Instructional Design Concepts
and Theories
Learning Objectives:
Systematic Instructional Design
The systematic instructional design process is the "gold standard" in instructional design. Using a systematic approach requires you to consider the audience for whom you are designing the instruction, the goals that are driving the instruction, and the objectives you want the students to follow to complete the task. According to authors Brown and Green (2016), an essential illustration of steps in the design process is ADDIE, which stands for Analyze, Design, Develop, Implement, and Evaluate. There are many ID models that designers can call upon but two of the most widely used are the Dick and Carey's systems approach model and the Kemp, Morrison, and Ross ID plan.
The Dick and Carey model places the emphasis on examining and refining the instruction while providing guidance for making improvements (Brown & Green, 2016). The Kemp, Morrison, and Ross plan is expressed in nine elements of development and is presented in an oval pattern because each element can be addressed at any time during development.
The Dick and Carey model places the emphasis on examining and refining the instruction while providing guidance for making improvements (Brown & Green, 2016). The Kemp, Morrison, and Ross plan is expressed in nine elements of development and is presented in an oval pattern because each element can be addressed at any time during development.
Needs Analysis
A needs analysis is the first step an instructional designer should take because it identifies the purpose behind what changes (if any) are needed to the instruction and what variables surround the change. The variables include identifying the desired change, who wants the change, and in what environment the change will occur (Brown & Green, 2016).
An example of a student needs analysis can be found by clicking on the following link:
https://wright.qualtrics.com/SE/?SID=SV_20qBsOkSeSaGaWx
An example of an instructor/supervisor needs analysis can be found by clicking on the following link:
https://wright.qualtrics.com/SE/?SID=SV_aXXkIMh2y6e1fY9
With every needs analysis comes interview and observation protocols that need to be followed. Interviews allow you to gather specific information about what the problem is, the change that is desired and who is requesting the change. During the interview, the client should be able to provide insight into what is currently going on in the environment where the individuals are being asked to change (Brown & Green, 2016). Observation is also another important component in a needs analysis. The instructional designer should personally observe the environment rather than relying on the client's description because the client will have a biased opinion on what is taking place. A biased opinion will not provide you with an accurate picture of what is taking place.
An example of a student needs analysis can be found by clicking on the following link:
https://wright.qualtrics.com/SE/?SID=SV_20qBsOkSeSaGaWx
An example of an instructor/supervisor needs analysis can be found by clicking on the following link:
https://wright.qualtrics.com/SE/?SID=SV_aXXkIMh2y6e1fY9
With every needs analysis comes interview and observation protocols that need to be followed. Interviews allow you to gather specific information about what the problem is, the change that is desired and who is requesting the change. During the interview, the client should be able to provide insight into what is currently going on in the environment where the individuals are being asked to change (Brown & Green, 2016). Observation is also another important component in a needs analysis. The instructional designer should personally observe the environment rather than relying on the client's description because the client will have a biased opinion on what is taking place. A biased opinion will not provide you with an accurate picture of what is taking place.
Task Analysis
A task analysis is a very important component of the instructional design process because it provides valuable information about the tasks and/or content that will form the foundation of the instruction being developed (Brown & Green, 2016). Three problems that can be solved by a task analysis are:
- Defining of the content required to solve performance problems or alleviate a performance need.
- Forcing the subject matter expert to work through each step no matter how subtle.
- Designer has the opportunity to view the content from the learner's perspective and gain insight into appropriate instructional strategies.
task_analysis_assignment-revised.docx | |
File Size: | 25 kb |
File Type: | docx |
Learner Analysis
A learner analysis helps the designer in determining the learners' approach to instruction. This includes any prerequisite knowledge, skills, and attitudes towards the task they are being asked to perform. Understanding the target audience and their abilities is crucial to the design process.
An example of a learner analysis demographic survey can be found by clicking on the following link:
https://wright.qualtrics.com/SE/?SID=SV_bJH3keF5TrAmH9r
A sample analysis can be found by downloading the following file:
An example of a learner analysis demographic survey can be found by clicking on the following link:
https://wright.qualtrics.com/SE/?SID=SV_bJH3keF5TrAmH9r
A sample analysis can be found by downloading the following file:
learner_analysis_assignment-final.docx | |
File Size: | 13 kb |
File Type: | docx |
Organization and Delivery of Learning
Learning objectives and learning goals
Learning goals and objectives are essential to the design process. An learning goal is a generalized statement about the intention of the instruction. Whereas a learning objective is more more specific about how and to what degree the instruction will affect learners (Brown & Green, 2016). An example of a learning goal would be "students will understand the importance of not smoking." An example of a learning objective would be "students will predict the consequences smoking has on one's health."
Learning environments/teaching styles
Learning environments are where learners interact and engage with the instructor, the material, and place of instruction. A learning environment goes beyond being a physical setting, it is shaped by the type of instruction that needs to occur, and is influenced by the attitudes of those who organize and oversee the environment (Brown & Green, 2016). There are four types of learning environments, none of which are mutually exclusive, as describe by authors and researchers Bransford, Brown, and Cocking (Brown & Green, 2016):
According to Brown & Green (2016), Hannafin, Land, and Oliver describe two types of learning environments--directed and open-ended. Directed is when the instructional designer has determined the specific learning objectives and offers structured activities where learners demonstrate that they have met the objectives (Brown & Green, 2016). Open-ended learning environments are determined by one of three ways:
Open-ended learning environments should include four components to support learners:
Teaching styles are just as important to instructional design as the learning environments. There are two distinct teaching styles--direct and indirect teaching. Direct teaching places the instructor in the middle of all of the activity, decides what students will do and when they will do it. Indirect teaching places the instructor in a more supportive and guiding role while letting the students approach the problem in a way that seems best for them.
A few different teaching strategies that could be used are: graphic organizers (good for visual learners); cooperative learning (good to get students to work together); and homework/practice (good to reinforce the material.)
- Learner-centered environment
- Knowledge-centered environment
- Assessment-centered environment
- Community-centered environment
According to Brown & Green (2016), Hannafin, Land, and Oliver describe two types of learning environments--directed and open-ended. Directed is when the instructional designer has determined the specific learning objectives and offers structured activities where learners demonstrate that they have met the objectives (Brown & Green, 2016). Open-ended learning environments are determined by one of three ways:
- presenting the learner with a complex problem and a specific task to complete
- presenting the learner with a complex problem to explore
- helping the learner articulate a personalized problem to be solved/explored
Open-ended learning environments should include four components to support learners:
- Enabling
- Resources
- Tools
- Scaffolding
Teaching styles are just as important to instructional design as the learning environments. There are two distinct teaching styles--direct and indirect teaching. Direct teaching places the instructor in the middle of all of the activity, decides what students will do and when they will do it. Indirect teaching places the instructor in a more supportive and guiding role while letting the students approach the problem in a way that seems best for them.
A few different teaching strategies that could be used are: graphic organizers (good for visual learners); cooperative learning (good to get students to work together); and homework/practice (good to reinforce the material.)
Evaluation
Evaluation is how an instructional designer determines how well a design worked based on data and it can be measured in different stages and on different elements throughout the design process (Brown & Green, 2016). There are three major evaluation types:
- Learner
- Formative
- Summative
Assessment
This is a brief quiz to assess your understanding of the material in this workshop. Please answer each question using the information you have learned about Instructional Design Concepts and Theories. Don't forget to enter your first and last name and click "submit."
Reference
Brown, A. H., & Green, T. D. (2016). The essentials of instructional design (3rd ed.). New York, NY: Routledge.