Instructional System and

Instructional Technology
Definition
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 includes
development of instructional materials and
activities and tryout and evaluation of all
instruction and learner activities.
Instructional systems or
design is the systematic
planning of instruction
including needs
assessment, and evaluation
of materials and practices.
Instructional systems or
design is the systematic
planning of instruction
including needs assessment,
and evaluation of materials
and practices.
 THE CONE OF EXPERIENCE
 Dale’sCone of Experience is a model that
incorporates several theories related to instructional
design and learning processes.
 Duringthe 1960s, Edgar Dale theorized that learners
retain more information by what they “do” as
opposed to what is “heard”, “read” or “observed”.
 His
research led to the development of the Cone of
Experience.
 Today,this “learning by doing” has become known as
“experiential learning” or “action learning”.
ACTIVITY
Study the Cone of Experience
given on the next slide. Write
your analyzation on how the
elements are arranged from
the bottom upward or from
top down.
The Cone of Experience Verbal
Symbols

Visual Symbols

Radio, Recordings and Still

Pictures

Motion Pictures
Exhibits
Field Trips

Demonstrations
Dramatic Participation
Contrived Experiences
Direct, Purposeful Experiences
DISCUSSION
1. Whatare the learning aids found in the Cone of
Experience?
2. How are the experiences of reality arranged in the Cone
of Experience?
3. Which way is closest to the real world?
4. Is
the basis of the arrangement of experiences difficulty
of experience or degree of abstraction or the amount of
immediate sensory participation involved?
5. Arethe upper levels of the Cone for the older student
and the lower ones for the child?
 VERBAL SYMBOLS
• They are not like the
objects or ideas for which
they stand.
• They usually do not
contain visual clues to their
meaning.
• Written words fall under
this category.
 VISUAL SYMBOLS
• There are no longer realistic
reproduction of physical
things.
• Visual symbols are highly
abstract representation.
• These are charts, graphs,
maps, and diagrams.
 RECORDINGS, RADIO, STILL IMAGES
• These are visual and auditory devices.
Still picture lack the sound and motion
of a sound film.
• The radio broadcast may often be
likened to a televised broadcast minus its
visual dimension.
 WATCH MOTION
PICTURES/TELEVISION
• It can reconstruct reality of
the past so effectively that we
are made to feel we are there.
• They present an abstract
view of a real event.
 EXHIBITS
• It is seen as a spectator were the
spectator can operate some of
the materials presented.
• They may consist of working models
arranged meaningfully or photographs
with models, charts, and posters.
 FIELD/ STUDY TRIPS
• It is a sensory experience
where a school journey or
excursion is made.
• Students are spectators
similar to their position in a
demonstration but with
more directness.
 DEMONSTRATION
• Are descriptions or explanations
as a process, illustrated by
examples, specimens, or other
items.
• It is another means where
students can see how certain
things are done.
ROLE – PLAY A
SITUATION OR
DRAMATIZED
EXPERIENCES
• Are defined as
experiences in which the
learner acts out a role
or activity.
 MODEL OR SIMULATE A
REAL
EXPERIENCE/CONTRIEVED
EXPERIENCES
• Are ones that are highly
participating and simulate
real life situation or
activities.
DIRECT PURPOSEFUL
EXPERIENCE
• Bottom level of the
cone.

• Represents reality on
the closest things to real,
everyday life.
 Thelearning aids found in the cone of experiences are the
use of variety of medium in learning is good, strong
foundation of new learning's rooted from concrete
experiences and that learning must be bring forth to abstract
level as much as possible.
 The cone of experiences the closest to the real world was
the first one in the bottom. It is the direct purposeful
experiences.
 Coneof experience is a visual model, a pictorial device that
presents bands of experience arrange according to degree of
abstraction and not degree of difficulty. The farther you go
from the bottom of the cone, the more abstract the
experience becomes.
Dales’ cone of experience is a tool to help instructors make
decisions about resources and activities. The instructor can ask
the following:
 Where will the student’s experience with this instructional
resource fit on the cone? How far is it removed from real-
life?
 What kind of learning experience do you want to provide in
the classroom?
 How does this instructional resource augment the
information supplied by the textbook?
 What and how many senses can students use to learn this
instructional material?
 Does the instructional material enhance learning?
 MODES
OF
LEARNING
 Jerome Bruner
•Presented a similar idea,
emphasizing the mental
operations of learners.
•Bruner suggested that
successfully “thinking at abstract
levels involved progressing from
related direct experiences
(enactive), through related iconic
experiences, and then into the
realm of abstraction
1. Enactive
• Direct or actual
experiences
• Life on the raw, rich and
un edited
• They form the bases for
other learning
2. Iconic
•More abstract experience which
could be in the form of pictures
3. Symbols
•Use of words or printed
materials which no longer
resemble the object of study.
BLOOM’S REVISED
TAXONOMY
INSTRUCTIONAL DESIGN
MODELS
1.ADDIE MODEL
The ADDIE model is a systematic
instructional design model consisting
of five phases: (1) Analysis, (2)
Design, (3) Development, (4)
Implementation, and (5) Evaluation.
The five phases of ADDIE are as
follows:
DICK AND CAREY INSTRUCTIONAL MODEL
 Also known as the Systems Approach Model
Stage 1. Instructional Goals

The first step is to figure out the instructional goals. This

means that you are able to, or will be able to, identify
what it is the students need to learn. For example, if you
were teaching a course on American history, you probably
wouldn’t teach a lesson on Guy Fawkes and his gunpowder
plot from 1605. However, if you were teaching a class on
English history, there would indeed have to be a lesson on
the gunpowder plot. It all depends on what kind of
material your overarching theme is covering.
Stage 2. Instructional Analysis

Instructional analysis is the second step. This means you are

determining the skills that your students will need to learn what
you plan to teach them. Returning to the Guy Fawkes situation,
some may need to have a love of history instilled in them before
they are willing to sit down and listen to the lesson. Others may
simply need to be able to work on the lesson material at their
own pace. Will they need to know some background about the
story? Or will you be teaching an introduction to the gunpowder
plot and therefore giving that introductory lesson? Note that if
you are teaching on the gunpowder plot, you have to take into
account what they may or may not have already learned.
Stage 3. Entry Behaviors and Learner Characteristics

Next you have to assess which skills the students have

out of those that you previously determined are needed
for this lesson. For the Guy Fawkes example, if you
determine that they should be able to remember the
date he was caught – November 5, 1605 – and someone
is not good with remembering dates, you may have to
help them with it. Are they able to sit still long enough?
Or do they have trouble talking? These skills will be
crucial to the lesson’s success with each student.
Stage 4. Performance Objectives

Next, you must figure out specific goals and objectives for the lesson.
This is the equivalent of the SWBAT – or Student Will Be Able To –
that many American classrooms must have as of this writing. These
objectives must be detailed – such as “the student will be able to
identify the gunpowder plot’s purpose”. Details will help you make
sure you are teaching your students what matters most from the
lesson, such as the gunpowder plot was meant to blow up Parliament.

Notice that you have not gotten to actually teaching, and these are
the first four steps. Teaching begins at step eight, but this only gives
a general outline for a suggestion on how to make the teaching
effective.
Stage 5. Criterion-Referenced Test Items

The fifth thing you must do is to create a test (consistent with the
performance objectives) that will reflect what you’re hoping to teach
the students. Referring back to notes you have made will help you
figure out what to test. These are meant to help the students
understand what they have or have not mastered yet, and are a
checkpoint for the parents or administrators. For example, again
referring to a lesson on Guy Fawkes, you could ask questions about his
part in the plot, how he was caught, who was involved, and maybe
what the plot was meant to do. If you had watched videos and had
them take notes, the information you hoped they’d gather from the
videos could also be on the test.
Stage 6. Instructional Strategy

Sixth, you begin to outline your lesson plan. This means

that you will be able to demonstrate what you want them
to learn, add activities, and decide how each segment will
be done. If you want to have group activities, now is the
time to decide when and what materials will be covered by
the activity. Referring back to Guy Fawkes, a group activity
could mean each group tries to use what they know to
create a presentation for the class as a pre-test activity.
Stage 7. Instructional Materials

Seventh, you make sure you have what you need ready for
the lesson. If you have something you already know will
work, use it. This could mean bringing in a barrel like the
ones used in Guy Fawkes’ plot, or bringing in a scale model
of the Parliament building that would have been blown up.
A map of London at the time is also good. However, it
doesn’t extend to only objects for the lesson. If you’re
giving a test, make sure you have all the tests printed and
ready to go.
Stage 8. Formative Evaluation

Next, you would have to evaluate how the lesson

went. Were there some students who weren’t too
thrilled with the group work? Did your groups not
work well? Did some students sit back while others
did all the work, expecting to ride along for a good
grade? You could use this time to go for a field trip
or to work in smaller groups. You could even do
one on one if you have a small enough group.
Stage 9. Summative Evaluation

Ninth, you revise. If all you do is teach a class on the gunpowder

plot, you have a good opportunity to revise the class. There will
always be a grumbler or two, but if it works out well a majority of
the time, it’d be worth keeping. If there’s one activity that no
class has ever liked, it would be worth cutting it out and replacing
it with something else. This step is all about making sure that
when you restart the teaching process, it’ll work out.

Finally, you simply look back at your entire experience using the
model. Did it work out for you? Did you create a better lesson plan
than you had before? Or did it work against you? Did you find
yourself spending too much time on one area?
Before completely beating yourself up over
not spending time on one area, if you
already know the answer for one area, it
makes your job easier. It means you can
more easily do the rest of the process –
which simply shows how they are all
connected, whether directly or indirectly.
That right there is part of why it is
considered a good model of learning.