1. Barry Williams1 Systematic Instructional Design Barry Williams Ph.D.

2. Barry Williams2 Traditional Instruction Instructors Learners Textbooks Where teaching is getting content from the text into the heads of learners

3. Barry Williams3 Textbooks  The Systematic Design of Instruction,  Walter Dick, and Lou Carey.  Fourth Edition, Harper, 1996

4. Barry Williams4 Intro. to Instructional Design Or Is there a better way to train?

5. Barry Williams5 Traditional Instruction Instructors Learners Textbooks Where teaching is getting content from the text into the heads of learners

6. Barry Williams6 Instruction as a systematic process Every component of instruction (teacher, student materials, and learning environment) is crucial to successful learning Called the “Systems Approach” to instruction

7. Barry Williams7 What is a system?  A set of interrelated parts all working together toward a defined goal.

8. Barry Williams8 How can a systems approach improve instruction? A process that allows you to looks at – the learners, –the instructor, –the instructional materials, –and learning environment Goal is to bring about increased learning.

9. Barry Williams9 Rationale for using the systems approach See the roles of all the components Control how they interact –Reduces overemphasis on any one component

10. Barry Williams10 Dick & Carey Model Assess Needs I.D.. Goals Conduct Instructional Analysis Analyze Learners & Contexts Write Performance Objectives Development Assessment Instrument Revise Instructions Develop Instructional Strategy Develop & Select Instructional Materials Design & Conduct Formative Evaluation of Instruction Design & Conduct Summative Evaluation

11. Barry Williams11 Components of the Systems Approach Model Determine Instructional Goal Analyze the Instructional Goal Analyze Learners & Contexts Write Performance Objectives Develop Assessment Instruments Develop Instructional Strategy

12. Barry Williams12 More Components of the Systems Approach Model Develop & Select Instruction Design & Conduct the Formative Evaluation of Instruction Revise Instruction Conduct Summative Evaluation

13. Barry Williams13 Reasons for the effectiveness of a systematic approach Focus on what the learner is to know or do The process has a linkage between each component –especially between instructional strategy and learning outcomes It is an empirical & replicable process with over 25 years of research evidence

14. Barry Williams14 Types of Systematically Designed Instruction  Programmed instruction  Learning activity packages (LAPs)  Modules

15. Barry Williams15 Characteristics of an Instructional Module Learner interaction with material Usually self-instructional Has an integrated theme Provides information needed to acquire specified knowledge & skill Only one component of the curriculum Has statement of objectives

16. Barry Williams16 Systems Approach Is Appropriate for: Any instructional delivery system –It is the analysis and not the delivery mode that determines the success of the instruction. Both individualized and group instruction –Don’t confuse design process with delivery mode Instructors, instructional designers, trainers Business, Industry, K-12 Ed., Higher Ed.

17. Barry Williams17 Assessing Needs to Identify Instructional Goal(s)

18. Barry Williams18 Background Most critical part of the I.D. process – identifying instructional goals Two methods to id goals –1. SME (Subject Matter Expert) –2. PT (Performance Technology)

19. Barry Williams19 Instructional Goal What you want the learner to be able to do after training (instruction)?

20. Barry Williams20 Instructional Goals are stated in terms of: Skills Knowledge Attitudes

21. Barry Williams21 Instructional Goals use action verbs “Will be able to solve...” “Will be able to blind rivet” “Will be able to apply...”

22. Barry Williams22 Instructional Goals allow you to: Describe the problem precisely Determine how to solve it efficiently & effectively Save $$$$$$$$ when instruction is found not to be needed or is misplaced

23. Barry Williams23 NAs are: Used to id the nature of the organizational problem – Gap between what is and what should be Used to solve an problem existing

24. Barry Williams24 Examples of “Fuzzy” Instructional Goals Appreciating handmade furniture Sensing good paintings Being aware of how to make hot cakes

25. Barry Williams25 How to Clarify Fuzzy Goals 1. Write it down 2. Write down what the learner would do to achieve the goal

26. Barry Williams26 Parts of a Goal: 1. Id the learners The bricklayers at Bricks-Are-Us 2. What the learner will be able to do “will be able to lay a course of 16 in. concrete block”

27. Barry Williams27 Parts of a Goal: continued 3. Description of the context in which the skills are use 30 feet long in one hour 4. Description of the tools available using a mudguard, trowel, level, and plumb line

28. Barry Williams28 Conducting a Goal Analysis A way to identify training content Id all skills & knowledge to be include in the instruction Too Little? Too Much?

29. Barry Williams29 Instructional Analysis Is a set of procedures applied to an instructional goal results in the identification of the relevant steps for performing the goal. Is a visual representation of what the learner should be doing to learn the goal

30. Barry Williams30 Goal Analysis - Two Steps  1. Classify according to the type of learning outcome (domain of learning) –psychomotor, intellectual, verbal information, attitudes  2. Describe exactly what a students will be doing when performing the goal –using observable verbs like moving, painting, etc.

31. Barry Williams31 Verbal Info. Vs Intellectual Skills Gagne & Driscoll pg. 44 Verbal Information (facts) –declarative knowledge, “knowing that” –is added to information already in memory Intellectual Skills –“knowing how” as opposed to know that

32. Barry Williams32 Goal Analysis continued Decide if sub-steps (sub-goals) are necessary –complexity of the task –target audience Finally, formulate a test item that would show that learners can perform the skill?

33. Barry Williams33 Identifying Subordinate Skills & Entry Behaviors

34. Barry Williams34 Step Two: Identify Subordinate Skills

35. Barry Williams35 For Intellectual or Psychomotor Goals Use

36. Barry Williams36 Hierarchical Approach For each step in the goal ask this question: –“ What must the student already know so that, with a minimal amount of instruction, this task can be learned?” Yields one or more subordinate skills

37. Barry Williams37 For lntellectual Skills The subordinate skills should follow Gagne's hierarchy –higher-order rules – rules –concepts –discriminations

38. Barry Williams38 For Verbal Information Skills Cluster Analysis –Identify the info. needed to achieve the goal

39. Barry Williams39 For Attitude Goals ask two questions:

40. Barry Williams40 Question # 1 “What must the learner do when exhibiting this attitude?” answer is almost always psychomotor or intellectual skill (hierarchical analysis)

41. Barry Williams41 Question # 2 “Why should the learner exhibit this attitude?” the answer is usually verbal information analyzed using a separate cluster or integrated into the basic hierarchical analysis that was done in the first half of the analysis

42. Barry Williams42 Analyzing Learners & Context

43. Barry Williams43 New Content - Analyzing Learners Synonyms: –“Target Population” –“Target Audience”

44. Barry Williams44 Focus Characteristics of the learners Context(s) in which the instruction will be delivered Context in which the skills will eventually be used Try-out learners –specific group, i.e. college students, bakers, etc.

45. Barry Williams45 Learner Characteristics 1. Entering Behavior 2. Prior Knowledge of Topic 3. Attitude toward Content & Delivery System 4. Academic Motivation 5. Educational Ability Levels 6. General Learning Preferences 7. Attitudes toward the Organization 8. Group Characteristics

46. Barry Williams46 Context of Performance Setting 1. Managerial Support –little support, little or no skills transfer 2. Physical Aspects of the Workplace –skills practiced in conditions similar to workplace

47. Barry Williams47 Performance Setting (cont’d) 3. Social Aspects alone or in groups? work independently or with direction? most workers familiar with content or new to everyone? 4. Relevance of the Skills to the Workplace Constraints: physical, social, or motivational

48. Barry Williams48 Evaluation & Revision of the Instructional Analysis One-on-one review of Instructional Analysis with learners –hear yourself explaining steps in the analysis –gauge learner reaction

49. Barry Williams49 Writing Objectives

50. Barry Williams50 Background - Performance Objectives Robert Mager’s behavioral objectives –began in the 60’s –precise, clear statements of what students should be able to do at the end of instruction Problems with behavioral objectives –formulated in isolation –seldom used

51. Barry Williams51 Terminology

52. Barry Williams52 Synonyms for Performance Objectives Behavioral Objectives Instructional Objectives

53. Barry Williams53 Components of Performance Objective

54. Barry Williams54 Audience Who are you trying to train? –Skilled / Unskilled? –Educational levels –Cultural variables –Old / Young

55. Barry Williams55 Behavior What the learner will be able to do “Add two, three-digit, positive numbers”

56. Barry Williams56 Behavior Derived from the sub- skills under the instructional analysis steps –The test: Ask, “Can I observe the learner doing this?”(skill) If precise, the sub- skills don’t need to be modified  Some Intellectual Skills Verbs are: – discriminate – identify – classify – demonstrate – generate

57. Barry Williams57 Types of Behavior 1. Intellectual & verbal skills describe the skill & the intent 2. Psychomotor skills specified by verbs like: jogging, painting, brushing, etc. 3.Attitudinal skills –choosing between options

58. Barry Williams58 Condition Tools the learner will use “Using a calculator”

59. Barry Williams59 Condition Used to evaluate the learner “in four out of five number problems”

60. Barry Williams60 Conditions ( cont’d ) 3. Control the complexity of the task to match the audience level Two examples: –Given three sockets, pick the hex socket (audience: beginning mechanics) –Given a 1500-piece toolbox, select the metric 3/8 drive thin-wall, 8 mm. impact socket (audience: master mechanics)

61. Barry Williams61 Criteria includes What behavior is acceptable or The limits of acceptable behavior –limits include: single answer a range check list (psychomotor) tally or anecdotal record (attitudinal)

62. Barry Williams62 Steps in Writing Objectives Summary 1.Edit goal to reflect performance 2.Write terminal objective to reflect context of learning environment the instructional area, the workplace, and the audience 3. Write objectives for each step in the goal analysis that have no sub-steps 4. Write objectives that reflect the sub-steps or write objectives for the sub-steps 5.Write objectives for all subordinate skills 6. Write objectives for entry behaviors if needed