5 Elements of Instructional Design

Hilary R. Estey, MS

Table of Contents PAGE Instructional Systems Development (One Model)1 Design Step 1: Write the Program Objectives.3 Design Step 2: Select the Content 4 Design Step 3: Sequence the Objectives and Topics....5 Design Step 4: Select Methods and Media..6 Design Step 5: Evaluation Techniques.7

Instructional Design: Five Elements page 1

Instructional Systems Development (One Model)

ANALYSIS DESIGN DEVELOPMENT IMPLEMENTATION EVALUATION

The arrows describe the relationship between the phases of Instructional Development. Although there is a logical flow and sequence, the double arrows indicate necessary feedback and overlap between the phases. Well look at each phase individually. ANALYSIS In this phase the need for training is examined. The following decisions are made: Needs Analysis Whether training is really what the organization needs. Goal Analysis What the training will accomplish goals and objectives. Population Analysis Who makes up the audience? Education, experience and

language proficiency. Resource Analysis What resources are available? From subject matter experts

(SMEs), designers, and developers, to equipment such as classrooms, A/V studios, simulators, computers, etc. Funding is also considered and planned for.

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DESIGN

During the design phase the following tasks are accomplished: 1. The objectives are written. 2. The content and topics to be covered are documented. 3. The sequence of the objectives and topics is decided. 4. Methods and media are identified. 5. The evaluation process is defined.

Once these items are thought through and written out, they become your Design Document. DEVELOPMENT Using the design document, program materials are designed and produced. Examples:

Instructor guides.

Participant workbooks, job aids, reference materials.

Computer based programs, videos.

Visual media.

Simulations or test equipment. IMPLEMENTATION The program is carried out. Feedback from a pilot implementation is used in the evaluation phase to continually improve the program. EVALUATION The two focuses of this phase are measurement and maintenance. Both the programs success at teaching and the participants success at learning are evaluated against the program objectives. Feedback from this phase is used to revise and refine the program.

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Design Step 1 Write the Program Objectives

A program objective clearly and simply states what the learner will be able to do as a result

of participating in the program.

Effective objectives are measured and observable.

Avoid objectives that aim to improve an internal state of mind; for example to understand or to know are not measurable or observable.

Use performance oriented objectives such as:

At the end of this training program, participants will be able to

Use Explain Label

Demonstrate Diagram Evaluate

Inspect List Prepare

Complete Assemble Organize

Sell Analyze Conduct

Make sure to get the clients sign-off on objectives before proceeding with the design.

The objectives are the backbone of the program and the most crucial element of the design phase. The decisions you make in selecting content, methods, media and evaluation are all based on your objective statements.

Note: The client is the one who contracted you to do the work. This may be an internal or external client.

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Design Step 2 Select the Content

There always seems to be much more information than there is time or the resources to teach it. The wise designer sticks with the content that is required to meet the objective.

For each objective, develop a list of topics and subtopics.

Consult subject matter experts the people who perform the objectives well already.

Research existing documentation, job descriptions, performance evaluations, and related training programs (both internally and those available externally).

Start with a think big approach. List everything that could possibly be relevant to the objective.

Narrow the list by indicating which topics are essential and which are nice to know.

Include only those topics that are essential to the program objectives.

The nice to know can be provided in an appendix or other resource area.

Note: What, exactly, are you teaching? Domains: Cognitive: knowledge, skills Affective: attitude, behavior Psychomotor: performance of physical activities

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Design Step 3 Sequence the Objectives and Topics

Sequencing alternatives include:

simple to complex

known to unknown

overview to detail

theoretical to practical

easy to difficult

order of performance Factors to consider are:

THE AUDIENCE: experience, knowledge, learning style(s)

THE TASK OR OBJECTIVE: does step one have to be mastered before one can learn step two?

THE FRAMEWORK: is it necessary to understand the purpose and function of a system before learning its individual parts? Would it be easier to first learn the how and then learn the why?

Examples

Known to unknown Financial software training begins by making a comparison to a checkbook and allows participants to become comfortable by writing checks, and using the register to balance their checking account. It then progresses to the other functions of the software.

Easy to difficult Piano lessons start by learning individual notes and playing

scales, and progress to reading music.

Frequent to less frequent Cash register training begins with handling a cash payment, then a credit card payment, and finally a payment by check.

Problem to solution Computer training begins by diagnosing the problem and then applying the correct solution.

Step-by-step CPR training follows a strict protocol of steps.

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Design Step 4 Select Methods and Media

The more closely the method, media, and exercises mirror the real world of application, the better.

METHODS MEDIA EXERCISES Reading Instructor led Knowledge-based topics:

Lecture Manuals Multiple choice

Demonstration Handouts True/false

Discussion Transparencies Short answer

Self-study Flipcharts Matching

OJT Computer-based

Coaching (one-on-one Videos Performance-based topics:

Simulators Role plays

Slides Case studies

Audio tapes Skill practices

Satellite broadcast

Then consider:

Cost to develop

Cost to maintain

Stability of information

Instructor requirements (level of knowledge and/or experience)

Background of participants

Facility requirements

Length of time an activity takes

Size of class(es)

Note: It is possible to create anything. Youll find budget and/or time constraints to be your biggest challenge.

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Design Step 5 Program Evaluation Techniques

Program Evaluation Techniques

Participant observations

Instructor observations

Pre- and post-testing

Job performance observation

Factors to consider: TIMING: before, during, immediately after, or after some duration

FORMAT: rating scales, tests, interviews/surveys, behavioral observations

Development and administration costs

Participant Evaluation Techniques Performance or demonstration of skill Structured role-plays Group or individual problem solving Peer evaluations Simulations Knowledge-based tests

Factors to consider:

TIMING: before, during, immediately after, or after some duration How well does the evaluation measure the objective How well does the evaluation reflect real life application of the skill(s) Development and administration costs

Note: It is most difficult to measure affective learning.