1. Additional Unit 2 Lecture Notes New Instructional Design Focus School of Education Additional Unit 2 Lecture Notes New Instructional Design Focus School of Education July 2011

2. New Instructional Design (ID) Focus A systematic design process Linking science: “decisions about instructional practices based on sound research rather than intuition ID focuses on the student or individual rather than the content (traditional approach) Addresses a performance gap (Morrison, Ross, Kalman, & Kemp 2011)

3. Morrison et al. (2011 ) Instructional Problem Learner Characteristics Task Analysis Instructional Objectives Content Sequencing Instructional Strategies Designing the Message Development of Instruction Evaluation Instruments Formative Evaluation Revision Planning Project Management

4. The Design Model (Morrison et al., 2011) Instructional Problems: What is the performance problem or client need to be addressed? Is instruction the best solution? First step never assumes instruction is the solution to the problem. E.g., students may not have the required resources (books, tools, etc.) for school work, which affects their ability to master their content and skills. (not an instructional problem) Instructional Problem

5. Identifying the Instructional Problem Why is performance below expectations?  Three tools for answering this key question in the ID process are as follows: Needs Assessment: identifies a performance problem and select an appropriate intervention Goal Analysis: starts with a problem someone has identified and then it focuses on a solution to solving the problem Performance Assessment: identifies the source of the problem so that an appropriate solution can be determined

6. ID For Primary School Setting Teachers know their students and their classroom environment very well Instead of doing a formal needs assessment that would require data collection and analysis, an instructional problem statement is used Use the Instructional Problem Template and the Instructional Problem Goal form provided on your course site to formulate your instructional problem. Only this first step from the Morrison et al. (2011) design model will be used, while the others steps in the ID process will be from the other models mentioned in Unit 1.

7. The Design Model (Morrison et al., 2011) Task Analysis: What knowledge and procedures should instruction include to help the learner master the objectives? Instructional Objectives: Specify what the learner must do and level of mastery; used in checking to ensure instructional and learning activities solve a performance problem. Task Analysis Instructional Objectives

8. The Design Model (Morrison et al., 2011) Content Sequencing: Outlines the order in which content is presented in helping the learner understand and learn the information. Instructional Strategies: What are creative and innovative ways of presenting the information to help the learner integrate new information with previous knowledge? Content Sequencing Instructional Strategies

9. The Design Model (Morrison et al., 2011) Designing the Message: Involves selecting suitable instructional media (e.g., graphics, text, and audio/video) to enhance the learner’s reading and understanding of instruction Development of the Instruction: How best can all the information in the previous steps can be combined to produce instructional materials (e.g., video recordings, Web Pages, Print Materials, or Audiotapes). Designing the Message Development of Instruction

10. The Design Model (Morrison et al., 2011) Evaluation Instruments: What are the most appropriate evaluation instruments to assess the learner’s mastery of the objectives? Ongoing Process: Planning and Project Management: Depends on the scope of the project and are essential for developing and managing the project schedule and budget. Evaluation Instruments

11. The Design Model (Morrison et al., 2011) Support Services: In small scale project like designing an instructional unit, the designer or instructor may provide all needed services (e.g., graphic art or audio recording). Formative Evaluation and Revision: Done at multiple places in the process; review the task analysis and objectives to verify that these are correctly addressing the problem identified.

12. The Design Model (Morrison et al., 2011) Implementation: Requires careful planning and involvement of key individuals early in the instructional design process to ensure a smooth rollout of the instructional program. Summative Evaluation: Evaluates how effective the final materials produced are when used as planned..

13. The Design Model (Morrison et al., 2011) Implementation: Requires careful planning and involvement of key individuals early in the instructional design process to ensure a smooth rollout of the instructional program. Summative Evaluation: Evaluates how effective the final materials produced are when used as planned..

14. The Design Model (Morrison et al., 2011) Confirmative Evaluation: Determines whether or not a course or instruction remains appropriate over time. (Morrison et al., 2011).