based learning/traning
– web page, trainer’s notes, presentation plans,
assignment sheets, case studies, etc.
jharun@utm.my
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INPUTS
Design document
Content sources
Subject matter expertise
Word processor, graphic artist, video production, etc.

Development

OUTPUTS Rough draft of participant materials

Rough draft of instructor materials
Rough draft of instructional materials
Rough cut of video
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ID MODEL: IMPLEMENTATION PHASE We l e a d

• The implementation phase of the ID process

refers to the actual delivery of the instruction
as designed.
• Competency-based as part of mastery learning
• Group-based, computer-based

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 We l e a d

INPUTS Finalized materials:

•Instructor
•Instructional
•Participant
Certified instructors
Marketing plan

Implementation

OUTPUTS On the job behavior changes (learning objectives)

which improve business performance

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 ID MODEL: EVALUATION PHASE We l e a d

• The systematic collection, processing, analysis

and interpretation of data to determine
whether education or training has met its
objectives
– to identify aspects of the process that should be
strengthened.

• Types of evaluation include:

– participant reaction, participant learning
– on-the-job performance and effect of training
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Target population
INPUTS Prepared instructor
Rough draft materials
Suitable locations

Evaluation

OUTPUTS
Information to revise rough draft materials
•Comments (verbal or written)
•Observations
•Instructor comments
•Evaluation instrument results

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 Instructional System Design We l e a d

Customer Design Materials Test results

review and review review
approval

Develop- Implemen
Analysis Design Evaluation
ment tation

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 EXAMPLES OF ID MODEL We l e a d

There are numerous instructional design models:

• ADDIE Model
• ASSURE Model
• Dick & Carey Model
• Hannafin & Peck Model
• Waterfall Model
• Rapid Prototyping Model
• Hypermedia Design Model
• Multimedia Design Model
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 ID MODEL: HANNAFIN & PECK We l e a d

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ID MODEL: ADDIE We l e a d
ID MODEL: ASSURE We l e a d
 ID MODEL: WATERFALL We l e a d

Waterfall Model (Traditional) Waterfall Model (Modified)

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 ID MODEL: DICK & CAREY We l e a d

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ID Model: Morrison, Ross & Kemp (MRK) We l e a d

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 ID MODELS/THEORIES We l e a d

• MODELS: Procedural/Conceptual models

• THEORIES: Learning/Systems theory

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USE AN ISD PROCESS – Project Development
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• Analysis
– Needs analysis What is the problem? How to solve?
– Task analysis - What is the content? The job?
– Instructional analysis - What must be learned?

Design
– What are the objectives?
– How will we know if the objectives are met?
– What instructional strategy will achieve the objectives?
– What media and methods are most effective?

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USE AN ISD PROCESS – Project Development
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Development
• Draft materials - What will the materials say?
• Media production - How do the materials look and sound?
• Formative evaluation - Do they meet quality standards,
Do students learn from them?, How do we improve them?

Evaluation
• Have we solved the problem? What is the impact?, What
needs to change?

Implementation
– Is the client ready to take responsibility for the course?
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Thank You