INSTRUCTIONAL DESIGN Many definitions exist for instructional design 1. Instructional Design as a Process: 2. Instructional Design as a Discipline: 3. Instructional Design as a Science: 4. Instructional Design as Reality:

1. Instructional Design as a Process: Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.

2. Instructional Design as a Discipline: Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies. 3. Instructional Design as a Science: Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity. 4. Instructional Design as Reality: Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and she or he checks to see that all parts of the "science" have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion.   

USE OF INSTRUCTIONAL DESIGN 1. ID tries to do online what the instructor does in a classroom 2. ID focuses on the most effective way to present content 3. ID begins with the learner and the learner experience 4. ID covers all the phases of good development 5. ID is more effective than e-learning 6. ID creates a transparent process - easier to track and utilize the experiences of development team

MODELS OF INSTRUSTIONAL DESIGNS Prescriptive models provide guidelines or frameworks to organize and structure the process of creating instructional activities. These models can be used to guide your approach to the art or science (your choice) of instructional design. The following are commonly accepted prescriptive design models: 1. ADDIE MODEL 2. DICK AND CAREY MODEL 3. ROBERT GAGNE’SID MODEL 4. MINIMALISM 5. KEMP, MORRISON AND ROSE NINE STEP ID MODEL 6.RAPID PROTOTYPING 7. EPATHIC INSTRUCTIONAL DESIGN

BASIC FEATURES OF ID MODELS Need assessment Goal and objective identification Audience and setting analysis Content and delivery development Evaluation and redesign

ADDIE MODEL Media sphere provides clients with professional instructional design services to assist in the planning and development of online and blended learning courses. Our instructional designers use the foundations of the ADDIE Model to develop courses and resources.

DICK AND CAREY MODEL Stage 1. Instructional Goals This model describes all the phases of an iterative process that starts by identifying instructional goals and ends with summative evaluation. Stage 1. Instructional Goals Stage 2. Instructional Analysis Stage 3. Entry Behaviors and Learner Characteristics Stage 4. Performance Objectives Stage 5. Criterion-Referenced Test Items Stage 6. Instructional Strategy Stage 7. Instructional Materials Stage 8. Formative Evaluation Stage 9. Summative Evaluation

DICK AND CAREY MODEL

ROBERT GAGNE’S ID MODEL This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning.

ROBERT GAGNE’S ID MODEL The theory outlines nine instructional events and corresponding cognitive processes: Gaining attention (reception) Informing learners of the objective (expectancy) Stimulating recall of prior learning (retrieval) Presenting the stimulus (selective perception) Providing learning guidance (semantic encoding) Eliciting performance (responding) Providing feedback (reinforcement) Assessing performance (retrieval) Enhancing retention and transfer (generalization).

MINIMALISM Theory of J.M. Carroll The Minimalist theory of J.M. Carroll is a framework for the design of instruction, especially training materials for computer users. The theory suggests that All learning tasks should be meaningful and self-contained activities Learners should be given realistic projects as quickly as possible 3) Instruction should permit self-directed reasoning and improvising by increasing the number of active learning activities 4) Training materials and activities should provide for error recognition and recovery and, 5) There should be a close linkage between the training and actual system.

KEMP, MORRISON AND ROSE NINE STEP ID MODEL There are nine key elements to the instructional design: Identify instructional problems, and specify goals for designing an instructional program. Examine learner characteristics that should receive attention during planning. Identify subject content, and analyze task components related to stated goals and purposes. State instructional objectives for the learner. Sequence content within each instructional unit for logical learning. Design instructional strategies so that each learner can master the objectives. Plan the instructional message and delivery. Develop evaluation instruments to assess objectives. Select resources to support instruction and learning activities.

KEMP, MORRISON AND ROSE NINE STEP ID MODEL

RAPID PROTOTYPING The instructional design team uses the rapid prototyping methodology to develop blended and online courses at Camosun. Early on the development process a prototype is developed to allow a small sample of learners, instructors and other key stakeholders to evaluate, test and provide feedback on the learning experience. The model promotes continuous improvement and the integration of feedback throughout the lifecycle of the course development project. To learn more about the rapid prototyping model, contact our instructional design team today!

RAPID PROTOTYPING

EPATHIC INSTRUCTIONAL DESIGN It is a most pragmatic approach consists of 5 steps process Observe – watch daily tasks to gain rich understanding Capture data – record images, video, open questions Reflect and analyse – picture current state and visualise desired state of performance to find learning gaps Brainstorm for solutions – just-in-time, simulation, blended, multimedia, themed, exploration Develop prototypes – test with learners and refine

Stages in developing an Instructional Design Instructional Goal Need Analysis Audience and Environmental Analysis Performance Objective Criterion referenced test items Instructional strategies Instructional materials Development Formative evaluation Summative evaluation