09 HPGD3103 T5

Topic  Putting ID
Theories into
5 Practice
LEARNING OUTCOMES
By the end of the topic, you should be able to:
1. Apply three main instructional system design models in designing
instruction; and
2. Apply appropriate strategies to design instruction.
 INTRODUCTION
In topic 4, we looked at some ISD models. If you recall, instructional design models
describe the process by which a product or a learning environment can be created
(Gibbons, Boling & Smith, 2014). ID procedures can be used for developing
education and training materials in a consistent, reliable and iterative process. ISD
models are systematic and iterative methods for creating a learning experience that
develops and enhance skills and knowledge through the phases of analyse, design,
develop, implement and evaluate.
If so, do we apply the basics of instructional systems design (ISD) and use the
framework of the ADDIE model (analyse, design, develop, implement and
evaluate) while designing teaching and learning materials for our instruction?
Although most instructors/teachers/educators are probably aware of learning

theories, instructional design (ID) theories and ID models, it was not known if they
actually practised ID. In a survey of 23 instructors who practised ID in designing
instruction for institutes of higher learning, the results indicated that more than 50
per cent of the instructors were uncertain about ID practice. Meanwhile 30.43 per
cent agreed that they practised ID, while 10.13 per cent agreed that they did not
Copyright © Open University Malaysia (OUM)
78  TOPIC 5 PUTTING ID THEORIES INTO PRACTICE
know about ID. The majority (65.2 per cent) did not quite understand ID models
and theories, while only 13 per cent had some idea of the ID concept. Most of the
instructors evaluated their instruction, but all were unsure about its design (see
Table 5.1).
Table 5.1: ID Practice among Instructors in Institutes of Higher Learning
Disagree Not Certain Agree

Per Per Per
Frequency Frequency Frequency
cent cent cent
ID Concept
5 21.7 15 65.2 3 13.0
Understanding
Analyse 1 4.3 10 43.5 12 52.2
Design 0 0 23 100.0 0 0
Develop 0 0 20 87.0 3 13.0
Implement 6 26.1 9 39.1 8 34.8
Evaluate 2 8.7 5 21.7 16 69.6
Total
- 10.13 - 59.42 - 30.43
Percentage
We may categorise three types of ID practice among instructors and educators.

Firstly, instruction occurs with no knowledge of theory (based on intuition,
experience or observation). Secondly, the instructors are equipped with the
necessary theory but do not put the theory into practice (the theories are at the
back of their minds during instruction). Thirdly, instructors put theory into
practice, and these are instructors who understand the learning theory as well as
studentsÊ needs and practise them very well.
5.1 DICK AND CAREY’S MODEL

Let us attempt to put the theories we have learnt into practice in designing
instruction using the Dick and CareyÊs model. We will design instruction using the
nine stages of the model (Refer to the previous topic 4 subtopic 4.1).
We will be considering all the stages in the model, and an example in designing a
lesson using this model is shown in Table 5.2. This model is a systems approach
for designing instruction, where instructional goals are identified at the beginning,
and it ends with a summative evaluation. This model has also been used for
constructivist learning environments (Dick, Carey & Carey, 2014).

TOPIC 5 PUTTING ID THEORIES INTO PRACTICE  79
Subject: Culinary Arts (Technical Vocational Education)

Area: Baking
Goal: To make a butter cake
Table 5.2: ISD using Dick and CareyÊs model
Table 5.2: ISD Using Dick and CareyÊs Model
Stage Description Details in Design
Identify  Based on data from Goal: To make a butter cake

instructional performance analysis
goal of learners, and on
the curriculum
standards, the goal is
determined based on
the need.
 An initial goal is
stated. The goal may
be a fuzzy goal and
can be further
refined.
 The instructional goal
is refined according
to criteria such as
congruent with
organisation needs,
feasibility and clarity.
Conduct  Goal analysis. Goal analysis to break the goal into tasks
instructional and subordinate skills (see Figure 5.1).
analysis  Identifying domain of
learning.  Domain of learning
 Performing a task − Verbal information: Identify
analysis. ingredients.
 Identification of − Intellectual skills: Identifying

subordinate skills. texture of the cream, mixtures;
accuracy in measuring and
 Determining entry reading scale.
skills.
− Psychomotor: To weigh and use
equipment, to know the procedure
of creaming, breaking and adding
eggs, sifting and folding flour, etc.

− Attitude: To show interest and

achievement in baking
− Cognitive Strategies: To
troubleshoot during the process of
weighing ingredients, sifting and
folding flour if problems arise, etc.
 Entry skills
− Able to identify and work with
ingredients, able to use the
equipment.
Identify  Learner analysis  Target learners

entry Learners will be boys and girls in
behaviour  Context analysis
Form 2 who have had some experience
in baking cookies.
 Context
They will be baking in the „kitchen‰
meant for Living Skills in school, after
school hours. Blended learning can be
done as videos and tasks can be
assigned online.
Write  Writing terminal  Terminal objective

performance objective Student will be able to bake a butter
objectives cake following the procedure outlined
 Writing performance
in the recipe.
objective
 Example of performance objective:
− The students will be able to
accurately weigh 250 grams of
butter on the weighing scale (see
Figure 5.2).
− Student will be able to cream
butter and sugar using a mixer to
obtain a mixture of light and fluffy
texture.
− Students will be able to take
corrective action to ensure safety
measures in using electrical
equipment are being followed.

Develop  Based on the  Test item

criterion objectives stated A checklist for Terminal objective: To
reference above, the test items view and taste the better cake.
tests are created.
− Look and feel (nice colour, not
 As most are burnt, fluffy).
psychomotor skills,
− Taste suitable and appropriate.
observation checklists
are used.  Checklist for Performance Objective 1:
To view studentÊs procedure of
 Verbal information,
measurement:
intellectual skills and
cognitive strategies − Able to put butter on weighing
can be tested using machine without mess.
other test items:
− Able to measure accurately.
multiple choice, fill in
the blanks (see Figure − Able to remove or add until the
5.2 for a sample). suitable weight is obtained.
 Checklist for Performance Objective 2:
Fluffy texture of buttercream mixture.
 Checklist for Performance Objective 3:
− Observation of students'
procedure in switching off
equipment when not in use, in
handling with care during use.
Develop Instructional strategy:  Delivery system

instructional
 Delivery system − Before instruction: view videos
strategy
and answer questions online.
 Clustering and
sequencing of content − During class, demonstration and
hands-on activity.
 Instructional
components (GagneÊs  Sequencing of content: according to
Nine Events of sequence of baking.
Instruction)
 Components of instruction (see Figure
 Student groupings 5. 3).
 Grouping: pair-work in hands-on
baking task.

Develop Instructional strategy:  Delivery system and media selection

and select
 Delivery system and − There are existing videos
instructional
media selection: available, which will be employed
material
before class, such as:
− Existing materials
http://tasteasianfood.com/butter-
available.
cake/
− Production and
− Demonstration of measurement,
implementation
creaming and folding techniques.
constraints.
− Facilitation during hands-on.
− Facilitation
provided.  Instructional package
 Components of − Video and quiz before class.
instructional package
− Recipe list.
determined.
− Formative assessment checklist.
 Consider existing
instructional − Summative assessment.
materials.
 Develop instructional
materials.
Develop Formative evaluation  Formative evaluation design of the

and conduct designs: instructional package will be with
formative subject matter experts.
 Subject matter expert
assessment
to evaluate materials.  To evaluate design, content,
instructional strategy.
 One to one evaluation
with learners.
 Small group
evaluation.
 Field trial.
Develop Summative assessment The outcome is to determine whether

and conduct students were able to produce a
 Expert judgement on
summative reasonably delicious cake.
the suitability of
assessment
instruction, clarity,
feasible.
 Outcomes of learning
were achieved.

Figure 5.1: Goal analysis of the procedures in baking a cake
Figure 5.2: Sample of a test item to test intellectual skill

The Dick and CareyÊs model involves refining the goal from a fuzzy goal to ensure
a better-refined goal can be produced. The domains of learning can be determined,
and an instructional analysis can be conducted. After conducting the learning
analysis, the instructor will be able to determine the entry level skills of the
students. Knowing the context of the instruction will also enable planning for the
instruction. Based on the goal analysis, a terminal objective can be stated, and from
the task analysis, the performance objectives can be determined. In the Dick and
CareyÊs model, the criterion-referenced test items are designed after writing the
objectives, to ensure the objectives are tested. An example of a test item to test
learned skill is shown in Figure 5.2.
Next, the instructional strategy which comprises the delivery system, how the
content will be clustered and sequenced, and what are the components of
instruction, as well as student groupings. The components of instruction are
elaborated in Figure 5.3. The instructional package consists of a set of quiz
questions and a link to a video to show the process of baking a butter cake. A recipe
sheet will be provided and checklists to assist students in self-evaluation of the
procedures. During implementation, these checklists and recipe list will be
referred to. At the end of the lesson, a summative assessment with test items on
intellectual skills and cognitive strategies (example as per Figure 5.2) will be given
to students. To transfer learning, discussions can be made on how to bake a
different cake, such as chocolate and fruit cake, and an assignment can be given to
continue baking at home, and viewing the video again to recall.

Figure 5.3: Components of instruction following GagneÊs Nine Events of Instruction

The implementation tool in place uses an instructional package comprising the

checklists for formative assessment, and the recipe list. A summative assessment
would be conducted at the end. There is an option to revise the instruction and to
change the goal based on the summative evaluation and the learner analysis.
In this classroom, students had a hands-on experience to discover the effectiveness

of the process in producing a well-baked cake. As there was pair-work, there could
be discussions to construct their learning experiences, and scaffold by the
instructor and the video that they had viewed. Learning was based on a social
constructivist framework.
SELF-CHECK 5.1
Answer the following questions in the myINSPIRE forum.
(a) What is the focus of the Dick and CareyÊs model?
(b) What is the instructional strategy used in achieving this objective?
5.2 ASSURE MODEL

The ASSURE model is suitable for the development of instructional media and the
selection of media within learning activities. The focus is on the implementation
phase. However, there is also a needs analysis phase to analyse learnersÊ needs. It
differs from the others as learner participation is required for engagement in
discussion, small group activities and formative assessment. Based on the
following task, Table 5.3 shows how ASSURE model is applied.
Problem Task for Science Form 2: You are given a tooth. From the tooth, make
appropriate analysis to identify what animal it is, and what diet the animal
probably had.

Table 5.3: The Application of ASSURE Model in a Classroom
Step Description Details

A: Analyse The class is a Form 2 class A more engaging pedagogy is
learners consisting of multiracial required. Problem-based learning and
students, but a majority of inquiry are selected.
them are Malays, who are
averagely-skilled in Science
subject. They have little
experience in problem
solving, have visual and
kinaesthetic learning styles.
S: State The objectives for  The objectives are for the students
objectives instruction are: Student will to investigate the type of diet an
be able to infer from the animal had. Learning outcome
tooth of an animal whether will be assessed from the process
the animal is a herbivore, of scientific inquiry and problem-
carnivore or omnivore and solving.
its diet, based on theory  Assessment rubric will measure:
and comparisons with
models of named animals. − Science inquiry skills:
hypothesis, experimentation,
conclusions to solve a
problem on the animalsÊ diet.
 Condition: Based on one tooth,
able to make reference from the
Internet.
S: Select  The method is problem-  Real items used (realia).
methods, based learning  Graphics/photo if insufficient
media and approach with inquiry number: For example:
materials and investigation. https://goo.gl/images/zTbTUF
 Instructional materials: Online materials and photos to
A tooth/ photo of tooth explore:
viewed from two sides.
https://goo.gl/images/MMXyqC
 Skulls of herbivores
 Allow students to search.
(sheep), carnivore
(cat/wolf), omnivore
(rat).
 Access to online search.

U: Utilise Plan in using materials:  Real objects, models and

media Prepare the environment, graphics/ photos of samples.
providing models and  Worksheets for the following
pictures and online access. elements:
Prepare the learners to view a − Making observation;
video on carnivores and − Hypothesis;
herbivores. They will have to
do the following: − Experiment design to test
hypothesis;
 Observation of the tooth
given. − Analogies; and
− Giving justifications.
 Make hypothesis on
animal, whether
herbivore, carnivore or
omnivore and its diet.
 Investigate by comparing
with the tooth of similar
animals in the laboratory
and online search.
 Reason, whether the
conclusions made, is
accurate.
R: Require  The learner has to discuss  The learner needs to actively
learner with group members make observation, hypothesis,
participation based on the observation. analogies, and justifications.
 The learner makes a  The learner needs to
hypothesis whether the communicate findings and
animal is an herbivore, present and defend his views.
carnivore or omnivore
and its diet.
 Learner access the
Internet to
search/observe models
and discuss to confirm.
 Present findings with
justification to class.
E: Evaluate  Evaluation of objectives  Were scientific skills achieved?
and revise to see if they were  The problem was too easy,
achieved. make it harder?
 Revise if required.  Were materials sufficient?

The ASSURE model starts with learner analysis, followed by the objectives. In
formulating the objectives, the rubric for assessment would be designed. The
condition of the learning would be specified in the objective.
Based on the objective, the methods, media and materials would be selected. For
this purpose, a problem-based learning approach with inquiry and investigation
is used to achieve the objective. Hence, instructional material included real or
models of tooth and skulls of named animals, as well as online photos of the same.
Next, the instructional strategy for using the media employed a problem-based
learning approach with inquiry and investigation which comprises of the scientific
approach. Worksheets would be used to support the process. The instructional
strategy would also ensure learnerÊs participation in the scientific investigation. In
the R, or require learner participation phase, the form of participation is specified.
Finally, the evaluation is done to see if the objectives were met during the
instruction. At this phase, any revision would be suggested to implement in the
next cycle of development.
SELF-CHECK 5.2
(a) What is the focus of the ASSURE model?
(b) What is the instructional strategy used in achieving this objective?
5.3 MORRISON, ROSS, KALMAN AND

KEMP’S MODEL
The Morrison, Ross, Kalman and KempÊs model has four main components as the
framework for systematic instructional planning: learners, objectives, methods
and evaluation. The process will be described according to the nine elements as
follows: instructional problems, learner and context, task analysis, instructional
objectives, content sequencing, instructional strategies, designing the message,
development of instruction and evaluation instruments (see Table 5.4).

Table 5.4: Elements of the Morrison, Ross, Kalman and KempÊs Model
Elements Description Details

Instructional Identifying the problem to (a) Aim: To answer customers
problems ensure if the instruction can queries regarding the purchase
solve the problem. of a smartphone.
(a) Needs assessment; (i) The needs assessment
(b) Goal analysis; and show that there is data
indicating sales personnel
(c) Performance
have problems
assessment.
communicating with
clients.
(b) Goal analysis from the aim:
(i) Able to greet customers
(ii) Identify customers
reaction and respond
appropriately according
to different categories,
which are as follows:
 Tech-savvy
customers;
 Impatient customers;
 Low technology skills
which require a lot of
information; and
 Low technology skills
who do not want
information.
(c) Able to convey information on
the functions of the smartphone.
(d) Able to highlight features
depending on the needs of
customers.
(e) Able to convince the customers
based on the needs of the
suitability of a smartphone.
(f) After refining and ranking the
goals, the goal prioritised is:
(i) Able to convince the
customers based on the
needs and suitability of a
smartphone.

(d) This was verified through

performance assessment of the
staff, which indicated that they
had difficulty in convincing
customers, and conveying
information.
Learner and (a) Learner characteristics: (a) Learner characteristics
Context gender, age, personal The learners are trainees,
and social school-leavers aged 20 to 25
characteristics. years from different cultural
(b) Context analysis: background. Some with
orienteering context working experience. Many do
(what the learner is not speak English well.
familiar with), (b) Context
instructional context
(i) Orienteering context:
(physical environment
Many are not technically
and schedule of
inclined but all of them
training).
have owned and bought a
(c) Transfer context: mobile phone.
opportunities for
(ii) Instructional context: A
transferring to new
one whole day training
situations.
will be done in a classroom
situation.
(iii) Transfer context:
Opportunities to practice
with colleagues.
Task Analysis (a) Topic analysis is done (a) Goal
according to the type of Able to convince the customers
learning domains: facts, based on the needs of the
concepts, principles and suitability of a mobile phone.
rules, procedures, (b) As the goal is an interpersonal
interpersonal skills, task, the critical incident
attitudes. method is selected. See Figure
(b) Procedural analysis 5.4 for the analysis.
according to the steps (c) The tasks would involve three
to complete them. successful incidents and three
(c) Critical incident non-successful incidents.
method: to analyse a
process and resolve
interpersonal conflict.

Instructional Objectives for the cognitive, The trainee will be able to:
Objectives psychomotor and affective (a) Greet a potential customer.
domain.
(b) Answer customersÊ queries on
five different models of phones.
(c) Respond to the need of the
customer to convince suitability
of a phone model.
Content Instruction sequenced Sequencing of content
Sequencing according to the learner,
(a) Greeting potential customer.
which is familiarity and
according to difficulty. (b) Answering queries.
(c) Responding to a customer who
needs the following:
(i) A basic communication
device;
(ii) Communication and
camera/video; and/or
(iii) Others.
(d) Responding to a customer who
are:
(i) Uncertain of his needs;
and/or
(ii) Upset.
Instructional (a) Procedure for teaching The instructional strategy used
Strategies cognitive procedures: (a) Watching videos of the process
(i) Demonstration; (demonstration and modelling
(ii) Organisation; of behaviour);
(iii) Elaboration; and (b) Take notes and pointing out key
behaviours (Organisation);
(iv) Practice.
(c) Mental image on process
(b) For teaching (Elaboration); and
interpersonal skills:
(d) Problem situations to practice
(i) Model; with their colleagues.
(ii) Verbal and
imaginal models
(Organisation);
(iii) Mental rehearsal
(Elaboration); and
(iv) Overt practice.

Designing the (a) Pre-instructional (a) In this lesson, advance

Message strategies: organisers would be used to
(i) Pre-tests; present ideas that would be
included in the training. An
(ii) Behavioural
overview as an overall
objectives;
summary of the expectations
(iii) Advanced and relevance to the goals.
organisers; and
(b) Message Design will comprise
(iv) Overviews.
of the following:
(b) Message Design (i) Information and lists of
(i) Pictures and features of five models of
Graphics in phones;
instruction. (ii) Compare the benefits of
phones; and
(iii) Cause (when respond to a
customer is slow, unsure)
and effect (on the
customer) when attending
to customers' needs.
Development Development of instruction Instructional materials such as
of to take into consideration videos viewed, and lists of
Instructional the following: information given should be suitable
Material (a) Objectives for the trainees and fit the objectives.
(b) Learner analysis Videos on interaction for three
(c) Concrete successful customers-sales incidents
and three non-successful customers î
(d) Pacing
sales incidents are developed.
(e) Consistent
(f) Cues
Evaluation (a) Formative evaluation (a) Formative evaluation
Instruments checklist (i) Examine the interactions
(b) Summative evaluation during all the tasks to
checklist. determine if objectives were
(c) Confirmative met.
evaluation checklist (to (b) Summative evaluation:
be done 1 month after
(i) The degree to which the
training).
objectives are met at the end
of the course in the final
problem task.
(c) Confirmative Evaluation
(i) The degree to which the
objectives are met in real
life scenario.

Figure 5.4: A task analysis of the goal
In Morrison, Ross, Kalman and KempÊs model, it starts with an instructional

problem and the need for the problem. There may be many goals to solve the
problem, but during the goal analysis, the goals are ranked and prioritised. Hence,
training can be made more manageable to achieve the goal. The learner analysis
and the context are important for the design. Meanwhile, the task analysis will be
done to ensure that the learner is able to achieve the goal.
All the components of the model are interrelated and can be changed and
sequenced at any time. For example, formative evaluation can occur during
instruction, and if required, the tasks may be redesigned so as to enable it to fit the
objective required. Content sequencing is important so that what is familiar to the
learner is given first, and more difficult situations are given at a later stage.
Instructional strategies provide an opportunity for practice and problem-solving.

During the instruction, the instruction may be delivered using different media,
and message design is the process of delivering the instruction. In this case, it
includes pre-instructional activities where advance organisers and overviews are
used to describe what the training entails. The message is also in the development
of the instruction and instructional material.
Although evaluation takes place at different parts of the instruction, the design of
instruments, and for this purpose the checklist is done to determine if the
objectives can be achieved.

As in this model, the processes of planning and project management, support

services, formative evaluation and revision, implementation, summative
evaluation and confirmative evaluation are ongoing throughout the design
process (Morrison et al., 2011). Designing your instruction according to an ID
model ensures a systematic and iterative method for creating a learning experience
that develops and enhances skills and knowledge. The ID procedures ensure
education and training materials are developed consistently and reliably. During
this process, the phases of analyse, design, develop, implement and evaluate
ensure a systematic process.
SELF-CHECK 5.3
(a) What is the focus of the Morrison, Ross, Kalman and KempÊs
model?
(b) What is the instructional strategy used in achieving this goal?
ACTIVITY 5.1
Instructional design models assist IDs in the planning of instruction.

How would you use an instructional design model to guide your
planning of instruction? Select an instructional goal suitable for your
content area, and select ONE model that you think is appropriate to
design an instruction. Share your answer in the myINSPIRE forum.
Ć The Dick and Carey Model comprises of nine stages: identify instructional
goal, conduct goal analysis, identify entry behaviour, write performance
objectives, develop criterion reference test, develop instructional strategies,
develop and select instructional materials, develop and conduct formative
assessment, and develop and conduct a summative assessment.
Ć The ASSURE model has six phases: analyse learners; state objectives; select
methods, media and materials; utilise media; require learner participation; and
evaluate and revise.

Ć The Morrison, Ross, Kalman & Kemp model has four main components as the
framework for systematic instructional planning: learners, objectives,
methods, and evaluation. There are nine elements within the process:
instructional problems, learner and context, task analysis, instructional
objectives, content sequencing, instructional strategies, designing the message,
development of instruction, and evaluation instruments.
Ć The learning environments and materials are designed based on the

instructional models.
ĉ
ASSURE model GagneÊs Nine Events of Instruction

Dick and CareyÊs model Morrison, Ross, Kalman and KempÊs
model
Dick, W., Carey, L., & Carey, J. O. (2014). The systematic design of instruction.
Upper Saddle River, NJ: Pearson.
Gibbons, A. S., Boling, E., & Smith, K. M. (2014). Instructional Design Models. In
J.M. Spector et al. (eds.), Handbook of research on educational
communications and technology, (pp. 607-615). DOI 10.1007/978-1-4614-
3185-5_48, © Springer Science+Business Media New York 2014.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing
effective instruction (6th ed.). New York, NY: Wiley.

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Topic  Putting ID

Although most instructors/teachers/educators are probably aware of learning

Table 5.1: ID Practice among Instructors in Institutes of Higher Learning

Disagree Not Certain Agree

We may categorise three types of ID practice among instructors and educators.

5.1 DICK AND CAREY’S MODEL

Copyright © Open University Malaysia (OUM)

Subject: Culinary Arts (Technical Vocational Education)

Table 5.2: ISD Using Dick and CareyÊs Model

Stage Description Details in Design

Identify  Based on data from Goal: To make a butter cake

 Identification of − Intellectual skills: Identifying

Copyright © Open University Malaysia (OUM)

− Attitude: To show interest and

Identify  Learner analysis  Target learners

Write  Writing terminal  Terminal objective

Copyright © Open University Malaysia (OUM)

Develop  Based on the  Test item

Develop Instructional strategy:  Delivery system

Copyright © Open University Malaysia (OUM)

Develop Instructional strategy:  Delivery system and media selection

Develop Formative evaluation  Formative evaluation design of the

Develop Summative assessment The outcome is to determine whether

Copyright © Open University Malaysia (OUM)

Figure 5.1: Goal analysis of the procedures in baking a cake

Figure 5.2: Sample of a test item to test intellectual skill

Copyright © Open University Malaysia (OUM)

Figure 5.3: Components of instruction following GagneÊs Nine Events of Instruction

Copyright © Open University Malaysia (OUM)

The implementation tool in place uses an instructional package comprising the

In this classroom, students had a hands-on experience to discover the effectiveness

Answer the following questions in the myINSPIRE forum.

(a) What is the focus of the Dick and CareyÊs model?

(b) What is the instructional strategy used in achieving this objective?

5.2 ASSURE MODEL

Copyright © Open University Malaysia (OUM)

Table 5.3: The Application of ASSURE Model in a Classroom

Step Description Details

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U: Utilise Plan in using materials:  Real objects, models and

Copyright © Open University Malaysia (OUM)

Answer the following questions in the myINSPIRE forum.

(a) What is the focus of the ASSURE model?

(b) What is the instructional strategy used in achieving this objective?

5.3 MORRISON, ROSS, KALMAN AND

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Elements Description Details

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(d) This was verified through

Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

Designing the (a) Pre-instructional (a) In this lesson, advance

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Figure 5.4: A task analysis of the goal

In Morrison, Ross, Kalman and KempÊs model, it starts with an instructional

Instructional strategies provide an opportunity for practice and problem-solving.

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As in this model, the processes of planning and project management, support

Answer the following questions in the myINSPIRE forum.

(b) What is the instructional strategy used in achieving this goal?

Instructional design models assist IDs in the planning of instruction.

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Ć The learning environments and materials are designed based on the

ASSURE model GagneÊs Nine Events of Instruction