1. INSTRUCTIONAL DESIGN

2. Instructional Design “A” Science
Rooted in learning theories which are drawn from psychology, sociology, philosophy and education.
“An”
Art
Designing of instructional materials is a highly creative process.
A process used to create instructional materials.
Tested, well researched mechanism of enhancing human learning.

3. What is Instructional Design?
Thorough pre-planning of delivery of instruction in a proper sequence of events is known as instructional design. As you know the literal meaning of instruction is a set of events that facilitate creative pattern. The purpose of instructional design is to plan and create situations that enhance learning opportunity of individual learners.

4. Instructional Design - Description of the target group.
- Programme/course specifications (syllabus)
- Selection of the media to be utilized
- Design of the courses/lessons (units)
- Specification of objectives
- Development of test items
- Development of draft lessons
- Pre-testing of the materials
- Revision of the materials before their launch

5. Models of Instructional Design
Addie
Gagne-Briggs Model
David Merrill
Dick and Carey
Hannafin and Pack
Gerlach and Ely
More than hundred models exist.

6. Systems Approach to ID Analyze: define the needs and constraints
Design: specify learning activities, assessment and choose methods and media
Develop: begin production, formative evaluation, and revise
Implement: put the plan into action
Evaluate: evaluate the plan from all levels for next implementation

7. Theories of Learning
Behaviourism: Based on observable changes in behaviour. Behaviourism focuses on a new behavioural pattern being repeated until it becomes automatic.
Cognitivism: Based on the thought process behind behaviour. Changes in behaviour are observed, and used as indicators as to what is happening inside the learner’s mind.
Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and Schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.
Experiential Learning: Based on the fact that adults use the experience to create and construct their knowledge through observation, reflection, generalization, and testing.

8. Piaget, Vygotsky, Bandura
Behaviorism
Cognitivism
Constructivism
Experiential
According to Behaviorists learning is a process similar to habit formation through conditioning which links desired responses to stimuli
Synthesis
The cognitivist approach takes into consideration activities such as perception, concept formation, language use, thinking, understanding problem solving, attention and memory
The term refers to the idea that learners construct knowledge for themselves, each learner individually (and socially) constructs meaning as he or she learns, based on his/her own experiences
Adult learners construct their own knowledge / perspective through their own individual experience and schema
Watson
Thorndike Pavlov
Skinner
Gagne
Piaget, Vygotsky, Bandura
Jerome
Ausubel
Bruner
Mead
Jonassen
Merrill
Perkins
Kolb
Knowles
Programmed instruction teaching machines
Matter in small steps
Learning objectives
Activities, SAQs, etc
Assignments
Sequencing of content
Diagrams, charts etc.
Choice of media
Guidance
Structuring of knowledge
Motivating experience
Problem oriented learning
Learner profile based objectives
Learner centered approach
Questioning, critical analysis, application and reflection
Task oriented learning
Short and progressive steps
Learning commensurate with past experiences
Continual feedback of progress, motivation and stimulation

9. Watson, Thorndike, Pavlov, Watson, Skinner
Behaviourism:
Learning happens when a correct response is demonstrated following the presentation of a specific environmental stimulus
Learning can be detected by observing an organism over a period of time
Emphasis is on observable and measurable behaviours

10. Behaviourism:
Instruction is to elicit the desired response from the learner who is presented with a stimulus
Instruction utilizes consequences and reinforcement of learned behaviour
Learner must know how to execute the proper response as well as the conditions under which the response is made

11. Piaget, Vygotsky, Bandura, Jerome, Ausubel, Bruner
Cognitivism:
Learning is change of knowledge state
Learner is viewed as an active participant in the learning process
Focus is on how learners remember, retrieve and store information in memory
Examine the mental structure and processes related to learning

12. Cognitivism:
The outcome of learning is not only dependent on what the teacher presents but also on what the learner does to process this information
Focus of instruction is to create learning or change by encouraging the learner to use appropriate learning strategies
Teachers/designers are responsible for assisting learners in organizing information in an optimal way so that it can be readily assimilated

13. Mead, Jonassen, Merrill, Perkins
Constructivism:
Learners build personal interpretation of the world based on experiences and interactions
Knowledge is embedded in the context in which it is used (meaningful realistic settings)
Believe that there are many ways (multiple perspectives) of structuring the world and its entities

14. Constructivism:
Instruction is a process of supporting knowledge construction rather than communicating knowledge
Engage learners in the actual use of the tools in real world situations
Learning activities should be authentic and should centred around the “problem” as perceived the learners

15. Impact of Theories of Learning on Instructional Design
Behaviourism:
Watson, Thorndike, Pavlov, Watson, Skinner
Cognitivism:
Piaget, Vygotsky, Bandura, Jerome, Ausubel, Bruner
Constructivism:
Mead, Jonassen, Merrill & Perkins
Programmed instruction teaching machines
Matter in small steps
Learning objectives
Activities, SAQs, etc
Assignments
Sequencing of content
Structuring of knowledge
Motivating experience
Problem oriented learning
Learner profile based objectives
Learner centered approach
Questioning, critical analysis, application and reflection

16. How to Foster a Learning Culture
Motivate learners
Make learning problem-centered
Help learners assume control of their learning
Provide meaningful practice

17. Designing for Instructional Events
Gaining attention – Show a variety of examples related to the issues to be covered
Informing learners of the objectives – Specify the objectives
Stimulating recall of prior learning – review introductions, summaries and issues covered

18. Presenting the stimulus - Adopt a framework for learning/understanding
Providing learning guidance – Show case studies and best practices
Eliciting performance- Outputs based on issues learnt

19. Providing feedback – Check all examples are correct/incorrect
Assessing performance – Provide self-assessment questions, including scores and remedies
Enhancing retention and transfer – Show examples and statements and ask learners to identify issues learnt

20. Summary
The objective of instructional design is to ensure that the distance learner learns and acquires the necessary knowledge and skills, and to enhance his/ her performance in his/ her own world as a student and ultimately in the world of work.
That learning theory is the essential ingredient in instructional design. There is no single theory which instructional designers keep in mind while designing the instructional strategies and content. Behavioural approach can effectively facilitate mastery of contents; Cognitive strategies are useful in teaching problem solving; Constructivist strategies are suited for dealing with ill defined problems.