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5 Elements of ISD
5 Elements of ISD
of Instructional Design
Hilary R. Estey, MS
Table of Contents
PAGE
Instructional Systems Development (One Model)1
Design Step 1: Write the Program Objectives.3
Design Step 2: Select the Content 4
Design Step 3: Sequence the Objectives and Topics....5
Design Step 4: Select Methods and Media..6
Design Step 5: Evaluation Techniques.7
DESIGN
DEVELOPMENT
IMPLEMENTATION
EVALUATION
The arrows describe the relationship between the phases of Instructional Development.
Although there is a logical flow and sequence, the double arrows indicate necessary
feedback and overlap between the phases.
Well look at each phase individually.
ANALYSIS
In this phase the need for training is examined. The following decisions are made:
Needs Analysis
Goal Analysis
Population Analysis
Resource Analysis
page 1
DESIGN
During the design phase the following tasks are accomplished:
1.
2.
3.
4.
5.
Once these items are thought through and written out, they become your Design Document.
DEVELOPMENT
Using the design document, program materials are designed and produced.
Examples:
Instructor guides.
Participant workbooks, job aids, reference materials.
Computer based programs, videos.
Visual media.
Simulations or test equipment.
IMPLEMENTATION
The program is carried out. Feedback from a pilot implementation is used in the evaluation
phase to continually improve the program.
EVALUATION
The two focuses of this phase are measurement and maintenance. Both the programs success
at teaching and the participants success at learning are evaluated against the program
objectives. Feedback from this phase is used to revise and refine the program.
page 2
Design Step 1
Write the Program Objectives
A program objective clearly and simply states what the learner will be able to do as a result
of participating in the program.
Effective objectives are measured and observable.
Avoid objectives that aim to improve an internal state of mind; for example to understand
or to know are not measurable or observable.
Use performance oriented objectives such as:
At the end of this training program, participants will be able to
Use
Explain
Label
Demonstrate
Diagram
Evaluate
Inspect
List
Prepare
Complete
Assemble
Organize
Sell
Analyze
Conduct
The objectives are the backbone of the program and the most crucial element of the design
phase. The decisions you make in selecting content, methods, media and evaluation are all
based on your objective statements.
page 3
Design Step 2
Select the Content
There always seems to be much more information than there is time or the resources to teach it.
The wise designer sticks with the content that is required to meet the objective.
For each objective, develop a list of topics and subtopics.
Consult subject matter experts the people who perform the objectives well already.
Research existing documentation, job descriptions, performance evaluations, and
related training programs (both internally and those available externally).
Start with a think big approach. List everything that could possibly be relevant to the
objective.
Narrow the list by indicating which topics are essential and which are nice to know.
Include only those topics that are essential to the program objectives.
The nice to know can be provided in an appendix or other resource area.
Note: What, exactly, are you teaching?
Domains:
Cognitive: knowledge, skills
Affective: attitude, behavior
Psychomotor: performance of physical activities
page 4
Design Step 3
Sequence the Objectives and Topics
Sequencing alternatives include:
simple to complex
known to unknown
overview to detail
theoretical to practical
easy to difficult
order of performance
Examples
Known to unknown
Easy to difficult
Problem to solution
Step-by-step
page 5
Design Step 4
Select Methods and Media
The more closely the method, media, and exercises mirror the real world of application, the
better.
METHODS
MEDIA
EXERCISES
Reading
Instructor led
Knowledge-based topics:
Lecture
Manuals
Multiple choice
Demonstration
Handouts
True/false
Discussion
Transparencies
Short answer
Self-study
Flipcharts
Matching
OJT
Computer-based
Coaching (one-on-one
Videos
Simulators
Role plays
Slides
Case studies
Audio tapes
Skill practices
Satellite broadcast
Performance-based topics:
Then consider:
Cost to develop
Cost to maintain
Stability of information
Background of participants
Facility requirements
Size of class(es)
page 6
Design Step 5
Program Evaluation Techniques
Program Evaluation Techniques
Participant observations
Instructor observations
Pre- and post-testing
Job performance observation
Factors to consider:
TIMING: before, during, immediately after, or after some duration
FORMAT: rating scales, tests, interviews/surveys, behavioral observations
Development and administration costs
page 7