Instructional DevelopmentInstructional Development

Welcome to ISTC 667Welcome to ISTC 667

InstructionInstruction What makes it successful?What makes it successful? Considerations?Considerations?

Instructional DevelopmentInstructional Development - A systematic process used by - A systematic process used by

instructional developers in the instructional developers in the design, development, and evaluation design, development, and evaluation of instructional programs which are of instructional programs which are effective and/or efficient.effective and/or efficient.

Systematic InstructionSystematic Instruction

B eh avoria lO b jec tives

In s tru c tion a lD es ig n

In s tru c t ion a lP resen ta tion

In s tru c tion a lE va lu a tion

4 C ru c ia l E lem en ts

Behavioral ObjectivesBehavioral Objectives Information to be learned is Information to be learned is

specified in terms of the learner’s specified in terms of the learner’s behaviors.behaviors.

Learning is measurable only in Learning is measurable only in terms of the behavior produced.terms of the behavior produced.

Behaviors must be capable of Behaviors must be capable of measurement.measurement.

Systematic InstructionSystematic Instruction

B eh avoria lO b jec tives

In s tru c tion a lD es ig n

In s tru c t ion a lP resen ta tion

In s tru c tion a lE va lu a tion

4 C ru c ia l E lem en ts

Instructional DesignInstructional Design Term is used interchangeably with Term is used interchangeably with

Instructional Development.Instructional Development. Information processed in terms of:Information processed in terms of:

– SequenceSequence– Mode of presentationMode of presentation– Techniques and media employedTechniques and media employed

Systematic InstructionSystematic Instruction

B eh avoria lO b jec tives

In s tru c tion a lD es ig n

In s tru c t ion a lP resen ta tion

In s tru c tion a lE va lu a tion

4 C ru c ia l E lem en ts

Instructional PresentationInstructional Presentation The information that was The information that was

developed in step 2, is presented developed in step 2, is presented to learners.to learners.

Systematic InstructionSystematic Instruction

B eh avoria lO b jec tives

In s tru c tion a lD es ig n

In s tru c t ion a lP resen ta tion

In s tru c tion a lE va lu a tion

4 C ru c ia l E lem en ts

Instructional EvaluationInstructional Evaluation Learners evaluated in terms of Learners evaluated in terms of

behavioral objectives from step 1.behavioral objectives from step 1. If performance is unsatisfactory, If performance is unsatisfactory,

steps 1, 2, and 3 are revised until steps 1, 2, and 3 are revised until objectives are met.objectives are met.

Dewey’s Problem SolvingDewey’s Problem Solving Identification of the problemIdentification of the problem Formulation of a hypothesisFormulation of a hypothesis Collection, organization, and analysis Collection, organization, and analysis

of dataof data Formulation of conclusionsFormulation of conclusions Verification, reflection, or Verification, reflection, or

modification of hypothesis – test modification of hypothesis – test consequencesconsequences

Learning TheoriesLearning Theories Tend to be descriptiveTend to be descriptive B.F. SkinnerB.F. Skinner

– Emphasis on effects of external Emphasis on effects of external conditionsconditions

– Rewards, punishments determine Rewards, punishments determine future behaviorfuture behavior

Do not specifically tell designer Do not specifically tell designer what to do to achieve goalswhat to do to achieve goals

Incorporate theoriesIncorporate theories These are the core teaching These are the core teaching

strategies incorporated into strategies incorporated into instruction plan.instruction plan.

A combination of learning theories A combination of learning theories may be integrated within may be integrated within instruction plan.instruction plan.

The ID process beginsThe ID process begins Questions for the developer:Questions for the developer:

– Learner’s level of readiness?Learner’s level of readiness?– Most appropriate instructional Most appropriate instructional

strategies in terms of learner strategies in terms of learner characteristics/objectives?characteristics/objectives?

– What media or other resources most What media or other resources most suitable?suitable?

The ID process beginsThe ID process begins– What support is required?What support is required?– How is achievement of objectives How is achievement of objectives

determined?determined?– What revisions necessary if program What revisions necessary if program

does not match expectations?does not match expectations?

Key elementsKey elements Leaner characteristicsLeaner characteristics

– For whom is program developed?For whom is program developed? What will learners learn or What will learners learn or

demonstrate?demonstrate? How is the content or skill best How is the content or skill best

learned?learned? What is the extent to which learning What is the extent to which learning

is achieved?is achieved?

Comprehensive planComprehensive plan 1. Identify instructional problems 1. Identify instructional problems

and specify goals.and specify goals. 2. Examine learner characteristics.2. Examine learner characteristics. 3. Identify subject content and 3. Identify subject content and

analyze task components.analyze task components. 4. Specify the objectives.4. Specify the objectives.

Comprehensive planComprehensive plan 5. Sequence content within each 5. Sequence content within each

instructional unit for logical learning.instructional unit for logical learning. 6. Design instructional strategies so 6. Design instructional strategies so

each learner can master objectives.each learner can master objectives. 7. Plan instructional message and 7. Plan instructional message and

develop instruction.develop instruction. 8. Develop evaluation instruments.8. Develop evaluation instruments. 9. Select resources to support 9. Select resources to support

activities.activities.

Comprehensive planComprehensive plan

The End

From Designing Effective Instruction 4th Ed., Morrison, Ross, & Kemp, 2004.