MPPP 1203

07 – Week 07
INTRODUCTION TO INSTRUCTIONAL SYSTEM DESIGN
SCHOOL OF EDUCATION
UNIVERSITI TEKNOLOGI MALAYSIA
Introduction to Instructional System Design
 A systematic approach to the design, develop, evaluation, and
utilization of complete systems of instruction, including all
appropriate components and a management pattern for using them.
 An organized procedure that includes the steps of analyzing,
designing, developing, implementing, and evaluating instruction.
Introduction to Instructional System Design
• Instructional design aims for a learner-centered rather than the
traditional teacher-centered approach to instruction, so that effective
learning can take place.
• This means that every component of the instruction is governed by
the learning outcomes, which have been determined after a thorough
analysis of the learners’ needs.
Instructional Design (ID) Model
 Many model of instructional design have been developed suitable for
various instructional purposes and by differing levels of expertise of
instructional designers.
Instructional Design (ID) Model
1. ADDIE Model
2. The Dick and Carey Model
3. Waterfall Model
4. Rapid Prototyping Model
5. Hannafin Peck Design Model
6. The Knirk and Gustafson Design Model
7. Jerold Kemp Design Model
8. The Gerlach-ely Design Model
9. ASSURE
10. Integrative Learning Design Framework for Online Learning
11. Backward Design
12. Spiral Model
ADDIE
HISTORY
• Florida State University initially developed the ADDIE framework to
explain,
• “...the processes involved in the formulation of an instructional
systems development (ISD) program for military interservice training
that will adequately train individuals to do a particular job and which
can also be applied to any interservice curriculum development
activity”.
Analyze

• Definition: To study or determine the nature and relationship of the parts of by

analysis.
• It asks several questions:
• Who is the audience?
• What do they need to learn?
• What are the delivery options?
• What constraints exist?
• What is the timeline for project completion?
Analyze
• It is extremely important that the instructor analyze the system
(department, job, etc.) to get a complete understanding of it.
• The instructor must build performance measures for the tasks to be
completed.
• In addition, the instructional setting must be chosen.
Design

• The systematic method of research, planning, developing, evaluating,

and managing an instructional process.
• It must be set at attaining a particular goal.
• Has three functions:
• Identifying the outcomes of the instruction.
• Developing the instruction.
• Evaluating the effectiveness of the instruction.
Design

• In order to effectively teach, there are five considerations to keep in

mind:
1. What are your objectives
2. What skills, knowledge and attitudes are you trying to develop
3. What resources and strategies will you use in your instruction
4. How will you structure the content of your learning material
5. How will you assess the learner’s understanding and whether objectives
have been met.
Develop

• The development phase addresses the tools used to create

instructional material.
• It is the process of producing the materials needed to meet the goals
and objectives.
• This phase is a detailed plan that lists step-by-step procedures, time
schedules, deadlines.
Develop

• In order to help the students learn the task, a list of activities should
be produced.
• The delivery method should be chosen, whether it be through video,
PowerPoint, lecture, notes, etc.
• It is important to review previous material so that information is not
repeated.
• Lastly, develop the instructional coursework.
Implement

• During this phase, the first use of the instruction or materials are
described to the learners.
• The instructor must be ready to face unforeseen problems like learner
difficulties or instructional challenges.
• The tools necessary to fix any problems should be at hand.
Implement

• An implementation timeline must be established and the final

product must be delivered.
• Once the final product is ready, the learning environment must be
prepared.
• The learners must be prepared, which includes advising students on
requirements, and all the tools to be used must be ready.
Evaluate

• The evaluation phase is a systematic process that determines the effectiveness of

the instructional design.
• The evaluation is an ongoing process that happens at every phase of the ADDIE
process.
• Evaluation consists of two parts:
• Formative: is part of each proceeding phase and determines effectiveness of each stage.
• Summative: is the process of gathering data following implementation in order to determine
the effectiveness of the goals.
Evaluate

• Review and evaluate each phase to make sure it is accomplishing its

goals.
• Perform external evaluations that will ensure that the information will
be used properly.
• Revise the training system to make it better.
ISD: The ADDIE Model
BACKWARD DESIGN
by
Wiggins & McTighe
What is backward design
• Backward design is a method of designing educational curriculum by
setting goals before choosing instructional methods and forms of
assessment.
• Backward design of curriculum typically involves three stages:
Identify the results desired (big ideas and skills)
PROCESS
Stage 1: Identify desired results
 What should students know, understand, and be able to do? What
content is worthy of understanding?
 In Stage 1 : consider our goals, examine established content
standards (national, state, district), and review curriculum
expectations. Because typically we have more content than we can
reasonably address within the available time, we must make choices.
PROCESS
Stage 2: Determine acceptable evidence
 How will we know if students have achieved the desired results?
What will we accept as evidence of student understanding and
proficiency?
 collected assessment evidence needed to document and validate that
the desired learning has been achieved
 E.g : Q&A, quiz, test, exam
PROCESS
Stage 3 : Plan learning experiences & instruction
• Several key questions : What activities will equip students with the
needed knowledge and skills? What materials and resources are best
suited to accomplish these goals?
• choices about teaching methods, sequence of lessons, and resource
materials
• Having a clear goal helps to focus our planning and guide purposeful
action toward the intended results
THANK YOU