Certified Instructional Designer

Certified Instructional Designer

Certified
V skills
Instructional
www.vskills.in
Designer on

Instructional Design
VS-1508

The purpose of the course is to bring

about an understanding of instructional
Certified - Instructional Designer
design. This document is for beginners
Training Material
and intermediaries.

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TABLE OF CONTENTS

1. Instructional Design Basics ...................................................................................................... 6

1.1. Learning Process ....................................................................................................................................................... 6
1.2. Evolution of ID ....................................................................................................................................................... 14
1.3. Instructional Designer Role and Skills ................................................................................................................... 17
1.4. Instructional Strategies ............................................................................................................................................ 19

2. Training, Development and Education ................................................................................. 21

2.1. Introduction............................................................................................................................................................. 21
2.2. Objectives of Training ............................................................................................................................................. 21
2.3. Areas of Training .................................................................................................................................................... 22
2.4. Training Drawbacks ................................................................................................................................................ 23
2.5. Benefits of Training ................................................................................................................................................ 23
2.6. Need for Training ................................................................................................................................................... 25
2.7. Types of Training .................................................................................................................................................... 27
2.8. Training Risks ......................................................................................................................................................... 27
2.9. Difference between training, education & development ....................................................................................... 28
2.10. Role of T&D in HRD ........................................................................................................................................... 30

3. Learning and Learning Styles ............................................................................................... 31

3.1. What is learning? .................................................................................................................................................... 31
3.2. Learning Styles ........................................................................................................................................................ 34
3.3. The Three Representational Modes (TRiM) ........................................................................................................ 43
3.4. Self, Met cognition, Cognition, Knowledge (SMCK) ............................................................................................ 49
3.5. Other Supporting Theories .................................................................................................................................... 52
3.6. Adult Learning ........................................................................................................................................................ 54
3.7. Principles of Training ............................................................................................................................................. 60
3.8. Student Types ......................................................................................................................................................... 62

4. Adult Learning ........................................................................................................................ 65

4.1. Principles of Adult Learning................................................................................................................................... 65
4.2. Characteristics of Adult Learners ........................................................................................................................... 66
4.3. Applying Adult Learning Theory ........................................................................................................................... 66
4.4. Learning Principles ................................................................................................................................................. 67
4.5. Retention and Recall ............................................................................................................................................... 68
4.6. Concentration and Attention Span ......................................................................................................................... 69
4.7. Cardinal Rules of Memory ..................................................................................................................................... 70

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4.8. Learning Styles Continuum .................................................................................................................................... 71

5. Instructional Design Concepts ............................................................................................... 73

5.1. Keller’s ARCS Model of Motivation ...................................................................................................................... 73
5.2. Knowles’ Theory of Andragogy .............................................................................................................................. 77
5.3. Bloom’s Taxonomy ................................................................................................................................................ 83
5.4. Gagne’s Nine Events of Instruction ........................................................................................................................ 88
5.5. ADDIE Model ........................................................................................................................................................ 94
5.6. Kirkpatrick Model................................................................................................................................................. 103
5.7. The Cognitive Load Theory ................................................................................................................................. 109
5.8. Dale’s Cone of Experience ................................................................................................................................... 116
5.9. ROPES .................................................................................................................................................................. 121

6. ID Need Assessment .............................................................................................................. 124

6.1. Training Content for Different Categories of Employees ................................................................................... 124
6.2. Steps for Needs Assessment ................................................................................................................................. 125
6.3. Rummler Brache Cause Analysis Model ............................................................................................................. 131
6.4. BARS ..................................................................................................................................................................... 135
6.5. TLO and ELO ...................................................................................................................................................... 137

7. Instructional Design Planning ............................................................................................. 140

7.1. Project Stakeholders ............................................................................................................................................. 140
7.2. Project Charter ...................................................................................................................................................... 144
7.3. Project Scoping ...................................................................................................................................................... 146
7.4. Project Budgeting .................................................................................................................................................. 154
7.5. Project Feasibility .................................................................................................................................................. 156
7.6. Estimation Tools and Techniques ....................................................................................................................... 162
7.7. Project Appraisal ................................................................................................................................................... 168
7.8. Handling Project Risk ........................................................................................................................................... 170

8. Design Considerations .......................................................................................................... 176

8.1. Modular Design .................................................................................................................................................... 176
8.2. Cultural Issues ....................................................................................................................................................... 179
8.3. Reducing Course Length ...................................................................................................................................... 184
8.4. Reigeluth Elaboration Theory .............................................................................................................................. 187
8.5. SQR3 Technique .................................................................................................................................................. 190
8.6. ARCS Model ......................................................................................................................................................... 194
8.7. Selecting and Prioritizing course content ............................................................................................................. 199
8.8. Preparing the Design Document .......................................................................................................................... 206

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9. ID Development ..................................................................................................................... 209

9.1. Organizing Training Objectives ............................................................................................................................ 210
9.2. Unit and Lesson Planning..................................................................................................................................... 213
9.3. Lesson Plan - Format ............................................................................................................................................ 214
9.4. Developing for Different Audience ...................................................................................................................... 216
9.5. Developing Effective, Efficient and Engaging Content ........................................................................................ 220
9.6. Using Interactive Media ........................................................................................................................................ 222
9.7. Sequencing Course Content ................................................................................................................................. 223
9.8. Storyboarding ........................................................................................................................................................ 227
9.9. Develop Training Aids.......................................................................................................................................... 229
9.10. Templating .......................................................................................................................................................... 237

10. ID Implementation .............................................................................................................. 239

10.1. Course Validation ............................................................................................................................................... 239
10.2. Preparing Check list for implementation ........................................................................................................... 242
10.3. Selecting Implementation mode ........................................................................................................................ 243
10.4. E-learning ............................................................................................................................................................ 244
10.5. Technical Compliance ........................................................................................................................................ 246
10.6. Meeting Readability and Accessibility ................................................................................................................ 252

11. ID Evaluation ...................................................................................................................... 256

11.1. Evaluating Techniques ........................................................................................................................................ 256
11.2. Measure Learning ............................................................................................................................................... 261
11.3. Evaluate Learner Satisfaction.............................................................................................................................. 262
11.4. Measuring Learner’s Improvement .................................................................................................................... 263

12. Advanced Topics ................................................................................................................. 265

12.1. ID Software and Web Tools .............................................................................................................................. 265
12.2. Digital Narrative .................................................................................................................................................. 266
12.3. Agile Instructional Design................................................................................................................................... 269
12.4. ID and Virtual Reality ......................................................................................................................................... 272
12.5. ID and Augmented Reality ................................................................................................................................. 274

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1. INSTRUCTIONAL DESIGN BASICS

Instructional design (ID), also known as instructional systems design (ISD), is the practice of
systematically designing, developing and delivering instructional products and experiences, both
digital and physical, in a consistent and reliable fashion towards an efficient, effective, appealing,
engaging and inspiring acquisition of knowledge. The process consists broadly of determining the
state and needs of the learner, defining the end goal of instruction, and creating some "intervention"
to assist in the transition. The outcome of this instruction may be directly observable and
scientifically measured or completely hidden and assumed. There are many instructional design
models but many are based on the ADDIE model with the five phases: analysis, design,
development, implementation, and evaluation.

Instructional Design (ID) is commonly defined as a systematic procedure in which educational and
training programs are developed and composed aiming at a substantial improvement of learning.

Instructional design aims for

improvement of learning
motivating the learner so as to attain deeper knowledge of the subject to be learned
Teaching vs ID
Teaching is about communicating information effectively, nurturing learners, helping learners to
develop.

Instructional Design is about the organization of content, sequencing of learning, assessing

achievement, and the preparation of sound instructional materials so that ‘teaching’ can move
forward. ID process is a planning and organizational tool. The process helps to ensure that all the
important information is considered in the context of the instructional problem or challenge.

1.1. Learning Process

Human learning is a process of acquiring knowledge. Our behavior, skills, values and ethics are
acquired when we process information through our minds and learn. Human learning may occur
as part of education, personal development or any other informal/formal training. Children learn
while they play, experiment, and interact. However, the process of learning is a continuous
process. We constantly learn, unlearn and relearn through our experiences. To express ideas, to
inform people, to communicate, to create etc we need to learn.
Steps of the Learning Process
In response to Victor’s call for a design methodology and language, the content below cites current
educational research on brain-based teaching and student-centered learning. Dr. Robert Greenleaf
and Doris Wells-Papanek, M.Ed. (2007) provide the following framework regarding how humans
(we) process for understanding, retention, application, and transfer.

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The Sensory System quickly gathers all input that enters the human brain and body – most are
discarded immediately. All humans, regardless of gender, age, or environment, learn through the
senses. Our capacity to learn is largely determined by the level of our conscious attention to our
senses. The more we are aware of what we see, smell, taste, hear, touch, or gather from the tone or
mood of a situation, the more likely we will process information on a thoughtful level. If a sensory
input is perceived to be interesting, offers purposeful application, conveys personal meaning, or
spikes our curiosity with novelty, the more likely we will choose to attend and engage in a learning
process.
The Central Nervous System is comprised of two components: the brain and spinal cord. The
central nervous system is responsible for coordinating selected sensory inputs into the rest of our
body (only those which are considered worthy of our conscious attention). Together they actively
consider, filter, regulate, and integrate pertinent sensory input into short-term (working) memory.
This central nervous system rapidly gathers, organizes, interprets, and makes sense of the inputs, to
prepare our body and mind (peripheral nervous system – sensory neurons, clusters of neurons,
and nerves) to adapt and take action based on need or circumstance.

The Short-Term (Working) Memory Process “draws” from long-term memories to link prior
knowledge and previous experiences with new information for understanding. The more humans
can relate to what they are learning, the more likely new short-term memories will link with prior
knowledge or previous experiences and therefore result in new understandings. Our working
memory “draws” from long-term memories to seek connections, make new meanings, create
mental visualizations, and recognize familiar patterns, which in turn prepares the brain to establish
relationships, organize information, create categorize, and consider new understandings.

The Long-Term Memory Process retains memories such as ideas, thoughts, interactions, feelings,
and visualizations of events that become connected in the brain when “pulled” into working
memory. Throughout life, the human brain develops critical connections between short-term and
long-term memories, which in turn expands our ideas, thoughts, interactions, feelings, and
visualizations of past, present, future, or imagined events. As the brain “pulls” retained long-term
memories into working memory, further consideration is given to select thoughts. The frequency
and levels of intensity of the activities strengthens connections, which in turn creates associated
neural networks. Sorting and consolidation of the day’s events take place during sleep. The brain
never stops processing, activity occurring 24/7 regardless of the state of conscious mind.

DIY Learning occurs when humans apply and transfer new learnings to other and varied
circumstances. When learning environments and conditions engage multiple connections to the

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brain, humans are more likely to make greater attempts to process, take action, and apply new
learnings, which in turn increases long-term memory and sustained understanding. Innovative
learning outcomes are more likely to occur when humans explore authentic ways to transfer new
ideas and feelings to other and varied circumstances. The process of creating multiple links,
neuronal connections across many lobes and modules provides a rich opportunity for increased
recall, transfer, insight, and applications reaching beyond the confines of the subject matter into
real-world problems that require reasoning, problem solving, and communication.
Biological Process of Learning
The brain, which is a physical organ in the body like any other physical organ, like the heart, lungs,
stomach, and intestines, has certain innate, natural functions, which it knows how to perform from
birth. It even performs some functions before birth, e.g., the heart is beating and circulating blood
before birth. Though the brain is about 2-3% of the body's weight, it needs about 20-30% of the
body's energy.

The neuron is a brain nerve cell. The human brain has approximately 100 billion neurons.
Dendrites (from the word for “tree-like”) grow from the neuron’s cell body. There is also one
axon, which sends electrical-chemical messages to other neurons.

When we are learning, our brain is growing tree-like fibers from the neurons in specific sections of
the brain. The more we learn the more dendrites our brain grows.

During learning an axon’s terminals make contact with one or more other neurons' dendrites or
cell bodies, forming a "neural network" of neurons. Then, when the learner's brain is stimulated by
thinking about or remembering that specific object of learning, specific neurons' axons sends
electrical-chemical messages to one or more of those other specific neurons. The connection
points are called "synapses."

The more a learner practices a new concept or skill, the more synapses (connections between
neurons) there are, making the ability to remember and use the new concept or skill more natural,
easier, faster.

At the synapse, the axon sends an electrical current into the bulb at the end of a terminal. In this
bulb are chemicals called "neurotransmitters.” The electrical current sends some neurotransmitters

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into the gap between its terminal bulb and the specific dendrite of a receiving neuron. These
neurotransmitter chemicals then stimulate the receiver neuron, which, in turn, sends an electrical-
chemical message up to its body and then out through its axon to other specific neurons, forming
ever more complex neural networks. Moreover, certain organs in the body produce chemicals as a
result of negative or positive emotions, e.g., need for flight (from fear) or prepare to fight (as a
challenge). These chemicals affect the synapses and can shut them down if flight seems necessary
for survival or enliven them if the brain is confident to fight, to meet the challenge.

At birth a newborn's brain has already grown some dendrites and neural networks from what the
baby's brain learned before birth. For example, at birth a baby can recognize its mother's voice: it
heard it in utero, remembers it, and recognizes it. It has also learned (constructed or grown neural
networks) to move around in its fluid environment. By three months, the baby has learned a lot,
i.e., grown more dendrites and neural networks. By fifteen months, the baby has learned a great
deal more, i.e., has many more complex and larger neural networks, which are the greater
knowledge and skills that have been learned.

Learning = Growing and Connecting Neural Networks (Dendrites, Synapses, and Neural
Networks)
Levels of Human Learning
It is said that there are four levels of learning. Unconscious Incompetence is a stage where we don’t
know what we don’t know. This means that we are not even aware of certain things in this universe.
We have no awareness of the existence of certain kind of knowledge. The individual does not
understand or know how to do something and does not necessarily recognize this.

The second level is conscious Incompetence. This means we know what we don’t know. There are
certain things which exist and which we are aware of however, we consciously know for a fact that
we don’t know it. Though the individual does not understand or know how to do something, he or
she does recognize this. The making of mistakes can be integral to the learning process at this
stage. Example: a person knows that he or she does not know how to drive.

The third level of learning is conscious competence. Here individuals are aware of the learning
that has taken place. We know what we know. The individual understands or knows how to do
something. Execution of the skill plays an important part in this learning process. It requires a lot
of concentration. Example: An individual knows for a fact that he or she can cook and when they
do that, they must perform the process with concentration.

The fourth level of the learning process is unconscious competence. This means that we don’t
know what we know. Sometimes, we as individuals have had so much practice with a particular
skill that it almost becomes our second nature. And this we can perform with utmost ease. As a
result, the skill can be performed while doing other things as well. These skills may be taught to
other individuals as well, depending upon how and when it was learned.

Apart from the process of human learning and the stages of human learning, spirituality and being
conscious of your inner self is also learning in itself. Human beings must learn and be aware of
their soul and must identify peace within themselves. This is a continuous learning process.
Practicing meditation helps you to learn about your feelings, emotions, and other inner attributes.

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Even Maslow’s Hierarchy of Needs talks about the last stage of need which is Self Actualization.
According to him, one reaches that stage after all basic; safety and luxury needs are fulfilled.
Human learning, above all, has to do with adaptive behavior. With time, humans need to learn,
unlearn and relearn to become their perceived ideal self. However, realizing the inner self is the
biggest learning for most humans.
Types of Learning
There are two different types of learning - observational and associative learning.
Observational Learning is learning by watching others engage in different behaviors. From the
examples above, you probably have learned to dance by watching your teacher demonstrate
some dance steps to you. You also probably have learned how to write by watching your
mother demonstrate hand strokes for various letters and numbers.
Associative Learning is learning by establishing connections between events. Conditioning is
the method for teaching associations, and there are two types of conditioning - classical and
operant conditioning. Classical conditioning is the method teaching associations between two
different stimuli. From the example above, we learned the connection between lightning and
thunder because they almost always occur together. Because of this, whenever we see lightning,
we cover our ears in anticipation of thunder. On the other hand, operant conditioning is the
method of teaching associations between behaviors and consequences. Operant conditioning
uses rewards and punishments to strengthen or weaken behaviors. From the example above,
you might have learned the connection between telling lies and losing credibility and friends.

The educational psychologist, Robert Gagne(1965), for example, ably demonstrated the
importance of identifying a number of types of learning which all human beings use.
Gagné(1965:58-59) identified eight types of learning:
Signal learning. The individual learns to make a general diffuse response to a signal. This is the
classical conditioned response of Pavlov.
Stimulus-response learning. The learner acquires a precise response to a discriminated
stimulus. What is learned is a connection or, in Skinnerian terms, a discriminated operant,
sometimes called an instrumental response.
Chaining. What is acquired is a chain of two or more stimulus response connections. The
conditions for such learning have also been described by Skinner.
Verbal association. Verbal association is the learning of chains that are verbal. Basically, the
conditions resemble those for other (motor) chains. However, the presence of language in the
human being makes this special type because internal links may be selected from the
individual's previously learned repertoire of language.
Multiple discrimination - The individual learns to make a number of different identifying
responses to many different stimuli, which may resemble each other in physical appearance to
a greater or lesser degree. Although the learning of each stimulus-response connection is a
simple occurrence, the connections tend to interfere with one another.
Concept learning. The learner acquires the ability to make a common response to a class of
stimuli even though the individual members of that class may differ widely from each other.
The learner is able to make a response that identifies an entire class of objects or events.
Principle learning. In simplest terms, a principle is chain of two or more concepts. It functions
to organize behavior and experience. In Ausubel's terminology, a principle is a "subsumer" -- a
cluster of related concepts.

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