Instructional Design Models and Theory

2013 BILC PROFESSIONAL SEMINAR

COL DR ERNSTCPT DAMMS

Outline

• What is Instructional Design?

• History

• Theories and Models

• Conclusion

Instructional Design

Instructional Systems Design (ISD)

"instructional experiences which make the acquisition of knowledge and skill

more efficient, effective, and appealing“

in

• Student- only

• Teacher- led or

• Community- based settings.

Instructional Design Instructional Systems Design (ISD)

Goal > • create successful learning experiences• engender transfer of training Three fundamental concerns >• identifying the goals • selecting the strategy• evaluating success (Moore, Bates & Grundling, 2002, p.71).

Instructional Design Instructional Systems Design (ISD)

Traditionally rooted in

Cognitive and Behavioral

Psychology

recently Constructivism (learning theory)

• Skinner: “The Science of Learning and the Art of Teaching”

> Programmed instructional materials

• Bloom:“Three domains of learning“

> Cognitive (what one knows or thinks),

> Psychomotor (what one does)

> Affective (what one feels))

History

History

• Gagne : “The conditions of learning”

Cognitive Domain• 1. Verbal information is stated• 2. Intellectual skills - labelling or classifying the concepts• 3. Intellectual skills - applying the rules and principles• 4. Intellectual skills - problem solving allows the generation of solutions or procedures• 5. Cognitive strategies - are used for learningAffective Domain• 1. Attitudes - are demonstrated by preferring optionsPsychomotor Domain• 1. Motor skills - enable physical performance

History

• Gagne‘s Nine Events of Instruction

1. Gaining attention: Stimulus2. Informing learners of objectives: Teacher communicates outcome to the

group3. Stimulating recall of prior learning: The teacher asks for recall of existing

relevant knowledge4. Presenting the stimulus: The teacher gives emphasis to distinctive features.5. Providing learning guidance: The teacher helps the students in

understanding (semantic encoding) by providing organization and relevance.6. Eliciting performance: The teacher asks the learners to respond,

demonstrating learning.7. Providing feedback: The teacher gives informative feedback on the learners'

performance.8. Assessing performance: The teacher requires more learner performance,

and gives feedback, to reinforce learning.9. Enhancing retention and transfer: The teacher provides varied practice to

generalize the capability.

History

• 1990s constructivist theory began to gain traction

• In 2000 Internet, social media tools and multitudes of information resources, became a popular tool instructional designers

• Nowadays the challenge for instructional designers is how to create learning opportunities that may now occur anywhere and anytime.

Theories and Models

• ISD is a system approach to create instruction.

• ISD idea : provide learners with a clear statement of what they must be able to do as a result of training and how their performance will be evaluated.

Theories and Models

ADDIE model• Analysis• Design• Development• Implementation• Evaluation

Theories and Models

• Analysis refers to the gathering of information about one’s audience, the tasks to be completed, and the project’s overall goals. The instructional designer then classifies the information.

• Design phase: instructional designers create their project. Information gathered from the analysis phase, in conjunction with the theories and models of instructional design, is meant to explain how the learning will be acquired.

Theories and Models

• Development – relates to the creation of the activities being implemented. This stage is where the blueprints in the design phase are assembled.

• Implement – allows the instructional designer to test all materials to identify if they are functional and appropriate for the intended audience.

• Evaluate – ensures that the materials achieved the desired goals. The evaluation phase consists of two parts: formative and summative assessment. This final phase is vital for the instructional design team because it provides data used to alter and enhance the design.

Theories and Models

The Morrison, Ross and Kemp model is classroom-oriented and designed to focus on content and to appeal to teachers

Three elements that differentiate it from some other models: • instruction is considered from the perspective of the learner

• the model takes a general systems view towards development with instructional design being presented as a continuous cycle

• the model emphasizes management of the instructional design process. (Prestera, 2002, p. 4).

Theories and Model The Morrison, Ross and Kemp model

Theorie and Models

Seels and Glasgow Model is Product-oriented

Three phases: • needs analysis, • instructional design• implementation and evaluation

Theorie and Models Seels and Glasgow Model

Theories and Models

• needs analysis > instructional goals, requirements, and context.

• instructional six steps > task analysis; instructional analysis; objectives and tests; formative evaluation, materials development, instructional strategy and delivery systems

• implementation and evaluation > development and production of materials, delivery of the training, and summative evaluation.

(Gustafson and Branch, 2001, p.43).

Theories and Models

Dick and Carey Systems Approach Model is systems-oriented > link between a

stimulus (instructional materials) and

response that it produces in a learner (learning of the materials)

Theorie and Models

Theorie and Models

Other useful design models :

• Instructional Development Learning System (IDLS)

• Smith/Ragan Model

• OAR Model ( Objectives-Activities - Resources) in higher education

• Wiggins' theory of backward design

Conclusion

Perkins: Instructional-design theory

• Clear information. Descriptions and examples of the goals

• Thoughtful practice. Opportunity for learners to engage actively and reflectively whatever is to be learned

• Informative feedback. Clear, helping them to proceed more effectively.

• Strong intrinsic or extrinsic motivation. Activities that are amply rewarded (Perkins, 1992, p. 45).

Conclusion

Instructional-design theories are: • design oriented, • they describe methods of instruction

and the situations in which those methods should be used,

• the methods can be broken into simpler component methods, and

• the methods are probabilistic (Perkins, 1992, pp. 53).

References • Cognition and instruction: Their historic meeting within educational psychology.

Mayer, Richard E. Journal of Educational Psychology, Vol 84(4), Dec 1992

• Dick, W., & Carey, L. (1996). The systematic design of instruction. 4th ed. New York, NY: Harper Collin

• Gagné, R. M. (1985). The conditions of learning (4th ed.). 30. New York: Holt Rinehart & Winston.

• The Herridge Group (2004). The Use of Traditional Instructional Systems Design Models for eLearning (online) Available: http://www.herridgegroup.com

• Perkins, D. (1992) Smart Schools. New York. Free Press

• Prestera, G. (2002). Instructional Design Models [online]. Available: http://www.personal.psu.edu/users

• Reigeluth-Snelbecker : What is Instructional-Design Theory and How is it Changing? Available: http:// www.netwerkopenhogeschool.org

Thank you for your attention !