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Instructional Design

Instructional Design is an approach to teaching that attempts to maximise the effectiveness, efficiency and appeal of instruction and other learning experiences.
The process consists of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition.
The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed.

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Instructional Design

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Instructional Design

I divide models of instructional design broadly into two categories:

MACRO: Models which concern themselves with the design and planning of an entire module or programme
MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session

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Macro Models

CPD in Applied Blended Learning Technologies

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ADDIE Model

The ADDIE model is used by instructional designers and training developers. It is composed of five phases:

Analysis,
Design,
Development,
Implementation, and
Evaluation

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ADDIE Model

This represents a dynamic, flexible model for building effective training and performance support tools. This model attempts to save time by catching problems while they are still easy to fix.

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ADDIE Model

In the Analysis stage we want to find out:

Who are the learners or audience?

(Audience analysis)

What is the goal or intended outcome?

(Goal analysis)

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ADDIE Model

In the Design stage we are exploring:

The content of the course

(Subject matter analysis)

The steps of instruction

(Lesson planning-writing objectives)

The type of media or presentation mode

(Media selection)

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ADDIE Model

In the Development stage we are:

Generating lesson plans (this is different from the lesson planning done in the Design phase) and lesson materials.
Completing all media and materials for instruction, as well as completing all of the supporting documents.
The end-result is a course or workshop ready for delivery.

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ADDIE Model

In the Implementation stage we are:

Delivering of the instruction.
Aiming for effective and efficient delivery of instruction.
Promoting students’ understanding of materials and objectives, as well as ensuring a transfer of knowledge.

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ADDIE Model

In the Evaluation stage we are:

Undertaking two related evaluations:

Formative Evaluation
Summative Evaluation

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ADDIE Model

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ADDIE Model

Remarkably it appears that the ADDIE model wasn’t specifically developed by any single author but rather to have evolved informally through oral tradition.

The ADDIE Model is merely a colloquial term used to describe a systematic approach to instructional development.

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ASSURE Model

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ASSURE Model

The ASSURE model is composed of six phases:

Analyze learners
State learning objectives
Select approach
Utilize approach
Require participation
Evaluate outcomes

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ASSURE Model

From “Instructional Media and Technologies for Learning” by Robert Heinich, Michael Molenda, James D. Russell, Sharon E. Smaldino

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ASSURE Model

1. Analyze learners

Analyze learners’ characteristics, competencies, and learning styles.

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ASSURE Model

2. State learning objectives

State objectives for what your lesson should accomplish in ABCD format.

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ASSURE Model

2. State learning objectives: ABCD Format

Audience

Behaviour

Condition

Degree

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ASSURE Model

2. State learning objectives: ABCD Format

Audience: The audience is the group of individuals who are targeted for instruction.

While at first this seems straight forward, many times employees will ask “will I get anything out of this training?” or “should I attend this training?” or “who is supposed to go to this training?”

Without a clear-cut audience in mind, it is difficult to pinpoint exactly who gains from the training and who would be better served in a different class.

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ASSURE Model

2. State learning objectives: ABCD Format

Behaviour: The behaviour element of the objective indicates the desired outcome of the particular learning event.

The behaviour will be stated in the following form “will be able to detail properly”.

The behaviour is what you want the person to be able to do as a result of the training. It is important to clarify the behaviour because training programs can get off track when the desired outcome of the training activity is not clearly defined.

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ASSURE Model

2. State learning objectives: ABCD Format

Condition:

The term “condition” describes circumstances under which the behaviour should occur. An example would be “when calling on a doctor,” The condition describes a trigger for the desired behaviour.

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ASSURE Model

2. State learning objectives: ABCD Format

Degree:

The term “degree” represents how well the employee must perform to be considered acceptable. The degree of the objective is the measurable component. Measures can be expressed as level of productivity, quantity, quality, time, internal or external customer requirements, or other criteria gained from actual or anticipated work practices.

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ASSURE Model

3. Select Approach

Select, modify, and design methods, media, and materials.

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ASSURE Model

4. Utilize Approach

Utilize methods, media and materials - implement the lesson.

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ASSURE Model

5. Require Participation

Require learner participation in lesson.

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ASSURE Model

6. Evaluate Outcomes

Evaluate learner outcomes with objectives and revise as necessary.

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ASSURE Model

The ASSURE model is composed of six phases:

Analyze learners’ characteristics, competencies, and learning styles
State objectives for what your lesson should accomplish (ABCD)
Select, modify, and design methods, media, and materials
Utilize methods, media and materials—implement the lesson
Require learner participation in lesson
Evaluate learner outcomes with objectives and revise as necessary

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Other Models

The ASSURE model is composed of six phases:
Dick and Carey Model
Tripp and Bichelmeyer Model
Alessi and Trollip Model
Hannafin & Peck Model
Knirk & Gustafson Model
Jerrold Kemp Model
Gerlach-Ely Model
Ausubel’s Assimilation Theory

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Micro Models

CPD in Applied Blended Learning Technologies

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Gagné’s Nine Events of Instruction

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Gagné’s Nine Events of Instruction

Robert M. Gagné developed a nine-step model to help people design lessons.

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Robert Mills Gagné

Born in Aug 21, 1916

Died in April 28, 2002

Born in in North Andover, Massachusetts

educational psychologist

best known for his “Conditions of Learning” involved in applying instructional theory to the design of computer-based learning.

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Gagné’s Nine Events of Instruction

If you have lectured for a while, you probably do most of these, and you found them out by trial and error.

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1. Gain the Students’ Attention

Curiosity motivates students to learn.

Silence
A joke
A magic trick
Music video / Clip of a film
A quote

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2. Inform Learners of Objectives

These objectives should form the basis for assessment.

List the learning goals
Tell a simple story
Mention that this lesson might be coming up in a future assessment or the exam

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3. Stimulate Recall of Prior Learning

Associating new information with prior knowledge can facilitate the learning process.

Something we covered in the last class
Something they covered in another module
Something they did in secondary school

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4. Present the Content

This event of instruction is where the new content is actually presented to the learner.

Start with an example? (T/E or E/T)
Include specific notation? Include specific diagrams?
Explain the theory as well as the details?
Can we find content or videos of great lecturers

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5. Provide “Learning Guidance”

Use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.

Links
Videos
Animations
Biographies

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6. Elicit Performance (Practice)

Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.

Active Learning: Three things we’ve covered
Active Learning: Write a one-minute essay
Active Learning: Do a quiz
Tweet or Google

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7. Provide Feedback

Give guidance and answers provided at this stage are called formative feedback.

Two stars and a wish (sandwich method)

I like that you and I would have liked if you.

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8. Assess Performance

Take a final assessment.

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9. Enhance Retention (and transfer to the job)

Effective education will have a "performance" focus.

Summarize what we did…
Give any final instructions…

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