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Welcome to:Instructional Design Module

Instructor Dr. Ahmed Abdelraheemahmedyar@squ.edu.om

ILTDSultan Qaboos University

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Objectives of the module

The module is designed to enable you to:-1. Describe the concepts and tools associated with instructional

design model/models ( ADDIE model + Dick & Carey system approach model.

2. Apply instructional design concepts and tools to develop a simple peace of instructional material :through the activities of the main phases of instructional design and sub-components of Dick & Carey system approach model.

3. Adapt an instructional design approach to your own instruction context : understand and develop of an instructional strategy that suit your audience.

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What is Instructional Design?. . . A process used primarily to develop a wide range of instructional

materials, printed, computer-assisted, and/or televised.Dick and Carey (1989)

. . . The systematic process of transplanting principles of learning and instruction into plans for instructional materials and activities.Smith and Ragan (1993)

. . . An organized procedure for developing instructional materials or programs which include the steps of analysis, designing, developing, implementing and evaluating.

AECT (1994)

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Definitions: Instructional Design as a:

Process: The analysis of learning needs and goals and the development of a delivery system to meet those needs.

Discipline: That branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.

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Instructional Science: Creating detailed specifications for the development, implementation, evaluation and maintenance of all situations that facilitate learning.

Instructional System: An arrangement of resources and procedures to promote learning.

Instructional Technology: The systematic and systemic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems.

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Instructional Development: The process of implementing design plans.

Message Design: The physical form of the message (visuals, pages, screen)

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Teaching vs. Designing Design implementation Chooses when to use

the design and in what environment

Chooses instructional strategies and assesses

Design stops at implementation

Presents design as a blueprint for future instruction

Both plan activities based on what has been working in the past, design useful and appealing instructional materials, applies theory, research, and strategy to design, evaluate and assesses.

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Instructional Design Models

Fixed—prescribing the same method variable regardless of what the learner does (prescriptive)

Adaptive—prescribing different method variable depending on learners actions or responses (descriptive)

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Prescriptive vs. Descriptive

Uses sets of conditions and desired outcomes to prescribe the best methods

Goal oriented Optimal methods are the

variable of interest Described whole models

that will be optimal for given sets of conditions and desired outcomes.

Take sets of conditions as given and describe the likely outcomes as the variables of interest

Goal free Outcomes are the variable

of interest Concerned with describing

the likely outcomes of using whole models under varying sets of conditions

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Instructional Design Research and Theory Base

General Systems Theory Psychological Research and Theory Instructional Theory and

Teaching/Learning Research Communications Theory and Perceptions-

Attentions Research

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Conceptual Models of Instructional Design

Time-focused—opportunity oriented providing ample room for student perseverance

Task-focused—Emphasizes the processes that facilitate learning, prescriptive and generalized

Learner-focused—make recommendations for instructions based on differences in the learner, primarily prescriptive

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Procedural Models of Instructional Design

Identify steps, not relationship among variables; serve as a translation from theory to practice, generally very linear

Models built on general systems theory Models based on learning and instructional

theory—used as project planning tools; not as guidelines for specific instructional activities

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Dimensions for Critiquing ID Models

Origin Theoretical Empirical

Theoretical Underpinnings Learning or instructional theory Control/management/monitoring Analysis function

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Dimensions for Critiquing ID Models (cont.)

Purposes and Uses Teach instructional design Produce viable instructional products or

activities Reduce costs of training/education

Documentation Total model Parts of model

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Instructional Design Models . . .

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Instructional Design Model - ADDIE

DesignCreate learning objectivesCreate performance testsEstablish baseline SKAs

Create course outline

AnalysisNeeds assessment

Task inventoriesDetermine performance gaps

Task analysis

DevelopmentDiagram activities to assist learners

Create materials or coursewareDetermine technology

Determine setting and style

ImplementationPrepare to deliver instruction& training

Administer training (teach/facilitate)Create environment for learning

EvaluationReaction

Learning (knowledge)Behavior (transfer)

Results

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ACTIVITY 1

Go to the website : http://en.wikipedia.org/wiki/ADDIE_Model

a) Write the main phases of ADDIE modelb) Summarize the activities of each phase of

the ADDIE.

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