ESEM5143

Technology in Education

Topic 3: Designing and

Planning of Instruction.
The Dynamic
Instructional Design
Model. .
Dr. Norizan Ahmad

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Designing and Planning of

Instruction

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Dr. Norizan Ahmad

Before Using any Technology

tools in your classrooms?
Before using technology in the classroom,
you must plan sufficiently!
Assess your knowledge of content, pedagogy, and

technology medium.
Determine what the advantage is to using this
technology.

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Robleyer,
M, & Doering, A. (2010). Educational
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Ahmad
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technology into teaching. Boston: Allyn and Bacon.

Before Using any Technology

tools in your classrooms?
Think how you would want your students to
experience.
Are they going to work on their own?
Are they going to work with peers in groups?

Or
0 Are they working on their own and also work in

groups at the same time?

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ESEM5143 Dr. Norizan Ahmad

The Dynamic InstructionalDesign Model

KNOW THE
LEARNER

STAT E
YOUR
OBJECTIVES
ESTABLISH
THE
LEARNING
ENVIRONMENT
IDENTIFY
TEACHING AND
LEARNING
STRATEGIES

IDENTIFY
AND
SELECT
TECHNOLOGIES

SUMMATIVE
EVAULATION

5/28/14

ESEM5143 Dr. Norizan Ahmad

KNOW THE
LEARNER

STAT E
YOUR
OBJECTIVES
ESTABLISH
THE
LEARNING
ENVIRONMENT
IDENTIFY
TEACHING AND
LEARNING
STRATEGIES

IDENTIFY
AND
SELECT
TECHNOLOGIES

SUMMATIVE
EVAULATION

5/28/14

ESEM5143 Dr. Norizan Ahmad

Know the learner

Individual differences that matters:
0 Prior Knowledge

0 inGluences AMOUNT of support needed for knowledge

acquisition
0 the learning objective inGluences the TYPE of support (type of
practice/assessment, examples, information)

0 Motivational State
0 inGluences type and amount of inoculation and intervention to

optimize perceived value, self-efGicacy, attribution, and mood

0 Metacognitive Ability

0 inGluences amount of structure and guidance needed for

planning, monitoring, selecting, connecting

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State your objective

0 Is it Declarative
0 Design clear, relevant, and accurate information displays, job

aids, examples, reference material for all knowledge

components: facts, concepts, principles, processes, procedures

0 Is it Procedural

0 Design practice tasks to elicit student performance/responses;

monitoring systems to detect errors; and feedback/coaching to

correct errors in performance

0 Is it Automated
0 Design opportunities for repeated frequent practice on the job

and monitoring of speed and accuracy

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How do we decide what are the objectives for the lesson

Knowledge
Type

Presentation

Practice/Assessment
Remember

Use
decide when to use; perform the
steps; critique performance or
output of performance

Procedure

list of steps,
demonstration

recognize, recall, or
reorder the steps

Fact

the fact

recognize or recall the

fact

Concept

the deGinition, critical

attributes, examples,
non-examples

recognize, recall, or
explain the deGinition or
attributes

identify, classify, or create

examples

Principle

the principle/rule,
examples, analogies,
stories

recognize, recall, or
explain the principle

decide if principle applies;

predict an event; apply the
principle to solve a problem or
make decisions

Process/
System

description of stages,
diagram, inputs, outputs,
examples, stories

recognize, recall, explain,

or reorder the stages

identify origins of problems;

troubleshoot; predict events;
solve problems in the process

Merrill, D. (1983). Component Display Theory. In C. M. Reigeluth (ed), Instructional Design Theories and Models: An
Overview of their Current States. Hillsdale, NJ: Lawrence Erlbaum

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Establish the learning

environment

Watch
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https://prezi.com/0jpvlpeeewow/the-dynamic-instructional-design-model/
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Identify teaching
and learning strategies

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Activity: Instructional Strategies

Most Used Strategies
Instructional
Element

% of
training

Classroom
(Instructor/Media/Other)

Online
(Syncnronous/Asynchronous)

OfIline
(Print,
On the Job)

Overviews
Information
Examples/Demonstration
Practice/Assessment
Feedback
Motivation
Knowledge Integration
% of training

BeneIits and Concerns

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Evidence-based principles drive design

First Principles of Instruction
Principle
Task-
centeredness

Activation

Demonstration

Application

Integration

Design Actions

Principle

Design Actions

Include authentic tasks

that represent the
domain/learning
outcomes

Multimedia

Use words and graphics rather than words alone

Contiguity

Place printed words near corresponding graphics; Synchronize spoken words

with corresponding graphics

Modality

Present words as audio narration rather than on-screen text

Connect to learners
prior experience/
knowledge/larger
knowledge structure

Redundancy

Explain visuals with words in audio OR text, not both

Coherence

Avoid interesting but unnecessary material; avoid extraneous audio, graphics,

words

Personalization

Use conversational rather than formal style; Use effective on-screen coaches;
Make the author visible

Segmenting

Break content into bite-size segments

Pre-training

Teach key concepts prior to procedures or processes

Examples

Transition from worked examples to problems via fading; Promote self-

explanation of worked-out steps; Supplement worked examples with
explanations

Practice

Mirror the job; Provide explanatory feedback; Adapt the amount and placement
of practice to job performance requirements; Transition from examples to
practice gradually

Collaboration

InsufGicient evidence for guidelines on social learning

Learner Control/
Navigation

Give experienced learners control; Make important instructional events the

default; Consider adaptive control; Give pacing control

Build Thinking
Skills

Use job-speciGic cases; Make thinking processes explicit; DeGine job-speciGic

problem-solving processes

Games and
Simulations

Match game type to learning goals; Make learning essential to progress; Build in
guidance; Promote ReGlection on correct answers; Manage complexity

Demonstrate and give

examples of correct
performance
Provide part-task and
whole-task practice
with corrective
feedback
Deepen knowledge
with opportunities for
reGlection, discussion,
public performance,
exploration of real life
uses

Merrill, M. D. First Principles of Instruction, In C. M.

Reigeluth & A. Carr (Eds.), Instructional Design Theories
and Models III (Vol. III), 2009

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E-Learning and Multimedia Design Principles

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Identify and Select

Technologies

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Summative and evaluation

and revision plan

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Are there other Instructional

Designs?

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How are they should be

chosen or select for your
instructions?

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Some considerations when

choosing a model

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Remember
0Technology is a tool that supports your design

and your plans

0Technology should make it possible to
something done before better or make it
possible to do something that wasnt
previously possible
0Many technologies are available, choose
wisely and well

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Youll design a lesson in the

next topic
0 Thank you.

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