Dr.

Dorothy DeWitt
OUM

HPEI 3103: INSTRUCTIONAL

TECHNOLOGY
LEARNING OUTCOMES
At the end of the lesson, the students will be able to:
 Define learning and instructional design
 Compare traditional instructional design to the systematic instructional system
development
LEARNING, TRAINING, EDUCATION
 Learning – can involve all kinds of knowledge
 Training – focused training n of well-defined an
fully specified tasks
 Education – a intentional and systemic study,
guidance and support from others (an institution)
and changes in one’s ability and knowledge.
TECHNOLOGY
 Technology changes (keeps evolving) since
knowledge is progressing and the goals and
intentions of people are dynamic (Spector, 2015).
 As technology changes, what people do and what
they can do changes as well (Spector, 2015).
 Discuss
INSTRUCTIONAL TECHNOLOGY
 “the analysis of learning and performance problems, and
 the design,
 development, instructional and non-instructional processes and
resources
 implementation, (procedures and media)
 evaluation and
 management intended to improve
learning and performance
at
a variety of settings (educational institutions
and the workplace).
INSTRUCTIONAL TECHNOLOGY
 As technology evolves, our pedagogy needs to change.
 Focus of instructional designers is to facilitate and improve “learning and
performance” (Spector, 2010).
 Spector (2010) continues “As a consequence, our profession takes the
notion of change seriously; we are typically trying to establish that a
particular instructional approach or use of a particular technology will
result in improved learning.” (Spector, 2010)

LEARNING ARCHITECTS
INSTRUCTIONAL DESIGN
 ADDIE model

History of the use of the ADDIE model

http://www.nwlink.com/~donclark/history_isd/addie.html
INSTRUCTIONAL SYSTEMS DESIGN (ISD)

“…ISD is a general system

approach used to produce an
instructional system. The phases
are a sequential set of activities
called analysis, design,
development, implementation and
control.”

What are the systems in a

learning environment?
INSTRUCTIONAL SYSTEMS DESIGN (ISD)
 Examples of ISD Models
  Dick and Carey Model 
  Bela Banathy's Instructional System

What are the systems in a

learning environment?
INSTRUCTIONAL DESIGN (ID)
 Instructional design models typically specify a method, that
if followed will facilitate the transfer of knowledge, skills
and attitude to the recipient or acquirer of the instruction.
 The major instructional design theories and/are models
include:
 Gagné's Nine Steps of Instruction
 Merrill's First Principles of Instruction
 John Keller's ARCS model
 Merrill's Component Display Theory
 Reigeluth's Elaboration Theory
 Constructivism
 van Merriënboer's 4C/ID Model
 Rapid Instructional Design
What is the difference
between ID and ISD?
TRADITIONAL AND ISD
Instructional Systematic Instruction
Traditional Instruction
Components
Based on: Based on:
Traditional curriculum Evaluation needs
Aims
Alternatively, previous syllabus Task analysis
Internal reference External or global reference

Stated based on evaluation needs

Stated as teachers’ or task analysis Expe
Objectives accomplishments Stated as behavioural achie

Identical for all students accomplishments Mast

Selected based on students’ needs

Grad

Students’ awareness Students are not told; Mentioned to the students before Reco

about the objectives Acquired intuitively from the lessons or stated clearly in the
textbooks and the lesson presentation
Testi

Inter
Taken into consideration objec
Are not considered
Different set of objectives based on Cour
Previous knowledge All students have the same devel
students’ previous knowledge and
objectives and activities
abilities Selec
and t
TRADITIONAL AND ISD
Instructional
Traditional Instruction Systematic Instruction
Components

Taken into consideration

Are not considered
Different set of objectives based on
Previous knowledge All students have the same objectives
students’ previous knowledge and
and activities
abilities
Expected achievement Normal curve Possibly skewed
Only a handful of students master all
Almost all students master all the
Mastery learning the objectives
objectives
Hit and miss
Norm-referencing (based on Criterion referencing (based on mastery
Grading
comparison with other students) of the objectives)

Usually, are not planned Planned for students who need assistance
There are no amendments to the A different suitable objective is set
Recovery
objectives or teaching approach Opt for an alternative teaching approach

To evaluate students’ progress

To identify mastery of skill
Testing Mainly to give grades
To identify problem learning areas
To evaluate one’s teaching
TRADITIONAL AND ISD
Instructional
Traditional Instruction Systematic Instruction
Components

Interpretation of Teachers have to modify and improve

Students are weak
objectives failure teaching techniques and approaches
Materials are chosen first Objectives are stated first, followed by
Course development
Created unsystematically selection of materials
Based on priority and easiness to Based on objectives and students’
Selecting materials and obtain characteristics
teaching aids Effectiveness is not known and Based on theories and studies
secondary Effectiveness is known beforehand

Based on content logic and the list of Based on previous knowledge and
Learning sequence
topics teaching principles

Selected based on teaching objectives

Utilise different types of strategies such
According to teacher’s preferences
Teaching strategies as behaviourist, cognitive and
Based on priority and familiarity
constructivist.
Based on theories and studies
Usually never takes place
Evaluation Systematically planned and often
Usually not systematically planned
Review of the teaching
Happens only once in a while Takes place almost all the time
materials
GAGNE'S NINE EVENTS OF INSTRUCTION
Description
To gain students’ attention, the teacher should present a good problem, a new
Gain attention situation, use multimedia and ask questions. This helps to ground the lesson, and to
motivate students to remain focused.

The teacher should state the goals or objectives explicitly e.g. state what students will
Describe the goal
be able to accomplish and how they will be able to use the knowledge.

The teacher reminds the student of prior knowledge relevant to the current lesson
Stimulate recall of prior
(facts, rules, procedures or skills). Show how knowledge is connected, provide the
knowledge
student with a framework that helps to learn and to remember. Tests can be included.

Present the material to be Present the information using, e.g. text, graphics, simulations, figures, pictures, sound,
learned etc. Chunk information (avoid memory overload, recall information).
Provide guidance for Presentation of content is different from instructions on how to learn. Use advanced
learning organisers.
Elicit performance Let the learner do something with the newly acquired behaviour, practise skills or
"practice." apply knowledge. At least use MCQs.
Provide informative Teacher shows correctness of the learner’s response, analyses learner's behaviour and
feedback may present a good (step-by-step) solution of the problem.
Assess performance test, if the lesson has been learned. Also sometimes give general
Assess performance test
progress information.
For example, inform the learner about similar problem situations and provide
Enhance retention and
additional practice. Put the learner in a transfer situation. Perhaps let the learner
transfer
review the lesson.
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