INSTRUCTIONAL

DESIGN
fo r OP E N A N D D
ISTANCE eL E A R N I N G
( OD e L )
TO P I C
S
• What is Instructional Design
• Importance of Instructional
Design
• Principles of Instructional
Design
• Process of Instructional
Design
 “It is NOT a good idea just to jump into it
(online teaching) and hope to wing it. Teaching
online is not rocket science but it does need a
different approach from classroom teaching” Tony
Bates
 WHAT IS

INSTRUCTION
AL
DESIGN
 WH AT I
S
INSTRUCTIONAL

• DESIGN
Systematic approach by which
eLearning materials are designed,
developed, and delivered.
• Systematic development of instructional
specifications using learning and
instructional theory to ensure the
quality of instruction.
 WH AT I
S
INSTRUCTIONAL
• It is the entire process of analysis of
DESIGN
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.
 WH AT I
S
INSTRUCTIONAL

DESIGN
• It facilitates learning by:
o identifying the purposes of the learning,
especially learning objectives;
o developing the learning experiences
necessary to achieve those purposes;
 WH AT I
S
INSTRUCTIONAL

• DESIGN
It facilitates learning by:
o evaluating the effectiveness of those
learning experiences in achieving the
purposes; and
o improving the learning experiences, in
the light of evaluation, so as to better achieve
the purposes.
 Instructional Instructor/
Designer Teacher

Someone who plans,

creates, and delivers
educational or training
materials for higher
educational institutions,
business, and other
organizations.
 IM P O R T A N CE
OF
INSTRUCTIONAL
Conventional face-to-face Online and distance learning
settings settings
DESIGN
Teachers have the ability to Thorough preplanning is essential
•decide which methods and media to use; because
and •‘how to teach’ becomes crucial to the
•vary the methods and strategies depending success of the entire system;
upon the learners’ needs. •learning materials are prepared in
advance;
• media to support those materials are
pre-selected; and
•changes to materials cannot be
conveniently incorporated mid- session.
 ODel
Open and Distance eLearning

• Philosophy of open learning

• Pedagogies of distance education
• Technologies of e-learning
 Pedagogical Knowledge or PK
describes teachers’ deep
knowledge of the practices,
processes, and methods
regarding teaching and
Pedagogica learning.
l
Knowledge As a generic form of
knowledge, PK encompasses
(PK) the purposes, values, and aims of
education, and may apply
to more specific areas
including the understanding of
 Technological Knowledge or
TK describes teachers’
knowledge of, and ability
Technological to use various
technologies, technological
Knowledge (TK) tools, and associated
resources.

It includes skills on how to

use or operate certain
technology.
 Content Knowledge or CK describes teachers’
own knowledge of the subject matter. It may
include
knowledge of concepts, theories, evidence, and
organizational frameworks within a particular
subject matter.
Content
It may also include the field’s best practices
Knowledge and established approaches to communicating
this information to students. This will also
(CK) differ according to discipline and level – for
example, senior high school science and
history classes require less detail and scope
than undergraduate or graduate courses.
 Pedagogical Content Knowledge (PCK)
is a concept proposed by Shulman in
1986 and which inspired the TPCK
model.
Pedagogica
l Content It has to do with a teacher’s
knowledge of how his/her subject
Knowledge matter should be taught. It focuses on
(PCK) promoting learning and on tracing the
links among pedagogy
and its supportive practices
(curriculum, assessment, etc).
 Technological Content Knowledge or
TCK refers to knowledge of how the use
of technology impacts on the subject
Technologica matter, including how it
is represented, organized, and
l Content learned (Mishra and Koehler, 2006).
Knowledge
(TCK) It involves understanding how the subject
matter can be taught through the use of
appropriate technology best suited for
specific subject matters.
 Technological Pedagogical
Knowledge or TPK refers to knowing
what technology to use for a particular
Technologica teaching task, knowing how to use a
particular technological tool to achieve
l Pedagogical a particular learning outcome or set of
Knowledge outcomes, and knowing what
(TCK) pedagogical strategies are appropriate
and effective and using technologies
according to these strategies (Mishra
and Koehler, 2006).
 Technological Pedagogical Content (TPCK) Knowledge
combines all of these types knowledge. of teacher

Technologica According to Mishra and Koehler, “TPCK requires an

l Pedagogical understanding of the representation of concepts using
Content technologies; pedagogical techniques that use technologies in
Knowledge constructive ways to teach content; knowledge of what makes
(TPCK) concepts difficult or easy to learn and how technology can help
redress some of the problems that students face; knowledge of
students’ prior knowledge and theories of epistemology; and
knowledge of how technologies

can be used to build on existing knowledge and to develop new

epistemologies or strengthen old ones.”
In order for teachers to make effective use of the TPACK
framework, you should be open to certain key ideas:

1.concepts from the content being taught can be represented

using technology;

2.pedagogical techniques can communicate content in

different ways using technology;

3.different content concepts require different skill levels from

students, and edtech can help address some of these
requirements
4.students come into the classroom with different
backgrounds – including prior educational experience
and exposure to technology – and lessons utilizing
edtech should account for this possibility;

5.educational technology can be used in tandem with

students’ existing knowledge, helping them either
strengthen prior epistemologies or develop new ones.
 PRINCIPLES OF

INSTRUCTION
AL
DESIGN
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
1. Design for learning outcomes
2. Design for learners
3. Design with digital resources and
technologies
4. Design for dialogue or interaction with
others
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR LEARNING OUTCOMES
• Learning outcome: identifiable change
1 that is anticipated in the learner
• Target learning outcome: specific skill (e.g.
solving quadratic equations), attitude or
perspective (appreciating folk songs), or
capability (e.g. critical thinking).
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR LEARNING OUTCOMES
• What is the overall purpose of the
1 learning?
• Is the purpose clearly defined and shared with
learners? Is there room for some
negotiation/variation of purpose, and if so, how
does this discussion take place?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR LEARNING OUTCOMES
• What is the main content (facts, theory, data,
1 processes) that needs to be covered on this course?
• What are the main skills that learners will need to
develop on this course? What are the ways in
which they can develop/practice these skills?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR LEARNING OUTCOMES
• What new knowledge, skills, capabilities and/or
1 attitudes will learners gain? Are these (including
digital capabilities) made explicit as learning
outcomes?
• How will learners know when they have
achieved the outcomes(s), and how well they are
doing? What different kinds of feedback are
available?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR LEARNING OUTCOMES
• How will learners be assessed (if at all)? Are the
1 assessment criteria clear and relevant?
• How could the learning process be captured
(e.g. using digital services) to support reflection
and review, sharing and feedback?
 PR I N C I PL E S
O
INSTRUCTIONAL
F

DESIGN
DESIGN FOR LEARNERS
• Addressing issues of access and inclusion,
2 and taking into account the diversity of
learners in terms of their experiences,
approaches, and support requirements.
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR LEARNERS
• Are the outcomes appropriate for these learners,
2 and for all the learners? How could different
challenges be introduced?
• Do learners have choices about how they carry
out a task? For example, about the tools they use,
the media they reference, other people they
participate with?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR LEARNERS
• Are learners’ differences valued, e.g. by setting
2 collaborative tasks, by rewarding innovation
as well as accuracy?
• How are support and feedback adapted to
individual learners’ needs?
• Are there opportunities to work individually and
collaboratively during the activity?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR LEARNERS
• How are learners involved in the design process,
2 e.g. negotiating over outcomes, tools and
assessed tasks?
• How will you address differences in learners’ digital
confidence, capability and access to digital
resources? Where can you signpost them for further
support, or further challenge?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN WITH DIGITAL
RESOURCES & TECHNOLOGIES
3 • In choosing tools and resources, it is important to
consider their affordances (what the tools and
resources are good for) relative to the desired
learning outcomes (which are a function of the
subject matter and educational level) as well as
learner capabilities.
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN WITH DIGITAL
RESOURCES & TECHNOLOGIES
3 • What resources will learners have access to? What
resources do you expect them to access for
themselves?
• Have you ensured that all the resources you provide
are accessible?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN WITH DIGITAL
RESOURCES & TECHNOLOGIES
3 • What information, media and data literacies will
learners require to access and use these resources?
How will these be supported and developed?
• How do you expect learners to manage, share and
make use of digital resources? Is this explicit?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN WITH DIGITAL
RESOURCES & TECHNOLOGIES
3 • What devices and services (e.g. mobile or web-
based) will learners have available for use? What
devices and services of their own could they use?
• How will you address issues of differential access
to devices and services (if relevant)?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN WITH DIGITAL
RESOURCES & TECHNOLOGIES
3 • How will you use learners’ digital access and know-
how as a collective resource e.g. through group
work, informal mentoring?
• What support will you and your learners need (e.g.
IT support, specialist librarian, other professional
service) to make best use of these technologies?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR DIALOGUE OR INTERACTION
WITH OTHERS
4 • What is the role of the teacher in this activity or
subject? How will teacher-learner communication
be initiated?
• How will learners interact with one another? What
are the opportunities for peer learning and
collaboration?
 PR I N C I PL E S
O
INSTRUCTIONAL F

DESIGN
DESIGN FOR DIALOGUE OR INTERACTION
WITH OTHERS
4 • Are there opportunities to bring other people
into the learning situation e.g. ‘public’ audience,
experts, fellow learners elsewhere?
• How are dialogues structured, guided and
supported? How are the rules of academic or
professional communication made clear?
 PR I N C I PL E S
O
INSTRUCTIONALF

DESIGN
DESIGN FOR DIALOGUE OR INTERACTION
WITH OTHERS
4 • How can computer-supported communication
e.g. video, discussion forums, social media and
public blogs be used to support dialogue?
 PR I N C I PL E S
O
INSTRUCTIONALF

DESIGN
DESIGN FOR DIALOGUE OR INTERACTION
WITH OTHERS
4 • Who will give feedback to learners on their
progress and how will this be communicated? Have
you considered how digital technologies could be
used to support peer assessment and review?
Learner-content interaction

a learner interacts with content by undertaking a

learning task independently, or by him/herself.
Examples of this type of learning activity are
answering self-assessment questions, reflecting on
an assigned reading, and taking a quiz where
feedback is automated, as in online quizzes. These
activities allow students to ascertain their
understanding of the content and immediately
apply it to their immediate contexts.
Learner-teacher interaction

There are also learning activities where the learner

relies on a teacher for feedback. Written tests, oral
examinations, and tutor-marked assignments are
examples of this type of activity. The feedback
provided by the teacher in these activities helps
learners to learn more effectively, improves their
motivational state, clarifies their understanding of
the content, and facilitates their progress in the
course.
Learner-learner interaction

Learner-learner interaction can be organized in

several ways. It could be 'one-to-many' as when a
learner is asked to make a presentation to the class.
Or it could be 'class-based' as when learners are
asked to share their views and react to those of
others. In online courses, this is usually done
through chat sessions (which are synchronous) or
through asynchronous discussion forums.
Teacher-teacher interaction

This type of interaction can be in the form of

professional development and support through a
scholarly community of teachers. Teachers interact
with other teachers to share best practices or
experiences in terms of content, technology and
pedagogy
Content-content interaction

In this type of interaction, oftentimes content is

programmed to interact with other automated
information sources, so as to refresh itself
constantly, and to acquire new capabilities.
 PROCESS OF

INSTRUCTION
AL
DESIGN
 PR O C E S S
O
INSTRUCTIONAL F

DESIGN
ADDIE MODEL
• One of the most • ADDIE stands for
popular instructional o Analyze
design models used for o Design
technology- based o Develop
teaching o Implement
• Mainly applied on an o Evaluate
iterative basis
 PR O C E S S
O
INSTRUCTIONAL F

DESIGN
ADDIE MODEL: ANALYZE

This stage includes identifying all the variables that

need to be considered when designing the course,
such as learner characteristics, learners’ prior
knowledge, resources available, etc.
 PR O C E S S
O
INSTRUCTIONAL F

DESIGN
ADDIE MODEL: DESIGN

This stage includes identifying the learning

objectives for the course and how materials will be
created and designed, and deciding on the selection
and use of technology, such as a learning
management system (LMS), video, or social media.
 PR O C E S S
O
INSTRUCTIONAL F

DESIGN
ADDIE MODEL: DEVELOP

This stage includes the creation of content, including

whether to develop in-house or outsource, copyright
clearance for third party materials, loading of content
into a web site or LMS, and so on.
 PR O C E S S
O
INSTRUCTIONAL F

DESIGN
ADDIE MODEL: IMPLEMENT

This stage is the actual delivery of the course,

including any prior training or briefing of learner
support staff, and student assessment.
 PR O C E S S
O
INSTRUCTIONAL F

DESIGN
ADDIE MODEL: IMPLEMENT

This stage includes collecting feedback and data in

order to identify areas that require improvement and
this feeds into the
design, and developing and implementing of the
next iteration of the course.
ADDIE Model
 Teaching and
Course Design
Learning
and
(Course
Development
Delivery)

Organization
Student
and
Support
Management
Course Planning
and Design
Planning Tasks
1) Analyze the learners

Learner characteristics can be described by the following:

Diversity
Learning Context
Learners’ goals
Prior knowledge or skills
Digital natives
2) Reviewing the Learning Outcomes and
Course Outline

Here’s a link to the revised Bloom’s taxonomy

https://
www.apu.edu/live_data/files/333/bloo
ms_taxonomy_action_verbs.pdf
3) Structuring the Course Content into Specific
Modules

The next step in your design is to translate the

course outline into a list of module topics and sub-
topics.

What is important here is not just to cover all the

key topics but to ensure that the content is
chunked into modules (a self-contained unit of
course content) and are sequenced
correctly/logically.
Bates and Poole(2003) noted the importance of
avoiding overloading students by classifying topics
as follows:

1. Topics tahat are essential to know (relative to the

target learning outcomes)
2. Topics that are useful to know (relative to the
target learning outcomes)
3. Topics that are merely interesting to know and
can therefore be skipped
3) Selecting Learning Resources
 What makes a good OER?

• Findable • Recommended
• Imperfect • Copyright Free
• Clearly • Free-standing
described • Easily-modified
• Clearly licensed
• Trusted Source
3) Designing Learning Activities

Beetham (2008) defines a learning activity as a

specific interaction of learners with others,
using specific tools and resources, orientated
towards specific outcomes. Learning activities
help learners understand the content that has
been selected, hence, they must be aligned
with the learning objectives and content
resources for the modules.
 Higher Education Institutions classified the learning
activities into:
Type Example
Content focus (and •Listening to and/or watching a live or recorded talk
interaction) •engaging with a written or visual text,
•engaging with multimedia, or a combination of these.

For this type of activity, students are more likely to

retain information if they are asked to interact with the
material in some way.
Example, ask or invite questions, or include another
activity type after every 5 or 15 minute 'chunk' of
information.
Interactivity •Facilitated synchronous
(with Others) discussion
Focus •Jigsaw collaborative
information sharing
•Group assignments

It is important to include
learning activities that foster
open communication and
interaction with others.
Critical Thinking •Response to an assigned text
•Digital story development

Design activities that will give students

opportunities to think about or use
knowledge and information in new and
different ways which will help them
develop critical thinking skills.
Production •Infographic
•Oral summary (+written summary)
•One minute paper

Ask students to produce an output that

will allow them to engage with ideas and
concepts and have ‘deep’ learning.
Problem •Simulation
Solving •Case study
•Class solution and consequence

Present students with a problem, scenario,

case, challenge or design issue, and ask them
to resolve, address, meet or deal with the
problem presented.
Reflection •Self-assessment
•Reflection on learning
•Prior understanding

Provide activity that allows students to think

about what they already know and have
experienced in relation to the topic being
explored/studied. This is followed by analysis of
why the student thinks about the topic in the way
they do, and what assumptions, attitudes and
beliefs they have about, and bring to learning
about the topic.
 Content types and instructional strategies
(Morisson and Ross 2007)

Content Description Instructional Strategy

type

Association between two pieces • Rehearsal

Facts of information (e.g., Columbus • Practice strategy
and 1492) • Mnemonics
•Identifying new examples and non-
Groups of similar objects examples (may use integration,
Concepts
(e.g., mammals) organization, and elaboration
strategies)

Relationship between concepts •Paraphrasing the rule

(integration)
(e.g., the price increases when
Principles the supply is lower than the •Prediction based on
presentation of a situation
demand)
(elaboration)
 Content types and instructional strategies
(Morisson and Ross 2007)

Include both the psychomotor task • Paraphrasing the procedure

(e.g., replacing a transmission) and • Elaborating on the specifics of
Procedures the cognitive task (e.g., calculating • each step
the floor area of a home) • Practicing the procedure
• through application

•Developing a verbal model of the key steps

and an imaginal model of the interaction
Interpersonal Include communication
skills between two individuals • Mental rehearsal of the interaction
• Overt practice (e.g., role play)

•Developing a verbal and an imaginal model

Attitudes
Consist of beliefs and • Mental rehearsal of behavior
associated behaviour • Overt practice of behavior
 How students learn what
(Prensky 2000)

What? How?
Facts association, drill, memory, questions

Behaviors imitation, feedback, and practice;

Creativity playing
Judgment reviewing cases, asking questions, making choices, and
receiving feedback and coaching

Language imitation, practice, and immersion

Observation viewing examples and receiving feedback

 How students learn what
(Prensky 2000)

What? How?
Process system analysis, deconstruction, practice

Systems discovering principles and undertaking

Reasoning
Skills (physical or mental)
Speeches or performance roles
graduated tasks
puzzles, problems, and examples
imitation, feedback, continuous practice, and
increasing challenge
memorization, practice, and coaching

Theories logic, explanation, and questioning

 Types of learning activities
Interaction Some examples Useful tools
type
Reflection Blog (online journal)
Learner-
content Online quiz Online quiz tools
Drill and practice exercise
Discussion, debate Discussion forum, chat
Videoconferencing tools (e.g., Skype), chat
Webinar

Learner- Collaborative writing Wiki

learner Document sharing sites (e.g., Google docs),
Brainstorming, case study,
structured wikis (e.g. Google sites)
Exercises

Webquest , Projects Document sharing sites, email, chat

 Types of learning activities

Learner-
teacher Test/Exam Online quiz tools, email, social media

Essay Blog, email

Blog, social networking sites (e.g., Myspace),

Portfolio structured wikis (e.g., Google sites)

Demonstration, Visitor Website, video

Types of Learning Activities
(Salmon 2002)
Types of Learning Activities
(Salmon 2002)
 4) Assessment

Assessment is used to describe the various methods

used to determine the extent to which learners achieve
the intended learning outcomes of instruction.
The key to quality assessment is to ensure that the
right types of samples of a learner’s work are
gathered in order to accurately make inferences
about the extent of learning or achievement.
Table 6-1. Characteristics of Online Assessment
The assessment reflects the content area that all learners need to know and be able to
do.
Assessment involves activities based on significant aspects of the subject
area, and provides learners with opportunities to solve non-routine problems, make
Construct connections among concepts and ideas, transfer their knowledge and skills to solve ill-
structured real life problems, and communicate their thoughts and problem- solving
processing in different modes.

Assessment is a coherent process involving three types of agreement:

1.1) The assessment process should form a coherent whole. 2.2) The
assessment matches the purpose for which it is being 3.done.
Coherence 4.3) The assessment is aligned with the curriculum, instruction
5.and predefined learning outcomes.

Multiple modes of assessment should be applied for online learning: instructor

Modes assessment, peer/group appraisal, learner self-assessment. The latter is emphasized to
motivate and facilitate learning.
 The main goal of assessment is to advance learner's learning and inform teachers/learners as they make
Learning and
instructional/learning decisions. Assessment does not simply mark the end of a learning cycle but is an integral
knowledge
part of a learning process that encourages and supports further knowledge building.
building

Assessment promotes valid inferences about the learner's progress and learning outcomes. Using multiple
sources of evidence improves the validity of the inferences made about the learner's progress. Such evidence
may be from observation, online discourse analysis, an online interview and/or survey, open-ended tasks,
Inferences extended problem situations and portfolios, as well as more traditional instruments, such as multiple-choice
and short-answer tests.

Group work is a very important component of online learning activities. Use assessment tools not only to judge
Collabo- ration the group work but also to enhance collaborative learning. Also assess individual contributions to group work.

Assessment should be an open process:

1.1) Make available to learners information about the assessment
2.before the instruction.
Openness
3.2) Keep assessment open to any unexpected learning
4.outcomes. Add and/or adjust accordingly.
5.3) Continually examine assessment procedures for flaws,
6.appropriateness; continually revise to be in harmony with the newest development of
online curriculum and instruction.
Give each learner the opportunity to demonstrate his/her knowledge, skills, and mental power.
Equity Assessment tasks should have multiple entry points and exit points, so learners at different levels can
work on the problems.
 Principles for assessing learning by
Graham et al. (2001)
Principle 1: Good practice encourages learner-faculty contact.
Instructors should provide clear guidelines for interaction with
learners.

Principle 2: Good practice encourages cooperation among

learners.
Well-designed discussion assignments facilitate
meaningful cooperation among learners.
Principle 3. Good practice encourages active learning.
Learners present course projects.

Principle 4. Good practice gives prompt feedback.

Instructors need to provide two types of feedback:
information feedback and acknowledgment feedback.
Principle 5. Good practice emphasizes time on task.
Online courses need deadlines.

Principle 6. Good practice communicates high

expectations.
Challenging tasks, sample cases, and praise for quality
work communicate high expectations.

Principle 7. Good practice respects diverse talents and ways

of learning. Allowing learners to choose project topics
incorporates diverse views into online courses.
 Learning
Timeline Learning Learning
Module Topics Tasks/ Assessments
Outcomes Resources
Activity

Number/Tit After [Main [URL] Discussion

le completing topic] [Annotati Forum 1:
this module - [Sub- on]
on topic] Quiz 1
grading
, learners [Main system
should be topic]
able to: - [Sub-
1. topic]
2.
3.
THANK
YOU!