An Introduction to Instructional Design Online Learning Institute Mary Ellen Bornak Instructional Designer Bucks County Community College

What is Instructional Design? A systematic process A systematic process  For analyzing, developing, designing, implementing, and evaluating instructional materials and activities A formal discipline that focuses on A formal discipline that focuses on  Research and theory about instructional strategies  The process for developing and implementing these strategies

Instructional Systems Design Model – “ADDIE” Phase 1 – Analyze Phase 1 – Analyze Phase 2 – Design Phase 2 – Design Phase 3 – Develop Phase 3 – Develop Phase 4 – Implement Phase 4 – Implement Phase 5 – Evaluate Phase 5 – Evaluate Revise as necessary Revise as necessary

Phase 1 -- Analyze Course Content Course Content  Material described in the syllabus  Skills or competencies involved  Outcomes expected Teaching/Learning Interface Teaching/Learning Interface  Presentation  Interaction  Assessment

Phase 1 – Analyze Specific Outcomes: Specific Outcomes:  Knowledge, judgment, synthesis, performance that accomplish course goals How will you know that students achieve course outcomes How will you know that students achieve course outcomes  Did they learned what you wanted them to learn? Assessment should be based on outcomes Assessment should be based on outcomes

Phase 2 -- Design Plan a strategy for developing instruction Plan a strategy for developing instruction  Strategy is based on the information collected in Analysis Define the course objectives Define the course objectives  Detailed, clear descriptions of what the learner will be able to do  Measurable  Observable

Phase 2 – Design Identify the tasks that the student should be able to perform prior to instruction Identify the tasks that the student should be able to perform prior to instruction  Is a tutorial or refresher needed? Design a course sequence and structure Design a course sequence and structure  Is the knowledge learned in sequential blocks, does it need to be linear?  Is the content complex - requiring demonstration?  Will pre-tests, unit post-tests, and end-of-course tests reinforce learning?

Phase 3 -- Development Structure content delivery Structure content delivery  On Analysis and Design phases Select the course delivery method Select the course delivery method  WebCT

Phase 3 -- Development Identify the media that will be used Identify the media that will be used  Books  Internet  Video  CD-ROMs  Data bases

Phase 3 -- Development Identify learner activities Identify learner activities  Augment direct instruction  Use discovery, active, guided learning  Build in peer interaction Overriding goal - student success Overriding goal - student success  Purpose course structure, content, activities, and assessment to that goal

Phase 4 -- Implementation Pathway Pathway  Is the navigation clear? Process Process  Do materials adequately present the content?  Do activities apply new knowledge to real-life?  Opportunity for collaboration, interaction? Support Support  Are tutorials necessary?  Is practice offered to master objectives? Communication Communication  Teacher presence  Peer Interaction

Phase 5 -- Evaluation Measures the effectiveness of instruction Measures the effectiveness of instruction Formative evaluation Formative evaluation  Takes place during course delivery  Purposed to support knowledge acquisition before summative evaluation. Summative evaluation Summative evaluation  assesses the overall effectiveness of course instruction and delivery

Revision…Why and How? Constant tending brings constant improvement Constant tending brings constant improvement  Use formative and summative evaluations to pinpoint weaknesses  Use student feedback, successes and failures Revision insures success Revision insures success Revision is not a negative Revision is not a negative  It is a positive step to meet student needs  Each revision will reflect improvement.

An Introduction to Instructional Design Online Learning Institute Mary Ellen Bornak Instructional Designer Bucks County Community College