Instructional Design Ryan Glidden

Instructional Design The process of planning, creating, and developing instructional or educational resources

Instructional Design Theory Learning Theory Instructional Design Model Learning Theory: general theory about how an individual may acquire knowledge Instructional Design Theory: specifically focuses on what methods of instruction will better directly correspond with an individual to increase the chances that learning will be attained Instructional Design Model: Processes used to create learning materials (i.e. ADDIE, Dick and Carey, Glasgow, etc.) _design_updated_2015.ppthttp://studyonthebeach.com/csusb/classes/winter_2015/etec_544_F2F_winter_2015/media/instructional _design_updated_2015.ppt

Instructional Design Similar analysis/assessment (ADDIE vs Dick and Carey) Goals (process of establishing objectives) Design and Development components (based on goals) Implementing and review (test and improve cycle) There are many different instructional design models from which to choose. Many of these models have common features such as:

Instructional Design Dick and Carey

Instructional Design ADDIE

Analysis A systematic process in which an instructor tries to: identify an educational problem/obstacle identify the learning objectives of the person being taught (“Who”) assess strengths of the student establish educational goals (“What”) Identify the way to measure success of instruction (“How”) Which can be accomplished by using: People (i.e. meetings, interviews, surveys) Document Recovery (i.e. previous training materials) Literature (i.e. scholarly work or research) _design_updated_2015.ppthttp://studyonthebeach.com/csusb/classes/winter_2015/etec_544_F2F_winter_2015/media/instructional _design_updated_2015.ppt

Design An instructor creates a potential method for how learning may take place taking into consideration: Learning objectives Assessment tools Instructional content This phase should be specific and will involve: Delivery decisions (i.e. how will users receive your product) Storyboarding (i.e. outlining your product before development phase) Assessment planning (i.e. after designing, does your product still meet the outlined “Who”, “What”, “How”?) _design_updated_2015.ppthttp://studyonthebeach.com/csusb/classes/winter_2015/etec_544_F2F_winter_2015/media/instructional _design_updated_2015.ppt

Development An instructor turns the storyboarded (outlined) idea into a tangible plan: Content is created (i.e. writings, creation of video, designing graphics, etc.) Should be as close to the final product as possible This phase should be specific and will involve: Self-testing (i.e. testing your product to make sure it has the intended outcome) Revision (i.e. if the product not longer meets your intended goals, revision at this stage is crucial) _design_updated_2015.ppthttp://studyonthebeach.com/csusb/classes/winter_2015/etec_544_F2F_winter_2015/media/instructional _design_updated_2015.ppt

Implementation An instructor begins introducing the following into the lessons: Curriculum (i.e. What you’re teaching) Learning outcomes (i.e. acquire a new skill) Method of delivery (i.e. online, class discussion, video) ways of measuring success (i.e. exams, projects) This is the near completion in terms of creation, but not the last phase overall. Your product should: Be relatively free of errors (or as free of errors as possible) Provide opportunities for Data Collection for the last phase (i.e. test scores, number of participants, attendance, etc.) _design_updated_2015.ppthttp://studyonthebeach.com/csusb/classes/winter_2015/etec_544_F2F_winter_2015/media/instructional _design_updated_2015.ppt

Evaluation An instructor uses formative and summative evaluation by studying: Collected Data (i.e. test scores, number of participants, attendance, etc.) Observed learning outcomes (i.e. Was a new skill was acquired?) Problems in the method of delivery (i.e. online students didn’t learn from non-interactive activities, in-class discussions were lackluster, video was ineffective, etc.) This is the last phase and opportunity to verify if the Instructional Design was successful. Check if your student (“Who”) was taught the intended subject or skill (“What”) Learn from your mistakes (i.e. Would you try something differently next time?) _design_updated_2015.ppthttp://studyonthebeach.com/csusb/classes/winter_2015/etec_544_F2F_winter_2015/media/instructional _design_updated_2015.ppt

Why Use Instructional Design Design and development without a process is confusing and lacks order. By assigning a process: the goals are clarified (i.e. Analyze) Projects are methodical (i.e. Design) Problems are flushed out in the method of delivery (i.e. Development) Learning outcomes are met (i.e. Implementation) Assessment of final assignment is clear (i.e. Evaluation) _design_updated_2015.ppthttp://studyonthebeach.com/csusb/classes/winter_2015/etec_544_F2F_winter_2015/media/instructional _design_updated_2015.ppt