76 | Peosoceca. Founserions i Eovcnnova. TecMyo.ooy es. instructional Design in Online Course Development Learning Outcomes > Discuss and put in context the principles of instructional design. > Design an instructional plan for online delivery. > IMustrate the value and application of instructional design principles in materials development for lifelong learning { Darronucnon) Teachers just like architects, engineers, and other professionals are designers. If architects design houses and buildings, engineers design roads and hridges, so what do teachers design? Teaching calls for planning and designing. In principle, no teacher centers a classroom without knowing what to teach and how to teach, The question on ‘what to teach involves the mastery of the subject matter, On the part of the teacher, it entails having enough knowledge and understanding ef the content. The question ‘on how to teach focuses on the strategies, methods and the selection of instructional materials that can best deliver the content, ‘The pervasive influx of the new and emerging technology in the educational arena has prompted seholars, (earning specialists, and educational technology practitioners to explore and put in practice the principles of Instructional Design. This is another complex field of study that many may find it quite technical. Teaching with technology calls for the anderstanding of the key principles of instructional design in the process of preparing instructional plans, and in developing, instructional materials intended for both classroom-based and online delivery. Lesson 9 explores the study of instructional design, its definition, models and usage ‘in the context of online course design and management. Definitions of Instructional Design There are several definitions of instructional design or ID you can find in the literature, Just like the other terms that we have leamed in the previous lessons, instructional design is defined based on one’s background knowledge and orientation. ‘A teacher may define this term in the context of lesson planning while a system or program developer may express the definition and understanding of instructional design in the context of developing or producing technology driven programmed instruction.Mf that cher von ber, tion onal rena ners. ‘ther 3 of ping sage din tion. nor vsign (CHAPTER 2: Leston@~ Instuctional Design in Onino Course Development The following are some of the definitions of instructional design: ‘ Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals, and the development of a delivery system to meet those needs. It includes development of instructional materials and activities and tryout and evaluation of all instruction and learner activities. ‘Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning, ‘% Instructional design is a systematic approach to planning and producing effective instructional materials. It is similar to lesson planning, but more elaborate and more detailed. ‘Instructional design is a systematic approach to course development that ensures that learning goals are accomplished. It is an iterative process that requires on-going evaluation and feedback, ‘Instructional Design is the art and science of creating an instructional environment and materials that will bring the leaner from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks, Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem solving (Siemens, 2002). From the foregoing definitions of instructional design, let us look into the key soncepts that can make our understanding of ID simple so that we can translate them in actual practice, Instructional design is a systematic process which means that it follows a Procedural or sequential approach. It involves application of theories and principles in Jeaming; hence, it focuses on the act of leaming and the understanding of how people eam. You can review some of the educational and learning theories and principles you have leamed from the courses you have taken in teacher education. ID also includes the Production or design and development of instructional materials and the technologies to ‘support the delivery and the achievement of the stated learning goals and outcomes. At this point, you are beginning to create a mental picture of what instructional design or ID is all about as you think of your future task as teachers and designers. To reinforce your understanding about instructional design, let us watch this video. 778 | Peoscocica: Founoanoxs m Eoucarionn. Tecwwotocr 7 ‘Watch this Video “What is Instructional Design?” ‘What is Instructional Design? Source: hitps:/Avww.youtube.com/watch?v=w0iQeStGND4 % Answer the following guide questions, i Write your answers to the following questions on a separate paper and submit them as an assessment output, ‘¢ Name and describe the three (3) major components of instructional design. Name and discuss the tools necessary in instructional designing, ‘¢ Write a short personal insight or reaction on the treatment and presentation of the subject “What is Instructional Design?” © Construct three (3) higher cognitive questions on the various concepts discussed in the video.[CHAPTER 2 Lesson 9 Instucona Design it Ol Course Dovelopmart ] 79 Instructional Design Models Instructional design comes in various models. While there are several models of instructional design, however, and for the purpose of your present course in educational technology, let us focus our attention on the basic and simple ID models intended for teachers and novice designers. ‘The ADDIE Model instructional design model is perhaps the most popular and widely accepted ID model. The acronym ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. This is the best known ID model and commonly used in education. ADDIE mode! is illustrated in Figure 4 THE ADDIE MODEL i Figure 4, The ADDIE Model Retrieved from http:/www.instructionaldesignexpert.com/addie.htm! Hannafin and Peck Design Model a ‘The Hannafin and Peck design model is another simple ID model that consists only oF tice (3) phases, namely; needs assessment, design and develop/implement as shown im Figure 5, The needs assessment phase is where the designer formulates the program’s ‘bjectives. The design phase of this model is where the designers create ways to achieve the stated goals and objectives. In practice, it is this stage that challenges the sereativity of the designers. The final phase is development and implementation, It is this phase where the program or the plan is put into place. It is also at this phase the designer makes decision as to whether of not to continue or revise the although this is not the final revision that will be undertaken by the designer. outstanding feature of the Hannafin and Peck design model is that the evaluation fis contimaous throughout the designing process (Sortrakul, & Denphaisarn, 2009). This 1 is best used in developing technology-driven instructional resources. See Figure for the Hannafin and Peck design model. See Figure 5. 's80 epacoaica, Founcartons IN Eoucanional TecaNovney Phase 1: Phase 3: Develop/ Needs Implement Assessment Evaluation and Revision Figure 5. Hannafin and Peck Design Model (Kidder, 2011) Dick and Carey Design Model “The Dick and Carey model prescribes a methodology for designing instruction based on a reductionist model of breaking instruction down inco smatler components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the leaning of these outcomes.” Sortrakul & Denphaisarn (2009). Dick and Carey model is a systematic cycle that consists of nine (9) iterative cycles and a summative evahuation of the whole effectiveness of the instruction as shown in Figure 6. peas Ness ony oa) Figure 6. Dick and Carey Design Model: The systematic design of instruction ((Dick & Carey, 1980).notion nents applies saisarm erative jon as BESEy| (CHAPTER 2: Lesson 9~ Instructional Design n Onin Cause Development) 81 To enhance your understanding on the relationship of the various components of this ID model, let’s watch the folfowing short video. Directions: ‘Watch this video “Dick and Carey Instructional Design Model” Dick and Carey Instructional Design Model MeNeil, M. (2013, May 19). Dick & Carey Instructional Design Model. Retrieved from https://www.youtube.com/watch?v=nl1200n4bTU © Focus on the flow of the various components in the model. + Write differences or similarities with the other ID models Share your outputs in class.82 | Peoscootca Founoarions m Eoucerionn. TecHNoLooy ASSURE Model The ASSURE instructional design model was developed by Hainrich and Molenda in 1999, The primary goal of this model is to produce an effective teaching and leaming approach (Forest, 2015). This model serves as a guide for teachers in planning and conducting instruction using instructional technology. There are six (6) simple steps to follow in the model representing the acronym ASSURF as shown in Figure 7. A @ ANALYZE LEARNER s @ SELECT, MODIFY. OR DESIGN (@ REQUIRE LEARNER RESPONSE @ EVALUATION E Figure7. ASSURE Instructional Design Model ‘The first (1) phase in ASSURE model is the analysis of your target students ot audience. Understand their learning styles and know their prior knowledge of the subject matter you are about to teach. The second (2%) phase is when the designer states Jeaming goals and objectives. It is important that at this stage the designer takes into account the three (3) leaming domains namely; cognitive, psychomotor and affective in stating the learning goals and objectives. The third (3%) phase is the selection of instructional materials that will support the delivery of content. There are three (3) options a designer can take, namely; to select, modify or develop the materials. This is quite a crucial stage in the model because wrong choice of materials may not result to effective leaming. The fourth (4th) stage in the ASSURE model is the utilization of the instructional materials in teaching and learning process. The teacher at this stage has the task to create engaging learning activities using the appropriate materials. The fifth (Sth) stage of ASSURE model is requiring leamer’s participation. At this stage, the teacher creates engaging learning activities where the students can participate actively in problem solving and in critical thinking. Learning activities are designed to allow the students to interact with the teacher and express their feedback. The sixth (64) finalCHEERS Lindman Cardone | a8 ‘stage of this model is evaluation which is final measure as to the extent of leaming on da the part of the students, and the evaluation of whether or not the teacher has achieved 7 the stated learning goals and objectives. ning and In summary, teaching online requires careful planning. While technologies are ps to there to drive online learning, the teacher remains the most effective medium te deliver imsiruction. However, this calls for enough time in planning and creativity in designing for online course delivery. Understanding the principles of instmctional design can kelp you prepare not only your instructional plan but also in developing and producing ‘ealine instructional resources. Designing an Instructional Plan for Online Delivery Directions: (This may be an individual or group learning activity). ‘Use the template that follows and design a simple instructional plan for online delivery. Choose a simple lesson in one particular subject or course. Specify the subject/course and the academic level of your target students, Note: Please remember that this instructional plan will reflect both synchronous and asynchronous leaming activities. ‘The time duration for its delivery is at least an hour, mts or ‘of the + states84 | Penscosica: Fouosmions in EoucaTions, Tecuno.ocy Subjeet/ Course Grade or Year: Ontine instructional Plan Template Lesson: Sub-topics: Indicate the sub-topics of the lessons here (if applicable) (8) for every online learning activity. ‘Type of Online Learning Online Learning | Communication and | Students’ Learning Outcomes Activities interaction/ LMS ‘Tasks Tools to be used. Learning Activity Indicate the specific | No. (eg, Asynchronous Jearning outcome ‘or Synchronous (5) for every online | Indicate the online { communication ) Tearing activity. learning activity here. (Choose the type of Example: Reading | interaction for this of online articte, particular activity) | Describe the teaming interacting with a task the students will specific instructional | $-Tinteraction do, software (simulation, } $-C interaction game, tutorial ete)" |S-S interaction Indicate the specific | LMS tools to be used. directions for the online students to follow. [Duration of the activity) Learning Activity Indicate the specific { No. Describe the learning earning outeome task the students will (5) for every online do. Tearing activity, Indicate the specific | Learning Activity Describe the Tearning Ieaming outcame No. task the students will do. | Note: This is a generic format for an online instructional plan. You may change the format and presentation depending on your need and creativity. If you are using a learning| matiagement system (LMS) you may indicate the specific tools of the LMS in the third column.(CHAPTER 2: Lesson 9 ~Instvetonal Des in Gnne Course Devel 85 sing vill will ‘SYNTHESIS: KEY THEMES AND CONCEPTS Teachers ese designers just like architects, engineers and other professionals, Online and classroom-based teachings require effective planning and designing of course content to achieve the stated leaning goals and outcomes. Meaningful leaming takes place when there is proper and effective planning. Instructional design is a complex process and may be defined in different ‘perspectives. There are several definitions of instructional design end all of them point to the underlying educational philosophies that center on the learning process. Instructional design is a systematic apptoach to course development that ensures that specific learning goals are accomplished. It is an iterative process that tequires on-going evaluation and feedback. Instructional design is a systematic approach to pianning and producing effective instructional materials, It is similar to lesson planning, but more elaborate and mote detailed. Instructional design is a systematic process which means it follows « procedural or sequentisl approach and involves application of theories and ptinciples in learning, ‘The ADDIE model, Hannafin & Peck model, Dick and Carey model and the ASSURE model are just some of the basic examples of instructional models commonly used by teachers and novice designers. These design models may be used in planning for instruction and in designing and developing technology-driven instructional materials. Instructional design may be explained in three major components, Tools, People and Organization.