1. The Instructional Design Process
Introduction

2. Learning & Instruction
Define learning
Development of new knowledge, skills and abilities (KSA)
Permanent change in behavior
Define instruction
Arrangement of the environment (media-presented information) to facilitate learning

3. Instructional Need How do you know if you have one?
Performance need is gap between existing and desired behavior
Instructional need is a performance need that can be solved by instruction (rather than changes in resources, personnel, etc.)

4. Instructional design is...
The systematic process of translating principles of learning and instruction into specifications for instructional materials and activities -Smith & Ragan

5. What does a designer do? The primary role of the designer is to:
Decide what is important for students to learn.
Effectively arrange the learning environment (media) to maximize the probability of individual student learning (permanent changes in behavior).

6. Instructional Design is based on..
General Systems Theory
A set of interrelated and acting parts that work together toward a common goal
Educational Psychology Theory
From Behaviorism to Constructivism
Communication Theory
Sender, receiver, feedback
Instructional Theory

7. What are the advantages of ID?
Focus on what learner will be able to do as a result of the instruction
Linkage between components
Empirical and replicable process
Produces consistent instruction
Facilitates effective assessment methods
Applicable across settings

8. ID History
The beginnings of the field of instructional design actually began during World War II when the U.S. military needed to rapidly prepare a large number of people for a wide variety of jobs.

9. Instructional must include assessment
Write performance objectives
Very specific and measureable
Develop assessment instruments
Emphasis on accurately measuring behaviors

10. Benjamin Bloom

11. Benjamin Bloom
Original version Updated version

12. Benjamin Bloom The new terms are defined as:
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

13. Components of Systems Approach
Conduct formative evaluation of instruction
One-to-one prototype testing
Small group evaluation
Field testing
Revise instruction
Data from formative evaluation used to assess whole process
Conduct summative evaluation

14. Or simply put... Design Develop Evaluate
Sometimes called “Instructional Development”

15. Two Primary Models ADDIE
Analyze - analyze learner characteristics, task to be learned, etc.
Design - develop learning objectives, choose an instructional approach
Develop - create instructional or training materials
Implement - deliver or distribute the instructional materials
Evaluate - make sure the materials achieved the desired goals

16. Two Primary Models Dick and Carey (Systems Approach Model)
Identify Instructional Goal(s)
Conduct Instructional Analysis
Analyze Learners and Contexts
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop and Select Instructional Materials
Design and Conduct Formative Evaluation of Instruction
Revise Instruction
Design and Conduct Summative Evaluation

17. Basic ID Model Dick & Carey, 1966
(Changed only slightly since 1966 – see page 1).

18. Basic ID Model
Dick & Carey, 1978

19. ID Resources
Dick, W. & Carey, L. (1996). The systematic design of instruction (4th ed.). New York: HarperCollins College Publishers.
Smith, P. & Ragan, T. (1999). Instructional design (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instructional design (4th ed.). Fort Worth, TX: Harcourt Brace College Publishers.
Shambaugh, R., & Magliaro, S. (1997). Mastering the possibilities: A process approach to instructional design. Allyn & Bacon: Boston.