Lesson 6: The Concept of Instructional Design
How is the subject content best learned (Teaching
PREAMBLE...
KNOWING HOW TO TEACH IS MORE IMPORTANT
THAN KNOWING WHAT TO TEACH
It is also important to realize that the best planned lesson
is worthless if interesting delivery procedures, along with
good classroom management techniques, are not in
evidence.
INTRODUCTION TO 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.
What does a Designer do?
• An Instructional Designer is someone who creates and
delivers educational training materials for schools and
businesses organizations.
• An Instructional Designer is someone who develops the
methodology and delivery systems for presenting course
content.
3 MAJOR COMPONENTS OF INSTRUCTIONAL
DESIGN
• When it comes to designing a learning experience,
instructional designers must take three main components
into account to ensure the learning is effective: learning
objectives, learning activities, and assessments. This is
known as the "Magic Triangle" of learning.
Why is Instructional Design?
A systematic process of instructional design enables you
to:
➤ Identify a performance problem
➤ Determine the goals and objectives
➤ Define your learners and their needs
➤ Develop strategies to meet their needs and goals
➤ Assess learning outcomes
➤ Evaluate to see if goals, objectives, and needs are met
Key Elements of Instructional Design Process
On planning instructional design process. There are four
fundamental elements.
1. For whom is the program being developed (learners
characteristics)
2. What do you want the learners to Learn (Objectives)
3.
methods)
4. How do you know if the learning has been achieved or
not (Evaluation)
WHAT IS CONCEPT-BASED INSTRUCTION?
Concept-based instruction is driven by "big ideas" rather
than subject-specific content. By leading students to
consider the context in which they will use their
understanding, concept-based learning brings "real world"
meaning to content knowledge and skills. Students
become critical thinkers which is essential to their ability
to creatively solve problems in the 21st century.
HOW DO I CHOOSE CONCEPTS THAT ARE RIGHT
FOR MY TEACHING?
• The concepts a teacher chooses to utilize will heavily
depend on his or her content, the age, experiences, and
diversity among the students, and personal goals and
values for teaching. What is most important is that you,
the teacher, are invested in helping students explore the
"big ideas" you choose, and that the concepts you choose
are relevant for your students.
Lesson 7: Instructional Design Theories
What is Instructional design theories?
• Learning theories help educator and instructional
designer to understand how people learn.
• A theory equips one with the principles and
understanding to make informed decisions around the
design, development, and delivery of learning.
Reigeluth(1999) 4 major Characteristics of instructional
design theory
1. It is Design Oriented
2. It identifies methods of instruction which refer to the
ways to support and facilitate learning and the situations
in which those methods should be used.
3. The Methods of instruction can be broken into more
detailed components method, which provide more
guidance to educators about different elements and ways
to perform the methods.
4. Instructional design theories intend to control variables
in the learning environment to achieve certain results.
Instructional design theories are frameworks used to guide
the development of effective learning experiences. Some
popular ones include:
Constructivism: This theory emphasizes the learner's
active construction of knowledge through experiences and
reflection.
Connectivism: Focuses on learning in the digital age,
highlighting the importance of networks and connections
in acquiring knowledge.

Behaviorism: This theory focuses on observable behaviors
and suggests that learning is a result of conditioning,
reinforcement, and punishment.
Cognitive Load Theory: It explores how the capacity of
working memory affects learning and suggests strategies
to optimize learning by managing cognitive load.
Social Learning Theory: Developed by Albert Bandura,
this theory emphasizes the role of observation and
modeling in learning, along with the influence of social
factors.
Andragogy: This theory focuses on adult learning and
suggests that adults are self-directed learners who prefer
learning experiences that are problem-centered and
relevant to their lives.
These theories help instructional designers create learning
experiences that are engaging, effective, and tailored to
the needs of learners.
Lesson 8: Instructional Design Models
What is Instructional Design Model?
• An instructional design model provides guidelines to
organize appropriate pedagogical scenarios to achieve
instructional goals. Instructional design can be defined as
the practice of creating instructional experiences to help
facilitate learning most effectively. Driscoll & Carliner
(2005) states that “ design is more than a process; that
process, and resulting product, represent a framework of
thinking"
• Instructional design models describe how to conduct the
various steps. These steps involve instructional design
process. The models help trainers and educators to guide
and plan the overall process.
Characteristics Of Instructional Design Models
According to Branch and Merrill (2002), there are several
characteristics that should be present in all instructional
design models:
1. Instructional design is learner-centered: Learner and
his/her performance are the focal points.
2. Instructional design is goal- oriented: Well-defined
goals are essential.
3. Instructional design focuses on real-world performance.
Help learners perform the behaviors that will be expected
of them in the real world.
4. Instructional design focuses on outcomes that can be
measured in a reliable and valid way. Creating valid and
reliable measurement instruments is essential.
5. Instructional design is empirical. Data are the heart of
the process.
6. Instructional design typically is a team effort. This
process usually involves teamwork.
There are numerous instructional design models. Here are
four of the most influential and commonly accepted
design models:
1. Merrill's Principles of Instruction
provide a holistic approach to instructional design,
emphasizing the importance of grounding instruction in
real-world tasks and providing opportunities for active
learning and participation. There are five principles in
Merrill's instructional design theory:
• Task-centred
• Activation
• Demonstration
• Application
• Integration
2. Gagné's Nine Events of Instruction
framework offers a systematic approach to designing
learning experiences. The nine events are based on
cognitive psychology and are intended to be used in
sequence, although they can be adapted based on specific
learning contexts. They are:
• Gain attention.
• Inform learners of the objectives of the training.
• Stimulate prior learning.
• Present the content.
• Provide learning guidance.
• Give learners the opportunity to practice.
• Provide feedback.
• Assess performance.
• Enhance retention and transfer of knowledge.
3. The ADDIE Instructional Design Model
Like Gagne's framework, the ADDIE Instructional Design
Model provides a systematic structure for creating
learning experiences. It is also iterative, so feedback from
each phase can lead to revisions in previous phases. While
it provides a linear sequence, revisiting earlier stages
based on insights or challenges is common. The five
phases are:
• Analysis
• Design
• Development
• Implementation
• Evaluation
4. Bloom's Taxonomy
Bloom's Taxonomy is a hierarchical instructional design
model that classifies learning objectives into levels of
complexity and specificity. It originally had six levels
representing the cognitive domain, but it has since been
revised to make the six levels more actionable. The six
levels of Bloom's Taxonomy are:
• Remember
• Understand
• Apply
• Analyse
• Evaluate
• Create
Some Differences with a Lot of Similarities
The differences between the instructional design theories
outlined above are clear to see, but there are also key
similarities that run through each one. Keeping the learner
at the centre of the process is the most important. Making
sure the instructional design process is goal oriented is
essential too, as is keeping the focus on outcomes.
Whatever method is used, learner- centric, goal-oriented,
and outcome- focused are the pillars of good instructional
design.
Flexible learning
• Is refers to a mode of education that offers students the
convenience and freedom to study at their own pace and
convenience. This approach provides a wide range of
options regarding when, where, and how learning occurs.
It is not limited to traditional classroom settings and
allows for personalized learning experience that
accommodates various learning styles and
Fundamental concepts on instructional delivery
There are three major ways on how we can deliver
instruction nowadays. These three ways have become
tactile that subforms have been devised and accepted.
1.Face-to-face learning mode
2. Blended learning
3. Distance or remote learning
• The instructional delivery modes are generally separated
because each of them has distinct characteristics like the
instructional design. However, they are somehow related
because they share some common features, like principles
of flexibility, the goal of education, principles of learning,
an education technology principles.
• Key difference among the three categories:
• Synchronous leaming- refers to the teaching-learning
experience that happens at the same. For instance, most of
what you do in a face-to-face delivery is synchronous,
because you can physically interact with your classmates
and teacher.
• Asynchronous leaming- is an interactions schedule that
happens at different times. Example, when you engage in
an online discussion forum where you can have an option
to can chime in and contribute to discussion.
• Physical space-like classroom where most face-to-face
learning takes places
• Online virtual space-can only be possible by the power
of internet connectivity.
• Flexible space- where students like you can choose
where their learning will take place.
Elements of flexibility of learning
• Collis and van der wende (2002) mentioned some
considerations of achieving flexibility concerning
instructional delivery mode:
1. Where and when teacher-students interaction will
occur?
2. What forms of help can be given as students support?
3. What technology is available for all and will be required
to be used?
4. Which among the communication channels is available
for all to use?
5. What are the components of the instructional design
suited for the instructional delivery mode?
Bradley, Noonan, Nugent, and Scales (2008) and distance
education joumal (2017) gave some ideas on how the
flexibility of learning can be ensured in whatever delivery
mode of instruction.
1. Designing the learning experience.
2. Designing content-leaner interaction.
3. Structuring learner engagement with the instructional
environment
4. Structuring learner-teacher-feedback engagement
5. Establishing learner engagement with an assessment of
learning
CHAPTER 2 : INSTRUCTIONAL DESIGN SYSTEMS
AND EDUCATIONAL TECHNOLOGY
- DESIGNING AN INCLUSIVE ENVIRONMENT
INCLUSIVE
Inclusion is about how we structure our schools, our
classrooms and our lessons so that all our students learn
and participate together. An inclusive classroom is one
that creates a supportive environment for all learners,
including those with learning differences and one that can
also challenge and engage gifted and talented learners by
building a more responsive learning environment.
5 INCLUSIVITY PRACTICES TO CONSIDER
1. Create a supportive, respectful environment: promote
diversity and fairness.
2. Have high expectations of all your students.
3. Create a supportive peer culture both inside and outside
the classroom.
4. Plan learning which includes participation from
everyone and encourages success.
5. Take a 'community' approach to learning and teaching.
Blended learning is defined as the learning systems that
"combine face to face instruction with computer mediated
instruction."
Blended learning also called hybrid learning, technology-
mediated instruction, web- enhanced instructio and mixed-
mode instruction. In 2006, the term became more concrete
with the publication of the
❖ Blended Learning (BL) merges face-to- face
instruction with computer-mediated learning
environments, utilizing web-based resources. It's more
than simply using technology to distribute materials; it
requires a blend of strategies with a strong foundation in
pedagogical principles and instructional design.
Garrison and Vaughan (2008) echoed some features of
blended learning instructional delivery:
It considers the power of online and offline modes of
learning. it should be noted that students in the current
milieu learn more with the presence of technology;
however, physical presence and interaction are also vital
in co-constructing knowledge. With the merging features,
blended learning is an essential mode of instructional
delivery leaning toward flexibility and personalization of
learning.
• It ensures teacher support and engagement. The use of
BL does not decrease teacher support and engagement. A
BL teacher needs to address the learners by quickly
responding to their online tasks, intelligently preparing
materials, and regularly facilitating in-classroom
activities.
3. It promotes independent learning. One of the critical
features of BL is fostering independent learning. BL
allows students to learn individually and to use
instructional aids according to their learning styles.
Researchers agree that a student learns with a blend of
self-paced online and face-to-face instruction.
4. It supports peer interaction. The literature is rich with
evidence that student-to-student interaction sustains any
online instructional delivery. Since
BL is partly online, students can still interact with their
students through the proper use of online activities, like
discussion forums, collaborative writing, and peer-tutoring
through technological tools. Notably, peer interaction
heightens motivation to learn (Moore, 1989).
Elements of BL:
Capacity Building
Teachers are equipped with pedagogical and technological
skills to implement and sustain highly effective BL
environments Meaning, there should be specialized eces
of training to teachers who will use BL as an instructional
delivery system.
Student Ownership
Students become agents of their learning process with
greater access to tools, resources, and progress data. This
implies that the teachers need to intelligently plan
activities and class routines that enhance students
responsibility to learn.
Technology Utilization
Teachers use technology to enhance and redef ine
instruction meaningfully The presence of technology does
not equate to meaningful use or impact in the dassroom. A
thoughtful approach to the specific technology chosen and
how it is deployed is onticel
Data Management and Usage
The emergence of technology in classes presents an
unprecedented opportunity for teachers to not only obtain
data on a more frequent basis, but also to analyze that data
and use it to adjust instruction accordingly.
MODELS OF BLENDED LEARNING
It is not possible that when you want to use Bl, you will
proceed immediately in constructing a lesson plan. There
are models of BL that you can choose from, depending
upon the setup that
1. Rotation Model In this model, the learners "rotate" on a
fixed schedule of independent online study and face-to-
face classroom environment. There are variations of this
model, namely (1) station rotation, (2) lab rotation model,
(3) f ipped classroom, and (4) individual rotation
SUB-MODELS
a. Station Rotation
A course or subject in which students experience the
Rotation model within a contained classroom or group of
classrooms. The Station Rotation model differs from the
Individual Rotation model because students rotate through
all of the stations, not only those on their custom
schedules.
b. Lab Rotation
A or subject in which students rotate to a computer lab for
the online-learning station.
c. Flipped Classroom
A course or subject in which students participate in online
learning off-site in place of traditional homework and then
attend the brick-and-mortar school for face-to-face,
teacher-guided practice or projects. The primary delivery
of content and instruction is online, which differentiates a
Flipped Classroom from students who are merely doing
homework practice online at night.

d. Individual Rotation
A course or subject in which each student has an
individualized playlist and does not necessarily rotate to
each available station or modality.
MODELS OF BLENDED LEARNING
Flex model
This model provides learners with individualized mobility
on more f exible schedules. In other words, most of the
lesson is delivered through a digital platform while
teachers are accessible for face-to- face consultation and
support.
A La Carte model
The student takes a full online course with the other
experiences that the student picks up from face-to-face
classes. This model is different from full online learning
education because a la carte model will not be used in a
year-round timeframe.
Enriched Virtual model
A course or subject in which students have required face-
to-face learning sessions with their teacher and then are
free to complete their remaining coursework remote from
the face-to-face teacher. Online learning is the backbone
of student learning when the students are located
remotely. The same person generally serves as both the
online and face- to-face teacher.
The student takes a full online course with the other
experiences that the student picks up from face-to-face
classes. This model is different from full online learning
education because a la carte model will not be used in a
year- round timeframe.
FLIPPED CLASSROOM
In the traditional style of instruction, teachers present a
lesson to students and then. assign classwork or
homework of the traditional method. A flipped classroom
consists of students completing direct instruction, such as
viewing a lecture online, prior to the in-class discussion of
the material. Teachers that utilize a flipped classroom
model are better able to help their students engage in
active learning.
Flexible Learning Environment. One of the hallmarks of a
flipped learning classroom is that it provides fluid
timelines for student work and comprehension. Teachers
should adjust to the pace of their students in class.
Learning Culture. Teachers foster a rich environment that
allows students to delve further into topics and provides
them with opportunities for self-reflection and hands-on
activities. Intentional Content. Teachers decide ahead of
time what direct instruction to pair with in class activities.
Students should feel challenged but able to understand the
material on thier own, a balance which can take time for
the teacher to master.
Proffesional Educator. Monitoring students during lessons
and offering feedback ensures no gaps in student
knowledge are being created with the flipped classroom
model.
DISTANCE EDUCATION AND LEARNING
EDUCATION
What is the differences between Distance Education and
Online Learning?
Distance education or distance learning is when a student
receives the study material and relevant content resources
at their doorstep and does not have to attend regular
classes taken by the institution.
Online learning happens virtually on the internet when the
student/students are learning together on collaborative
white or blackboards, moodle, etc, along with the teacher
by utilizing the Virtual Learning Environment (VLE),
which is a digital platform where assignments or projects,
discussions, interactive sessions are worked on.
1. INTERACTION
In online learning, the teaching and all forms of
communication occur online. All the activities are carried
out like online learning but virtually. In distance learning,
there is no interaction between the teacher and the
students. The student gets the course material and other
resources via mail or post and has to study at their own
pace.
2. TEACHING
With the help of various Al-based tools, teachers
interactively teach students when undertaking online
classes because the idea is to create a similar environment
as offline. The students are monitored and accessed
through various assignments and post-class quizzes. With
the absence of teacher-student interaction in distance
learning, the students have to prepare the given course
material and submit assignments for evaluation.
3. LEARNING MATERIAL
Most of the study material is crafted in digital format in
online learning. Evan the assessment and post-class
quizzes are done on internet documents. Live interaction
with the teacher helps the students to clarify their doubts
and have a better understanding of the concept being
taught.
4. LOCATION
Since online learning happens virtually, the student must
log in and log out of their systems in specific durations
according to the classes scheduled. In online degree
programs and school regimes, students are given log in
information that they access and are monitored throughout
the session or classes carried out by the institute.
However, In distance learning colleges, since no classes
take place, the student can learn at their own pace and
acquire credits in their own time.
LEARNING MANAGEMENT SYSTEM
Learning management system is a software application or
web-based technology used to plan, Implement, assess a
specific learning process. It is used for e-learning practices
and in its most common form, consists of two elements: a
server that performs the based functionally and a user
interface (UI) that is operated by instructors, students, and
administrator Typically, an LMS provides an instructor
with a way to create and deliver content, monitor student
participation, and assess student performance. It might
also provide students with interactive features, such as
threaded discussions, video conferencing, and discussion
forums.
What are learning management systems used for?
LMSes are beneficial to a range of organizations,
including higher education institutions and companies.
They're primarily used for knowledge in terms of
resources, documents and people skills. The role of the
LMS varies according to the organization's training
strategy and goals.
• Onboarding and Training. Employee training and
onboarding are two common uses of LMSes in a business
environment. For onboarding, the LMS helps train new
employees, providing opportunities to access training
programs across various devices. An LMS can be used for
extended enterprise training purposes as well. This
includes customer, partner and member training.
• Development and Retention. Employee development and
retention is another way LMSes are used in businesses.
The system assigns courses to employees to ensure they
are developing effective job skills, remain informed about
product changes, and have requisite product and
compliance knowledge.
• Sales Training. Another way LMSes are used is to
enhance employee sales skills. This includes the creation
of seminars on product knowledge, customer interaction
training and case study-based tutorials that use previous
experiences with clients to improve future interactions.
• Blended Learning. An LMS can provide students with
blended learning experiences that combine traditional
classroom teaching with online learning tools. This
method is more effective than simple face-to-face
education because it enriches instructor-led training in the
classroom with digital learning content customized to fit a
student's learning needs.
How do learning management systems work?
An LMS can be thought of as a large repository where
users store and track information in one place. Any user
with a login and password can access the system and its
online learning resources. If the system is self-hosted, the
user must either install the software on their computer or
access it via their company's server.
Some common LMS features include the following
capabilities and technologies:
• Responsive design. Users can access the LMS from any
type of device, whether it's a desktop, laptop, tablet or
smartphone. The system automatically displays the
version best suited for each user's chosen device and lets
users download content for offline work.
• User-friendly interface. The Ul lets learners navigate the
LMS platform and is aligned with the abilities and goals
of the user and the organization. An unintuitive Ui risks
confusing or distracting users and will make the LMS less
effective.
• Reports and analytic. E-learning assessment tools show
instructions and administrators how effective online
training initiatives are. Both groups of learners and
individuals can be analyzed with these tools and metrics.
• Catalog and course management. Admins and instructors
manage the catalog of course content in the LMS to create
more targeted learning experiences.
• Content interoperability and integration. Content created
and stored in a LMS must be packaged in accordance with
interoperable standards, including SCORM and XAPI.
• Support services. Different LMS vendors offer varying
levels of support. Many provide online discussion boards
where users can connect and help each other. Additional
support services, such as dedicated, toll-free phone
number, must be available for an extra cost.
• Certificate and compliance support. This feature is
essential to system used for online compliance training
and certifications. Instructions and admins assess an
individual's skills set and identify any gaps in their
performance. This features also makes it possible to use
LMS records during an adult.
• Social learning capabilities. Many LMSes include social
media tools in their learning platforms to let users interact
with their peers, collaborate and share learning
experiences.
• Gamification. Some LMSes include game mechanics or
built-in gamification features that add extra motivation
and engagement to courses. This gives students additional
incentive to complete courses, in the form of leaderboards.
points and badges.
 • Licensing. LMS licensing is based on either an annual
fee that companies must renew or a one-time fee that
• Automation. LMS automate repeated and tedious tasks,
provides users with unlimited lifetime access.
such as grouping, adding and deactivating users, and
handling group enrollments.
• Open source. These products are usually provided at no
cost. Some examples are Chamilo, EdApp, Ilias, Moodle
• Localization. LMSes often include multilingual support,
and Sakai.
removing language barriers from learning and training
content. Some LMSes integrate geolocation features that
automatically present the appropriate version of the course
Benefits of LMS:
when a user accesses it.
• The ability to monitor user's learning progress and
performances.
• Artificial Intelligence. LMSes use Al to create
personalized learning experiences for users with course
formats suited to their needs. Al also helps suggest topics • Increased e-learning accessibility without geographic
a user might find interesting based on the courses they've limitations.
already completed.

• Personalized online courses, training and learnind

Types of LMS deployments: experiences.
• Cloud based. LMSes are hosted on the cloud and often
follow a software as a service. (SaaS) business model. • The ability to easily and efficiently update e-learning
Providers maintain the system and handle updates or modules and activities.
upgrades. Online users can access the system apps from
anywhere at any time using a username and password.
• Self hosted. LMSes require the organization to download • Consistent and easy distribution of online training and
and install the LMS software. The self-hosted platform learning content across an
provides creative control and customization, but the organization.
organization is responsible for maintaining the system and
might also have to pay for updates. • Elimination of repetitive tasks, such as user enrollment
and certification.

• Third party hosted. LMSes are also learning resources

hosted by a third-party organization. Courses can be • Centralized learning that lets an organization organize
obtained directly from a public cloud location, or from the and store all dat in one place, making it easier for
training company's own data center or private cloud. instructors and admins to update and maintain learning
materials.

• Desktop application LMSes, are installed on the user's

desktop. However, the application might still be accessible • Advanced encryption features to keep data and content
on multiple devices. secure.

• Mobile application LMSes, support a mobile learning
environment and are accessible wherever and whenever
through mobile devices. This platform deployment type
lets users engage with and track their online learning
initiatives on the go.
An important part of the LMS process is creating the
content to be used in the system. If the LMS has its own
content, you'll want to check that it can be changed in
response to your organization's requirements. If you need
to create your own content, a content management system
(CMS) can be helpful.

Payment options for LMSes:

• Freemium. This free model lets users access the basic
features of some LMS platforms for no fee. Once users
start engaging with the more advanced functionalities of
the system, a fee is imposed.

• Subscription. Users pay a recurring fee at regular

intervals to access the LMS. The subscription might grant
an organization total access to all LMS features or it might
require the organization to pay for each user.