10/30/2015 Instructional design ­ EduTech Wiki

http://edutechwiki.unige.ch/en/Instructional_design 1/7

Instructional designFrom EduTech Wiki

Contents

1 Definition1.1 What is Instructional Design Theory ?1.2 History1.3 Theoretical Foundations and related fields1.4 Instructional Design as Instructional Technology

2 What is good Instructional Design ?3 Instructional design models and methods4 Which criterias are necessary to decide for a Design

4.1 Other articles and further exploration of the topic5 Links6 References

1 Definition

“ Instructional Design is that branch of knowledge concerned with research and theory aboutinstructional strategies and the process for developing and implementing those strategies.” SaraMcNeil (http://www.coe.uh.edu/courses/cuin6373/whatisid.html).Systematic integration from general learning principles into learning material (Siemens 2002)“Instructional Design is the art and science of creating an instructional environment and materialsthat will bring the learner from the state of not being able to accomplish certain tasks to the state ofbeing able to accomplish those tasks. Instructional Design is based on theoretical and practicalresearch in the areas of cognition, educational psychology, and problem solving.” [1](http://www.elearnspace.org/Articles/InstructionalDesign.htm).

This article provides a short overview and points to more specialized articles.

1.1 What is Instructional Design Theory ?

According to Reigeluth (1999: 6­7) a "grand old man" in this field, Instructional Design­Theory is:

1. design­oriented (focusing on means to attain given goals for learning or development) and2. identifies methods of instruction (ways to support and facilitate learning) and the situation in

which these methods should and should not be used.3. Methods of instruction can be broken down into more detailed component methods4. Methods are probabilistic, rather than deterministic...

10/30/2015 Instructional design ­ EduTech Wiki

http://edutechwiki.unige.ch/en/Instructional_design 2/7

Sara McNeil (http://www.coe.uh.edu/courses/cuin6373/whatisid.html) defines the Instructional designfrom four different perspectives:

Instructional Design as a Process: Instructional Design is the systematic development ofinstructional specifications using learning and instructional theory to ensure the quality ofinstruction. It is the entire process of analysis of learning needs and goals and the developmentof a delivery system to meet those needs. It includes development of instructional materials andactivities; and tryout and evaluation of all instruction and learner activities.Instructional Design as a Discipline: Instructional Design is that branch of knowledgeconcerned with research and theory about instructional strategies and the process fordeveloping and implementing those strategies.Instructional Design as a Science: Instructional Design is the science of creating detailedspecifications for the development, implementation, evaluation, and maintenance of situationsthat facilitate the learning of both large and small units of subject matter at all levels ofcomplexity.Instructional Design as Reality: Instructional Design can start at any point in the designprocess. Often a glimmer of an idea is developed to give the core of an instruction situation. Bythe time the entire process is done the designer looks back and she or he checks to see that allparts of the "science" have been taken into account. Then the entire process is written up as if itoccurred in a systematic fashion.

1.2 History

Some trace the emergence of instructional design back to WW II when in the USA the need arose to trainquickly and efficiently thousands of new recruits. According to the hypertext history in instructional design(http://www.coe.uh.edu/courses/cuin6373/idhistory/1940.html) (retrieved 00:27, 15 August 2007 (MEST))it was also during this period that the term "instructional technologist" was coined. However, one usuallytraces back the conceptual foundations of instructional design to behaviorist theorists like Thorndike andWatson, and later Pressey and Skinner. In other words, the birth of instructional design is strongly relatedon one hand to the emergence of empirical research in psychology and education and on the other tospecific needs of the system.

1.3 Theoretical Foundations and related fields

Firstly, instructional design theory is founded in learning theory, pedagogical theory and instructionaltheory and draws from many other fundamental disciplines such as motivation research. All thesedisciplines have their word to say about pedagogic strategy.

Second, it's also a craft, i.e. an engineering discipline who's methods draw a lot from software engineering

Third, modern sophisticated instructional designs make use of educational technologies. Some authors evenargue, that some of the more interesting designs can't be done without technology. Instructional design andeducational technology depend on each other for several reasons:

10/30/2015 Instructional design ­ EduTech Wiki

http://edutechwiki.unige.ch/en/Instructional_design 3/7

Large scale applications (e.g. instructional multi­media or e­learning) are very expensive. They needa good instructional design method which is based on sound instructional design models.Technology can only enhance the learning process if there is an improvement teaching strategies andmethods (one does not learn better through a simple media effect).

Fourth, The planning of an a learning environment in the sense of Instructional Design should be evidenceorientated. This means, that decisions for methods, design and motivation are accredited through empiricalresults. This can be reached through design patterns, edit formats which have been approved to solve aproblem. (Niegemann 2013)

Note: In e­learning technology, good "main­stream" instructional design is best represented by IMSLearning Design (LD).

1.4 Instructional Design as Instructional Technology

Instructional Design is primarily an engineering discipline (even if it is based on solid research), i.e. mostinstructional designers have as a job to design real courses. "As Instructional Technology it's the systemicand systematic application of strategies and techniques derived from behavioral, cognitive, andconstructivist theories to the solution of instructional problems" (Berger and Kam(http://www.umich.edu/~ed626/define.html)).

Note that Instructional Technology is often used as synonym for Educational technology, but with the ideathat:

Instructional Technology = Instructional Design + Instructional Development

In other words, Instruction Technology / Design etc. has a more "industrial" or engineering flavor thanEducational Technology / Pedagogical Design.

2 What is good Instructional Design ?

DSchneider doesn't think that the Instructional Designer community necessarily possesses the "wholewisdom" needed for teaching or the design of learning environments and learning materials etc. Moreover,the method can kill the project, e.g. some "traditional"" ISD models may deter designers from the coreproblem which is in our opinion the pedagogic scenarization.

However, regardless of these kinds of fears, instructional design theory provides at least solid foundationsagainst which you can evaluate a design.

Some instructional designers do try to look at invariants of good pedagogy and adapt design theory toemerging new pedagogies. A good example is Reigeluth, known first for his 1983 behaviorist readerentitled: Instructional Design Theories and Models: An Overview of Their Current Status. A secondvolume, edited in 1999 as "Instructional­Design Theories and Models: A New Paradigm of InstructionalTheory" gave a lot of space to constructivist designs. A third volume is under preparation.

Another example is Merrill's First principles of instruction (2002), which claims that the following 5elements need to be found in any effective design:

10/30/2015 Instructional design ­ EduTech Wiki

http://edutechwiki.unige.ch/en/Instructional_design 4/7

1. Does the courseware relate to real world problems?2. Does the courseware activate prior knowledge or experience?3. Does the courseware demonstrate what is to be learned?4. Can learners practice and apply acquired knowledge or skill?5. Are learners encouraged to integrate (transfer) the new knowledge or skill into their everyday

life?

3 Instructional design models and methods

We would like to distinguish between an instructional design method that defines how to organize thewhole design process and an instructional design model that represents a class of a pedagogical design, i.e.how to teach, how to bring people to learn, etc.). It is not always easy to draw a line between "models" and"methods". This is particularly the case for frameworks like Instructional systems design (ISD).

Instructional design methods:

An instructional design method defines how to organize the whole design process (whereas an instructionaldesign model represents a class of a pedagogical design, i.e. how to teach, how to bring people to learn, etc.

See also the various articles in the category design methods.

Instructional design models:

An Instructional design model is a method, i.e. a general design rule on how to teach/bring to learn. Usuallyrestricted to a given class of subjects and contexts. Instructional design models usually have a strongerfocus on learning theory than instructional design methods.

[...] Models, like myths and metaphors, help us to make sense of our world. Whether derived fromwhim or from serious research, a model offers its user a means of comprehending an otherwiseincomprehensible problem. An instructional design model gives structure and meaning to an I.D.problem, enabling the would­be designer to negotiate her design task with a semblance of consciousunderstanding. Models help us to visualize the problem, to break it down into discrete, manageableunits. The value of a specific model is determined within the context of use. Like any otherinstrument, a model assumes a specific intention of its user. A model should be judged by how itmediates the designer's intention, how well it can share a work load, and how effectively it shiftsfocus away from itself toward the object of the design activity.

( Martin Ryder (http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html) )

4 Which criterias are necessary to decide for a Design

10/30/2015 Instructional design ­ EduTech Wiki

http://edutechwiki.unige.ch/en/Instructional_design 5/7

In According to Niegemann et. al. is the Instructional Design a systematik planning of learningenvironments, like Architekture if you build a house, Software engineering if you plan a program, orcreating a therapy by a medical doctor. There are two factors with influence the Design, and the learnersbehavior. Internal factors are things like learners prevoius knowledge and motivation, external factors arethings like the designing of learning environment. With regard to these factors there are three possibilitiesto decide. The first is a descission against every design model, but this is handicraft work withoutreflection. The second possibility is to choose one designing model. The third is choosing some aspectsfrom separate Designing Models, which a designer think are important for his proejct.

Important for the descission of a design are also the goals an E­Learning Tool, has. These could forexample be:

Qualification of PersonalSimilar Kinds of Training Possibility (on­demand) or (just in time)SimulationsTime­ or Room­Shift LearningFaciliation of Learning

(Niegmann et. al 2008)

4.1 Other articles and further exploration of the topic

You may first the read the article about instructional design models and then browse theCategory:Instructional design modelsIf you are more interested in design methodology, read the article about instructional design methodsand then browse the Category:Design methodologiesAlternatively, if you feel that instructional design is not the way you want to look at things, go toeducational technology and pedagogic strategy or start from a more theoretical level, e.g. learningtheory.

5 Links

A History of Instructional System Design(http://www.nwlink.com/~donclark/history_isd/isdhistory.html) by Don Clark (Big Dog & LittleDog)

Martin Ryder's Instructional Design Models(http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html)

Sara McNeil's definition (http://www.coe.uh.edu/courses/cuin6373/whatisid.html)

Applying Learning Theories to Online Instructional Design(http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html)

Instructional Design in Elearning (http://www.elearnspace.org/Articles/InstructionalDesign.htm), byGeorge Siemens (2002).

Nada Dabbagh's Instructional Design Knowledge Base(http://classweb.gmu.edu/ndabbagh/Resources/IDKB/instruct_design.htm)

10/30/2015 Instructional design ­ EduTech Wiki

http://edutechwiki.unige.ch/en/Instructional_design 6/7

A hypertext history of instructional design(http://www.coe.uh.edu/courses/cuin6373/idhistory/index.html) Very good website with links toimportant texts.

6 References

Edmonds Gerald S, Robert C, Branch and Prachee Mukherjee (1994), A Conceptual Framework forComparing Instructional Design Models, ETR&D, VoL 42, No. 4, 1994, pp. 55­72 LSSN 1042­1629.PDF (http://www.springerlink.com/content/e1248wl422330186/fulltext.pdf) (Access restricted)

Dick, Walter O, Lou Carey & James O Carey (1994). Systematic Design of Instruction (6thedition).Allyn & Bacon. ISBN 0205412742 (This seems to be a popular textbook but did not read it ­­DSchneider)

Institute for Interactive Technologies , Bloomsburg University of Pennsylvania, USA, E­LearningConcepts and Techniques, HTML (http://iit.bloomu.edu/Spring2006_eBook_files/index.htm),retrieved 22:18, 9 December 2006 (MET) (This is a collaborative e­book by students and guestauthors, includes presentation and discussion of ID)

Mergel, Brenda (1998), Instructional Design & Learning Theory, University of Saskatchewan, on­line paper. HTML (http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm), PDF(http://www.usask.ca/education/coursework/802papers/mergel/mergel.PDF). This paper is a verynice introduction where the authors explores connections between instructional design and learningtheory.

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research andDevelopment, 50(3), 43­59. [2] (http://cito.byuh.edu/merrill/text/papers/5FirstPrinciples.PDF)

Morrison Garry R., Steven M. Ross, Jerrold E. Kemp (2004), Designing Effective Instruction, 4thedition, Wiley, ISBN 0471216518

Niegemann, H.; Domagk S. ; Hassel, S. ; Hein, A.; Hupfer, M. ; Zobel, A. : KompendiumMultimedials Lernen, Heidelberg 2008.

Niegemann, H.: "Instructional Design". Lecture at Saarland University (Summer 2013). UnpublishedManuscript.

Orey, M. (Ed.), Emerging perspectives on learning, teaching, and technology. Department ofEducational Psychology and Instructional Technology, University of Georgia. HTML(http://projects.coe.uga.edu/epltt/)

This is an evolving e­book (Mediawiki) covering learning and cognitive theories andinstructional theories and models.

Reigeluth (ed.) (1999). Instructional­Design Theories and Models: A New Paradigm of InstructionalTheory, Vol. 2 (Instructional Design Theories & Models), Lawrence Erlbaum Associates. ISBN0805828591 (Good buy ­­ DSchneider)

Reigeluth (ed.) (1983). Instructional Design Theories and Models: An Overview of Their Current

10/30/2015 Instructional design ­ EduTech Wiki

http://edutechwiki.unige.ch/en/Instructional_design 7/7

Status. Lawrence Erlbaum Associates. ISBN 0898592755 (A classic, still worth reading)

Reiser Robert A. and John V. Dempsey (eds). (2006). Trends and Issues in Instructional Design andTechnology, 2nd edition. Prentice Hall. ISBN 0131708058 (probably the best buy if you are lookingfor a single book covering educational technology, learning theory and instructional design)

Retrieved from "http://edutechwiki.unige.ch/mediawiki/index.php?title=Instructional_design&oldid=45066"

Categories: Instructional theories Pedagogic strategies Overviews

Page last modified 16:17, 27 July 2013.By default, content is protected by a CC BY­NC­SA Licence.