1. EDIT 6170 Instructional Design Refrigerator Slides
Slides so important they’re worth sticking to your refrigerator!
Last updated November 12, 2009

2. Forming a team Facts: Concepts Principles Problem-Solving Attitudes
At least 2 members, no more than 4
At the lesson level, each team must develop and evaluate as many lessons as there are team members
Otherwise, project is the same in scope for each team
Concepts
Teamwork; cooperation; collaboration; efficiency; productivity; quality; intra- and interpersonal
Principles
Relationships between the concepts
Problem-Solving
Completing the project on-time according to the specifications
Attitudes
Choosing to learn instructional design; choosing to have a satisfying, enjoyable experience
Will expect problems, but will choose to work to resolve problems with a professional, positive attitude

3. The ADDIE Model of Instructional Design
Analysis
Is there a need for instruction?
What is the context?
Who are the learners?
Design
“Blueprints” for courses, units, and lessons
Development
Building something real from the blueprints
Implementation
Trying out your materials
Evaluation
Evaluating your design and making revisions

4. First Law of Instructional Design
Instructional solutions can only solve instructional problems!

5. Instructional Congruency
Objectives
Instruction
Evaluation

6. Review of the ISD process…
Input
Output
Needs Assessment
Investigation based on assessment data
Instructional Goals
Course Design
Course ICM showing course terminal objective and enabling objectives (units)
Unit Design
Enabling objective from Course ICM
Unit ICM showing unit terminal objective and enabling objectives (lessons), including supporting objectives from other domains (VI, Att.)
Lesson Design
Enabling objective from Unit ICM
Lesson plan consisting of media analysis and instructional strategies for each of the events of instruction.

7. Learning Outcomes: Gagne’s Domains of Learning
Verbal Information
Verbatim learning
Non-verbatim learning
Substance learning
Intellectual Skills
Problem-solving
Rule-using
Defined concepts
Concrete concepts
Discriminations
Cognitive strategies
Affective
Psychomotor
Learning Hierarchy

8. Clearly identifying learning outcomes
Problem-solving
Rule-using
Concepts
Verbal information
Affective
Psychomotor
Generate
Demonstrate
Classify, identify
State, list, recite, summarize
Choose
Execute
We will cover how to write objectives later, but a good way to start is with: “The student will be able to (SWBAT) generate/demonstrate/classify/identify…

9. Characteristics of Good Assessment Instruments
Validity
Does the instrument assess what it is supposed to assess
Reliability
People who ‘know the material’ do well, those who don’t do poorly; consistency
Practicality
The instrument can be implemented with relative ease
Efficiency
The instrument takes as little time as necessary to get valid and reliable results

10. A Skills Matrix 1 2 3 4 Discrete Continous Closed Open Ironing a shirt
No time constraints
Continous
Time constraints
Ironing a shirt
Basic Arithmetic
Changing a flat tire
Typing
Cooking
Taking dictation
Swimming
Closed
There is a “best way” to learn it. 1 2
Writing an essay
Painting
Parenting
Instructional design
Project management
Public speaking
Live debate
Singing
Business negotiation
Open
No best way to learn it. 3 4
Teaching Difficulty
Tripp (1992)

11. Some Good Design Rules Know your audience
What they know
What motivates them
Identify your learning objective and use it constantly to steer your design.
Be clear and honest (first to yourself and then your audience) as to the learning outcome of your learning objective?

12. Testing Assessment Testing Assessment Testing Assessment Retention
Transfer
Previous
Lesson
Presentation
Practice
Testing
Assessment
Next
Lesson
Orientation
Testing
Assessment

13. Formative Evaluation Helps to Answer the Following Questions
How effective is this instruction at this stage of development?
What has been learned?
How usable is the instruction?
How easy is it for students to use the media I’ve developed?
How motivational is the instruction?
In what ways can it be improved?
Improvement is the goal of formative evaluation. After all, your instruction is at a very “formative” stage, is it not?

14. Formative Evaluation: Responsibility of Each Team
Identify lesson objective(s) for each of the lessons you will try out.
Prepare assessment instruments.
Consider both quantitative and qualitative methods/instruments
Check evaluation instruments for validity (i.e. are they congruent with objectives?) and reliability.
Consider both performance and motivation in your evaluation.
Be open to collect any other data that will serve to improve your instruction (including observation and learner introspection).
Prepare lesson using Instructional Strategy Planning Guide as a job aid.
Each lesson must be evaluated with at least 3 students in the target audience.
Interpret your formative evaluation based on all assessment instruments and observations.
Report the results in your final report.

15. Kirkpatrick’s Levels of Evaluation
Situation Driven of Different Perspectives
Level Four
Results
Purpose of Evaluation
The purpose for evaluation is to determine the effectiveness of a training program. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level's evaluation
Level Three
Behavior
Level Two
Learning
Level One
Reaction
Kirkpatrick (1998)
Copyright Larry D Weas (permission pending)

16. Return on Investment (ROI): The 5th Level of Evaluation
Program Benefits = $225,000
Program Costs = $150,000
Program Benefits
Program Costs
$225,000
$150,000
BCR =
BCR =
= 1.5
Net Program Benefits
Program Costs
$75,000
$150,000
ROI =
X 100
ROI =
X 100 = 50%
BCR = Benefits/Cost Ratio
Net Program Benefits = Program Benefits – Program Costs

17. Important Assumptions and Procedures Required for Computing ROI
Need to develop evaluation plan and baseline data.
Need to collect data during and after solution implementation.
Need to be able to isolate the effects of the solution.
Need to be able to convert data to monetary value.