Instructional Development Welcome to ISTC 667

Instruction n What makes it successful? n Considerations?

Instructional Development n - A systematic process used by instructional developers in the design, development, and evaluation of instructional programs which are effective and/or efficient.

Systematic Instruction

Behavioral Objectives n Information to be learned is specified in terms of the learner’s behaviors. n Learning is measurable only in terms of the behavior produced. n Behaviors must be capable of measurement.

Systematic Instruction

Instructional Design n Term is used interchangeably with Instructional Development. n Information processed in terms of: –Sequence –Mode of presentation –Techniques and media employed

Systematic Instruction

Instructional Presentation n The information that was developed in step 2, is presented to learners.

Systematic Instruction

Instructional Evaluation n Learners evaluated in terms of behavioral objectives from step 1. n If performance is unsatisfactory, steps 1, 2, and 3 are revised until objectives are met.

Dewey’s Problem Solving n Identification of the problem n Formulation of a hypothesis n Collection, organization, and analysis of data n Formulation of conclusions n Verification, reflection, or modification of hypothesis – test consequences

Learning Theories n Tend to be descriptive n B.F. Skinner –Emphasis on effects of external conditions –Rewards, punishments determine future behavior n Do not specifically tell designer what to do to achieve goals

Incorporate theories n These are the core teaching strategies incorporated into instruction plan. n A combination of learning theories may be integrated within instruction plan.

The ID process begins n Questions for the developer: –Learner’s level of readiness? –Most appropriate instructional strategies in terms of learner characteristics/objectives? –What media or other resources most suitable?

The ID process begins –What support is required? –How is achievement of objectives determined? –What revisions necessary if program does not match expectations?

Key elements n Leaner characteristics –For whom is program developed? n What will learners learn or demonstrate? n How is the content or skill best learned? n What is the extent to which learning is achieved?

Comprehensive plan n 1. Identify instructional problems and specify goals. n 2. Examine learner characteristics. n 3. Identify subject content and analyze task components. n 4. Specify the objectives.

Comprehensive plan n 5. Sequence content within each instructional unit for logical learning. n 6. Design instructional strategies so each learner can master objectives. n 7. Plan instructional message and develop instruction. n 8. Develop evaluation instruments. n 9. Select resources to support activities.

Comprehensive plan

The End From Designing Effective Instruction 4 th Ed., Morrison, Ross, & Kemp, 2004.