You do not have access to this note.
You do not have access to this note.
Notes: Activity Video 1
An Introduction to Instructional Design
Intentional facilitation of learning toward identified learning goals.
The purpose of instruction is to help people learn.
Purposeful activity intended to cause, guide or support learning.
Instructional experiences that are focused on individuals acquiring very specific skills that will likely be applied almost immediately. Ex: Preparing people for a new job.
Usually a subset of a larger objective.
Learning experiences that are facilitated by a human being or teacher.
Some training may include a teacher, so teaching and training may overlap.
As a whole, instruction includes teaching and training.
Can occur with or without a teacher or instructor.
Can be inside or outside a traditional classroom.
Sometimes can be informal, the life lessons that we learn on our own.
A plan or drawing produced to show the looks and function or workings of something.
Instruction is the purposeful activity, Instructional Design is the plan of the purposeful activity.
Instructional Design Models:
A model is a simplified representation used to explain the workings of a real world system or event.
The goal of instructional design is to provide students a structured and supported learning environment.
ID is 1. student and goal centered, 2. focused on meaningful performance, 3. can be measured in a reliable way, 4. is self correcting and 5. typically done by a team.
Analysis: Focuses on the learning problem, the goals and objectives, the needs of the learner, the existing knowledge of the learner, the environment in which learning will take place, and constraints. Will also look at delivery options. Key word in this phase is Identify.
Design: Specifies 1. learning objective, 2. storyboards, 3. prototypes, 4. the user interface, and 5. the content. The keyword in this phase is Specify.
Development: In this phase the content and learning materials are produced, all based on the design phase. The keyword for this phase is Produce.
Implementation: During this phase, the content that was developed is put into production. The training for the learners and for the instructor or teacher are put into place and used.
Evaluation: The learner assesses criteria used and gathers learner feedback. Two types of evaluation: Formative and Summative.
Formative evaluations are conducted throughout and looking to continuously improve the instruction.
Summative evaluations consists of delivering criteria based assessments and gathering of learner feedback.
Notes: Activity Video 2
Principles of Instructional Design
Models of Instructional Design
Rapid Prototyping Model
Backward Design Model
Dick & Carey Model - Use the ADDIE model as a base but combines the Implementation and Evaluation stage as one. Add an additional phase in their model called Revision.
The Dick & Carey Model is very fluid, revisions constantly take place and evaluation is conducted along the way instead of all at once.
Notes: Activity Video 3
Goals and Objectives
Front End Analysis: Ask yourself, what is the problem or need? Where will the learning occur? Who is the target audience? What are the learning tasks?
Needs Assessment: Be sure to determine if instruction is the solution to your problem or need. What is Happening vs What we Desire = The need.
You need to write down and verify the need. If you don't pinpoint the need, how will you know the right direction to go?
Identify a Goal or Objective: Ask yourself, will your goals be acceptable to those that asked you to develop the instruction? Are the goals clear and measurable? Will there be expertise available to help you solve the instructional goal? Are time and resources available? Will some learners be available during the development process so that you can refine your instruction along the way?
Write a Goal Statement: Start by writing a list of behaviors that the learners will need to perform in order to demonstrate that the goal has been achieved.
The write a clear statement of the goal. Ex: "Upon successful completion of this instruction the learner will gain instructional design factual knowledge and techniques, learn fundamental principles, and apply course material to real world instructional problems."
Evaluate & Align Goals: Take the goal/goals and analyze the list of behaviors in order to write the goal.
Incorporate those behaviors in the statements that describe what your learners will demonstrate.
Determine if learners who demonstrate these list of behaviors will accomplish that goal. How does one go about doing that?
Notes: An Introduction to Instructional Design - Part 3 (Create, Build or Solve)
Activity Video 1: Goal Analysis
Written Goals, Learners, Environments, Classify Goals and Sequence Steps, Map the goals and then Diagram them.
What exactly will learners be doing if they accomplish this goal?
The Domains of Learning:
Verbal Information (Stating, Listing, Describing)
Intellectual Skills (Problem Solving, Forming Concepts, Applying Rules)
Psychomotor Skills (Learner Performs Specific Physical Activities)
Attitude Skills (Make choices, Make decisions)
Cognitive Strategy Skills (Skills to Manage our Thinking)
The Taxonomy Table:
Get goals into simple statements that include a verb that describes observable behavior.
"Two hours of instruction would likely use anywhere between five to fifteen major steps."
Summary of Goal Analysis
Classify Goals into Learning Domains
Identify the Major Steps in the Instructon
Sequence the Goals into the Major Steps
Map the Goals in a Diagram (Each statement to include a verb
There was a problem reporting this post.
Please confirm you want to block this member.
You will no longer be able to:
Please note: This action will also remove this member from your connections and send a report to the site admin. Please allow a few minutes for this process to complete.