Instructional Design

Adult Education
Spring, 2000
Instructional Design (ID)
The systematic process of translating
principles of learning and instruction
into plans for instructional materials and
activities.
Comparison
Instructional Designer & Engineer
 Both plan work based upon successful
principles.
 Both design things that are functional,
attractive, & appealing to user.
 Both have established problem solving
procedures to guide them.
 Both write specifications or plans.
Purpose of ID—Education
All those experiences in which people learn.
Many experiences are unplanned, incidental,
and informal.
Terms used interchangeably in ID with
education
 Instruction
 Training
 Teaching
What is Instruction?
Delivery of information & activities that
facilitate learners’ attainment of intended,
specific learning goals.
Activities focused on learners learning
specific things.
What is Training?
Instructional experiences focused upon
individuals acquiring very “specific
skills” that they will normally apply
almost immediately.
What is Teaching?
Learning experiences in which the
instructional message is delivered by a
human being-not a videotape, textbook,
or computer program—but a live teacher.
All learning experiences in which the
instructional message is conveyed by
other forms of media is instruction.
What is Design?
Implies a “systematic” planning process
prior to the development of something.
Distinguished from other planning by
 Level of precision
 Care

 Expertise employed
The ID Process
Another way of defining ID is to
describe the process involved in the
systematic planning of instruction.
At basic level, instructional designer’s
job is to answer three major questions.
Three Major Questions
Where are we going?
How will we get there?
How will we know when we have
arrived?
Many ID Models
Dick & Carey Model
Hannafin & Peck Model
Knirk & Gustafson Model
Jerrold Kemp Model
Gerlach-Ely Model
Rapid Protyping Model
Dick & Carey Model
Hannafin & Peck Model
Knirk & Gustafson Model
Jerrold Kemp Model
Gerlach-Ely Model
Rapid Protyping Model
General ID Steps
Different models exist for different
instructional purposes; however, the
process is summarized in five phases.
 Known as ADDIE
ADDIE
Analysis

Implementation Evaluation Design

Development
ADDIE

Evaluate

Implement

Develop

Design

Analysis
A = Analysis
In analysis stage of ID process, want to
find out
 Who are the learners or audience
 Audience analysis
 What is the goal or intended outcome
 Goal analysis
D = Design
Content of the course
 Subject matter analysis
Steps of instruction
 Lesson planning-writing objectives
Type of media or presentation mode
 Media selection
D = Development
Development of instruction
 Generate lesson plans (different from
lesson planning) and lesson materials.
 Complete all media & materials for
instruction, and supporting documents.
 End result is a course or workshop ready
for delivery.
I = Implementation
The delivery of the instruction.
 Purpose is effective & efficient delivery of
instruction.
 Promote students’ understanding of
material & objectives, and ensure transfer
of knowledge.
E = Evaluation
Two related evaluations going on
simultaneously in most ID situations.
 Formative Evaluation
 Summative Evaluation
Formative Evaluation
 Going on during & between ID steps.
 Purpose is to improve instruction before
completed instruction is delivered.
Summative Evaluation
 Usually occurs after instruction completed
& implemented.
 How much & how well did students learn?

 How well did course or workshop work?

 Does it need modification before being
presented again?
 What needs changing? Content? Instruction?
Media?
ID Assumptions
In order to design instruction, the
designer must have a clear idea of what
the learner should learn as a result of
instruction.
The “best” instruction is that which is
effective, efficient, and appealing.
ID Assumptions
Students may learn from many different
media: A “live teacher” is not always
essential for instruction.
There are principles of instruction that
apply across all age groups and all
content areas.
ID Assumptions
Evaluation should include the evaluation
of the instruction as well as the
evaluation of the learner’s performance.
Learners should be evaluated in terms
of how nearly they achieve the
instructional objectives rather than how
they “stack up” against their peers.
ID Assumptions
There should be congruence among
objectives, learning activities, and
assessment.
Graphics of models from Tom Weltmer
web page:
http://www.tricountyi.net/~tweltmer/de
fault.htm