Aurelia P.

Cayabyab
Heide V. Benitez
Djsana J. Hiteroza
 What is Instructional Design?

•According to Kent Gustafson and Rob

Branch, instructional design is a
systematic process that is employed to
develop education and training
programs. ( Reiser and Dempsey, 2007)
 Contributing Theories

• Greek philosophers: writing on learning and

memory
• St. Thomas Aquinas: free will in terms of
teaching 13th century
• John Locke: gaining knowledge through
experience 17th century
• John Dewey: learning by doing
 1920’s
Behaviorism:
•Influential theory in the
development of
instructional design
•Defined as the
measurement and study
of human behaviors
 1930-1945
•World war II: Rapid
advancement in the field

* Psychologists and
educators developed
training materials for
soldiers
 1946
American Institute for
Research
• Developed numerous analysis,
design and evaluation procedures.
• Leading Researcher
-B. Miller of Psychological
Principles in System Development
 1954
B.F. Skinner
• Author of The Science Of
Learning and the Art of
Teaching

• Developed the Characteristics

of effective programmed
materials
 1956
OBJECTIVES
Taxonomy of Educational
Objectives
• Benjamin Bloom developed
learning outcomes in terms of
objectives

• Bloom’s Taxonomy depicts a

hierarchy, showing the relationship
between the outcomes.
 1957
•The launch of SPUTNIK, a Soviet space
satellite, lead to reforms in math and
science education.

•Science and math instructional materials

developed using US government funding
 1960’s
Early Instructional Design Models
A model for systematically designing
material was developed by
incorporating.
• Task Analysis
• Objective Specification
• Criterion-Referenced Testing

***Robert Glaser developed the

term criterion-reference. His
research allowed educators to
assess for previous knowledge and
develop materials that are learner
specific.
 1965
• Robert Gagne: Key
Researcher
-Author of Military Training and
Principles of Learning” and
“The Conditions of Learning”
-Contributions:
*Described various types
of learning outcomes and
events of instruction (Reiser
and Dempsey, 2001)
 1965
L.C. Silveria: Key
Researcher

• Research assisted in
fields creations
• Model based on
behaviorism
• Applied general system
theory to solve
instructional problems
 1970’s
Rapid Growth and development in the creation
of new models for systemically designing
instructions.

A rise of Interest in the System Approach

A number of models based on information-

processing-approach developed across military,
academic and organizations, many of which
use media to improve the quality of
instruction.
 1980’s
Growth and Redirection
The birth of E-Learning
Methods are evaluated as to how
PC could be used in an academic
and interactive context as PLATO,
the first generalized computer
assisted instruction system allows
computers to be integrated into
instruction. Concurrently, there is
also a rising interest in the
principles of cognitive psychology
 1990
A rising interest in constructivism and the Importance of
Performance
The Constructivist theory underlines the importance of
authentic learning tasks that replicate the actual complexity of
the real worlds environment of trainees as opposed to the
theoretical learning approach which preceded it.

APPLICATION OF LEARNING TO
DAILY LIFE.
 2000’s
The Rise of Online Learning
Deeper internet penetration, better
bandwidths and rise of the social media
makes online learning a viable,
economical and effective medium
2010 and beyond

Now is the age of learning

technology in all its form—Social,
mobile and personalized. Big
data and analytics are shaping
the way how learning is tailored
to the needs and preferences of
each learner.
 The principles of
instruction are no doubt,
rooted in years of
research in Instructional
Design, but learning is
now designed to be more
contextual, fluid and
learner-friendly.
THANK YOU!
GOD BLESS!