Topic 2: Instructional Design

Hardeep Kaur
 Learning Outcomes
By the end of this topic, you should be able to
• Explain the definition of teaching, learning and
instructional design
• Describe components of ID
• State the importance of ID process
• Compare traditional ID with systematic ID
Learning Outcomes
By the end of this topic, you should be able
to
Explain the definition of technology,
instruction & instructional technology
Discuss the main concepts of instructional
technology
Identify domains & functions of
instructional technology
Definitions of Instructional Technology
Reiser (2001)
◦ The field of instructional design and
technology encompasses the analysis of
learning and performance problems, and the
design, development, implementation,
evaluation and management of instructional
and non-instructional processes and resources
intended to improve learning and performance
in a variety of settings, particularly
educational institutions and the workplace.
 Learning and Instruction
• Learning = ? •The acquisition and development of memories
and behaviours, including skills, knowledge,
• Instruction = ? understanding, values and wisdom.
•As the process of acquiring knowledge , attitudes
or skills from study, instruction or experience
(Miller & Findlay, 1996)

•The act of instructing , teaching or furnishing with

knowledge or information.
•Methods and processes by which
pupils’behaviours are changed.
 Instructional Design (ID)
• Instruction = a set of events that facilitate
learning
• Design = a creative pattern / a rational, logical
& sequential process to solve problems
• Instructional Design = the systematic process
of translating principles of learning and
instruction into plans for instructional
materials & activities
Definitions of Instructional Design
Source Definition
Reigeluth (1983) The process of deciding which methods of
instruction are best for bringing about desired
changes in student knowledge and skills for a
specific student population.
Seels and Instructional systems design (ISD) defined it as „an
Richey (1994) organised procedure that includes the steps of
analysing, designing, developing, implementing and
evaluating instruction‰.
Reiser & The theory and practice of design, development,
Dempsey (2002) utilisation, management, and evaluation of
processes and resources for learning.

Branch & Instructional design is intended to be an iterative

Kopcha (2014) process of planning outcomes, selecting effective
strategies for teaching and learning, choosing
relevant technologies, identifying educational
media, and measuring performance.
 What is Instructional Design?
• http://www.youtube.com/watch?v=w0iQgStG
ND4
 Instructional Design
• Instructional Design as a Process
• Instructional Design as a Discipline
• Instructional Design as a Science
• Instructional Design as a Reality
• Instructional Design as a Systematic Process
 Components of ID
• What are the key components in ID?

Think-Pair-Share
Importance of Instructional Design
• In education, instructional design has been
used in higher education to improve teaching
skills and assist with course development, as
well as to work on the design and
development of distance education courses
(Morrison, Ross, Kemp & Kalman, 2011).

• Objective of ID is to serve the learning needs

and success of students through effective
presentation of content and fostering of
interaction.
 Instruction Design Process
Instructional design process can help to:
• Improve teaching efficiency;
• Enhance teaching effectiveness;
• Ensure students interest in the lesson taught;
• Ensure that the teaching and learning process is cost-
effective;
• Ensure that the learning content matches the intended
objectives;
• Ensure that the teaching can be applied to various suitable
scenarios; and
• Ensure that the teaching plan adheres to the time allocation.
 Instruction Design Process
Thus, a systematic process of instructional
design enables an educator or instructor to:
• Identify the performance problem;
• Determine the goals and objectives;
• Define learners and their needs;
• Develop strategies to meet needs and goals;
• Assess learning outcomes; and
• Evaluate whether the goals, objectives and
needs are met.
 Instructional System Development
• The traditional systematic teaching (Dick and
Carey, 1978), and instructional systems
development or ISD (Branson, 1975) used the
components and sequence of planning, design,
develop, execute and evaluate such as in Figure 2.2.
• Recent approaches to instructional design focus on
the cognitive processes of learning for problem-
solving (DeWitt et al., 2014; Irlbeck, 2011). In these
new designs, the learner, the learning process and
the learning context are emphasised (Driscoll &
Bruner, 2005).
An Example of ID Model
 Traditional ID vs Systematic ID

Instructional Components Traditional Instruction Systematic Instruction

Aims
Objectives
Students’ awareness about
the objectives
Previous knowledge
Expected achievement
Mastery learning
Grading
Recovery
Testing
Interpretation to objective
failure
Course development
Selecting materials &
teaching aids
Learning sequence
 Gagne's Nine General Steps of Instruction for Learning

Step Description
Gain attention To gain students attention, the teacher should
present a good problem, a new situation, use
multimedia and ask questions. This helps to
ground the lesson, and to motivate students to
remain focused.
Describe the goal The teacher should state the goals or objectives
explicitly
e.g. state exactly what students will be able to
accomplish and how they will be able to use the
knowledge.
Stimulate recall of prior The teacher reminds the student of prior
knowledge knowledge relevant to the current lesson (facts,
rules, procedures or skills). Show how knowledge
is connected, provide the student with a
framework that helps to learn and to remember.
Tests can be included.

Present the material to be Present the information using, e.g. text, graphics,
learned simulations, figures, pictures, sound, etc. Chunk
information (avoid memory overload, recall
information).
 Gagne's Nine General Steps of Instruction for Learning

Provide guidance for Presentation of content is different from

learning instructions on how to learn. Use advanced
organisers.
Elicit performance Let the learner do something with the newly
"practice" acquired behaviour by practising the skills or
applying knowledge. At least use Multiple
Choice Questions or MCQs.
Provide informative Teacher shows correctness of the learners
feedback response, analyses learner's behaviour and
may present a good step-by-step solution of
the problem.
Assess performance test Assess performance test, if the lesson has been
learned. Also sometimes give general progress
information.
Enhance retention and For example, inform the learner about similar
transfer problem situations and provide additional
practice. Put the learner in a transfer
situation. Perhaps let the learner review the
lesson.
 Summary
1. The systematic process of instructional design enables
an educator or instructor to basically improve his way
of delivering the subject matter to the respective
recipients.
 
2. The practice of instructional design process can
basically improve the teaching and learning processes
and benefit both teachers and students.
 
3. A comparison between the traditional and systematic
instructional design is focused on the aims, objectives,
students awareness of the objectives, previous
knowledge and also the expected achievement.