Foundations of Instructional Design, IDC1, Outline

I. Needs Analysis
A. What is the purpose of conducting a Needs Analysis?
• Determine the cause of the performance problem
• Determine a gap between current state of performance and desired state of
performance
• Establish an instructional goal that address the instructional needs
B. Will an interview ever have more than one respondent?
• Distinguish between interview and focus group
• Interview has one respondent at a time
• Focus group has more than one respondent at a time

II. Scope and Sequence

A. What are the four components of a complete goal statement?
• The learners
• What learners will be able to do in the performance context
• The performance context in which the skills will be applied
• The tools that will be available to the learners in the performance context
A. What is a task analysis (task analysis is used interchangeably with goal analysis and instructional
analysis)?
• A breakdown of the goal statement into each concept or procedure the learners need to
know, or be able to do, in order to achieve the goal

III. Learner Analysis

A. What is the value of conducting a Learner Analysis?
• It helps us design our instruction as effectively as possible for our specific learners
B. What is the difference between entry-level skills and prior knowledge?
• See #21 of https://srm--
c.na60.visual.force.com/apex/coursearticle?Id=kA00c000001DYteCAG

IV. Design Theories

A. What are examples of each of Gagne’s Nine Events?
• See Unit 5, Module 9 within the course of study
B. According to the design theory Backward Design, what is the difference between factual details
versus big ideas/essential questions?
• See https://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53
C. According to Backward Design, when do we create our assessments?
• See https://www.authenticeducation.org/ubd/ubd.lasso
D. What are generative topics?
• See https://www.gse.harvard.edu/news/uk/08/05/what-teaching-understanding

V. Scope and Sequence

A. What are the parts of Mager’s three-part performance objectives? Give an example of each.
• Condition
o Example: Given the institution’s mission statement
• Behavior
o Example: Employees will identify how their roles support the institution’s
mission
• Criterion
o Example: Identifying at least 3 ways
 B. Identify the part of the performance objective from the descriptions below (condition, behavior,
criteria):
• Measurable action verb
o Behavior
• Minimum level of mastery
o Criterion
• Parameters for behavior and/or resources needed for performance
o Condition

VI. Learning Assessment

A. Which type of assessment measures entry-level skills?
• See #21 of https://srm--
c.na60.visual.force.com/apex/coursearticle?Id=kA00c000001DYteCAG
B. Which type of assessment measures prior knowledge?
• See #21 of https://srm--
c.na60.visual.force.com/apex/coursearticle?Id=kA00c000001DYteCAG
C. What is criterion-based assessment?
• An assessment that measures mastery of skills identified within a given objective

VII. Learning Theories

A. What is the difference between objectivism and Constructivism?
• See Unit 8, Module 13 of the course of study
B. What are the differences among behaviorism, cognitivism, and constructivism?
• See Unit 8, Module 13 of the course of study

VIII. Instructional Strategies

A. What are examples of the four components of Keller’s ARCS Model?
• See https://www.arcsmodel.com/
B. What are examples of Gardner’s Multiple Intelligences?
• See https://www.multipleintelligencesoasis.org/the-components-of-mi