1. Instructional Design in Teaching: How Good Design Transforms Educational Research
George Hack, PhD, MEd
Clinical Assistant Professor
College of Public Health & Health Professions

2. OBJECTIVES Advocate for teaching as a research activity.
Advocate for instructional design as a faculty development activity.

3. Instructional Development Model
Logistics
Task Analysis
Needs Analysis
Curricular Goals
Instructional Design is a subset of Curricular Development and is influenced by the greater system dynamics
Instructional Design is NOT the same as Course Management, Curricular Development, Training Development, Instructional Development, etc.
Management
Institutional Req.
Instructional Design
Faculty Development
Evaluation

4. Instructional Design Model Deliver & Get Feedback Assess Needs
Blending
&
Sequencing
Assess Needs
Analyze Learners
Instructional
Design
Model
State
Goals
Analyze
Resources
Analyze
&
Revise
Design
Learning
Activities
Develop
Assessment
Strategies
Develop
Objectives

5. Deliver & Get Feedback Assess Needs Analyze Learners State Analyze
Blending
&
Sequencing
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Analyze
&
Revise
Design
Learning
Activities
Develop
Assessment
Strategies
Develop
Objectives

6. Deliver & Get Feedback Assess Needs Analyze Learners State Analyze
Blending
&
Sequencing
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Analyze
&
Revise
Design
Learning
Activities
Develop
Assessment
Strategies
Develop
Objectives

7. Statement of the Problem and Research Question
Assess Needs
Statement of the Problem and Research Question

8. Identify the Population and Sample
Assess Needs
Analyze Learners
Identify the Population and Sample

9. Assess Needs
Analyze Learners
State
Goals
Define the Construct

10. Assessing the Research Setting
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Assessing the Research Setting

11. Deliver & Get Feedback Assess Needs Analyze Learners State Analyze
Blending
&
Sequencing
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Analyze
&
Revise
Design
Learning
Activities
Develop
Assessment
Strategies
Develop
Objectives

12. Operationalize the Construct
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Develop
Objectives
Operationalize the Construct

13. Determine the Research Design
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Develop
Objectives
Blending
&
Sequencing
Determine the Research Design

14. Plan the Treatment Assess Needs Analyze Learners State Goals Analyze
Resources
Develop
Objectives
Blending
&
Sequencing
Design
Learning
Activities
Plan the Treatment

15. Deliver & Get Feedback Assess Needs Analyze Learners State Analyze
Blending
&
Sequencing
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Analyze
&
Revise
Design
Learning
Activities
Develop
Assessment
Strategies
Develop
Objectives

16. Develop Instruments and Protocol
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Develop
Objectives
Blending
&
Sequencing
Design
Learning
Activities
Assessment
Strategies
Develop Instruments and Protocol

17. Administer Treatment & Collect Data
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Develop
Objectives
Blending
&
Sequencing
Design
Learning
Activities
Assessment
Strategies
Deliver &
Get Feedback
Administer Treatment & Collect Data

18. Deliver & Get Feedback Assess Needs Analyze Learners State Analyze
Blending
&
Sequencing
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Analyze
&
Revise
Design
Learning
Activities
Develop
Assessment
Strategies
Develop
Objectives

19. Analyze & Interpret the Data
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Develop
Objectives
Blending
&
Sequencing
Design
Learning
Activities
Assessment
Strategies
Deliver &
Get Feedback
Revise
Analyze & Interpret the Data

20. Educational Scholarship
Assess Needs
Analyze Learners
State
Goals
Analyze
Resources
Develop
Objectives
Blending
&
Sequencing
Design
Learning
Activities
Assessment
Strategies
Deliver &
Get Feedback
Revise
Educational Scholarship

21. Thank You!

22. Kemp develops an instructional design model (1971)
Programmed Instruction Movement: Skinner proposes that instruction should occur in small steps (1954, 1958)
Kemp develops an instructional design model (1971)
The increase in internet capabilities gives rise to more distance learning; instructional designers are needed to design instruction for the unique needs of distance education (1990’s)
Instructional design’s impact upon public schools not realized: The field declines somewhat (1980’s)
Formative and summative evaluation differentiated (1967)
Training seen as a system, task analysis developed (1953)
Dick and Carey develop an instructional design model (1978)
Rapid Prototyping becomes popular in the development of instructional materials (1990’s)
With the emphasis of front-end analysis and non-instructional solutions, the field expands and instructional development evolves (1990’s)
Gagne describes conditions for learning, events of instruction, and hierarchies (1965)
WW II Team of Researchers (1944)
Gagne and Briggs develop a model (1974)
Gerlach and Ely develop an instructional design model (1971)
Contructivism influences lead to the development of ID models that are more compatible with this philosophy (1990’s)
With the rise in microcomputers, many instructional designers turn their attention to computer based instruction (1980’s)
Procedures for specifying objectives described: Criterion Referenced Testing emerges (1962,1963)