1. Introduction to Instructional Design HRD 612 January 8, 1998 Benjamin M. Coulter

2. Instruction n Purpose of instruction is to help people learn. n Although learning may happen without instruction, the effects of instruction help define imperative information needed to satisfy goals/objectives. n Instruction is a set of related elements that facilitate learning.

3. Instruction n Instruction vs. Teaching – Instruction is an inclusive term for all events that effect learning. – This may include text; pictures; sound; animation; interaction with physical objects or other persons. – Teaching then may be considered only one venue of instruction.

4. Instruction n Instruction must be systematically planned in order to achieve desired outcomes. n A series of planned instructional activities and events becomes a lesson, then a unit, then a course and ultimately makes up a comprehensive design titled a curriculum.

5. Instruction n Therefore, the purpose of designed instruction is to activate and support the learning of the individual student. n This aim of designed instruction is characteristic regardless of setting. n Based on needs and objectives/goals, instruction must be planned rather than haphazard.

6. Instructional Assumptions n Instructional Design (ID) must be focused at aiding the learning of the individual. – Learning occurs at an individual level, regardless if the individual is a single student, in a class, in a massive audience, or geographically separated from other learners.

7. Instructional Assumptions n ID has phases that are immediate and long-range. – Immediate can be things an instructor does in preparation for delivering instructional material. – Long-Range are things like an associated group of lessons, topics, and curriculum that have an overall effect on instructional effectiveness.

8. Instructional Assumptions n Systematically designed instruction can greatly effect cognition. – Early research (Friedenberg, 1965; Barth, 1972) indicated that it might be best to simply provide a nurturing environment for natural learning to take place. – Later opinions (Gagne, Briggs, Wager, 1992) suggest that unplanned & undirected learning (different than self-paced learning) is likely to lead to individual incompetence. ID ensures that no one is educationally disadvantaged.

9. Example n Suppose that all employees in a fireworks factory are hired regardless of ability, talent, or skill. Since fireworks are volatile substances, each employee must work in isolation.There was no form of training or instruction, not even OJT. How would lack of instruction effect the worker’s ability to produce a spectacular fireworks display?

10. Instructional Assumptions n ID should be conducted by means of a systematic approach. – A systematic ID approach involves the instructional designer following a series of elements which address pertinent instructional and learning issues. – Critical that the process is possible and designed within the limit of human reasoning.

11. Instructional Assumptions n Effective ID must be based on knowledge of cognitive theory & learner characteristics. – It is not enough to state that based on an analysis of need, a designed program of instruction will cure all. – ID must examine and answer the question of who the population is and how the population effectively learns.

12. ID Considerations n What level of readiness do students need in order to accomplish instructional objectives? n What instructional strategies are appropriate in light of learner characteristics? n Are there available & suitable instructional resources? n Is support in place which is needed to facilitate successful learning? n How will achievement be determined? n How/will refining instruction better meet expectations?

13. ID Basic Recipe n Is there a valid need for designed instruction? (needs assessment) n For whom is the program developed? (learner characteristics) n What should the learners learn? (objectives) n How is the informational material best delivered & learned? (instructional strategies) n How is effectiveness measured and instruction refined if necessary? (evaluation)

14. ID Advanced Recipe n Identify instructional problems/goals n Examine learner characteristics n Identify subject content/analyze tasks n Determine instructional objectives n Sequence the content in logical order n Determine resources/support activities n Design instructional strategies n Plan instructional message and delivery n Develop an evaluation vehicle

15. EvaluationInstrumentsLearnerCharacteristics Task Analysis InstructionalObjectives InstructionalDelivery Designing the Message ContentSequencingInstructionalStrategies InstructionalProblems ID Elements Planning Project Management Revision Formative Evaluation Support Services Summative Evaluation

16. ID Elements Model n Most ID models establish a series of steps. n This ID model allows flexibility to allow for changes and additions as the ID plan forms. n Initially, most will feel more comfortable using a logical, sequential arrangement. n As you develop your own model, you will most likely utilize the ability to re-arrange the elements to best suit your instructional design.

17. ID Roles n Instructional Designer: manages all aspects of the ID process; responsible for planning & coordinating ID work. n Instructor : person or team for which the instruction is being planned; implements the ID plan. n Subject-Matter Expert (SME) : Person who is a qualified provider of content & resource information. n Evaluator : Person qualified to assist in the development and conduct of ID assessment instruments; data collector, analyst and recorder of findings.

18. Summary n Purpose of instruction is to facilitate learning. n Learning is a set of related events based on goals. n Effective instruction is systematically planned. n An effective instructional designer considers many elements including: the need, the learner, the goal, the resources, the design, and the evaluation. n Most ID models follow a strict flow, but an effective method is to have a flexible ID process.

19. Activity!

20. Let’s Do Something! n Break into groups. n Take ____ minutes and discuss the steps necessary to teach someone how to fill-up a gas tank. n Write down your steps on the paper provided and post on the wall. n Each group will give a BRIEF description of their steps.

21. Recap n Introductions and Course Overview. n Netscape and Netscape Mail. n Introduction to Instructional Design. n Isn’t it easy to teach someone how to fill up the tank? n For next week, read Chapters 1 & 2 and get your E-mail address if you don’t have it already. n Have a great weekend!