4. Instructional Design

Introduction:

·         Instructional design is the process of applying a set of principles to achieve desire learning outcome.

·         It is systematic development of instruction materials using learning and instructional theory to ensure the quality.

·         Robert Glaser and Robert Gagne published “theories on learning and the criteria to be used for determining whether training was effective”.

History of instructional design

·         1960, Robert Glaser and Robert Gagne published “theories on learning and the criteria to be used for determining whether training was effective”.

·         1980 computer began important part of instructional design.

·         1990 concept of corporate universities for which analyzed the theories on instructional design to make it fit to organizational needs.

Principles of Instructional Design

—  It is a systematic process of providing instruction and training to the people who are most in need of it.

—  It is a process that translates general learning and instructional principles into actual lesson plans, materials, and delivery systems.

System and Strategy

—  Looks into instructional design system and strategies

—  Planning of instruction in a highly systematic manner with attention to consistency and compatibility of technology knowledge at each point of decision and action.

—  ADDIE: Analyze, design, Develop, implement, and Evaluate, are the main parts in system approach.

—  It goal is to make sure that learning transfer takes place.

Instructional Design Model

—  Dick and Carey Design model: This model stresses that each step in the process to be done in a particular order as the feedback from one step will provide the information to perform the next step.

—  Hannafin Peck Design model: This model stress that the three phase i.e. needs assessment, Design, Develop and implement, should be evaluated and revised to ensure better learning outcome.

—  Krink and Gustafson Design Model:  It focus on three phase including problem determination, design of strategies and objectives, and development of materials.

—  Jerrold kemp Design model: This model takes a holistic approach to instructional design. Virtually all factors in the learning environment are taken into consideration including subject analysis, learner characteristics, learning objectives, teaching activities, resources, support services and evaluation. Kemp’s model is most useful for large-scale programs involving groups of people and multiple resources.

—  Gerlach- Ely Design model: This model is used by instructional designers who are new to the process and have more knowledge about content that instructional techniques.

—  Rapid Prototyping design model: This model is use by experienced instructional designers who have a strong grasp of learning styles and are confident in their experience and intuition. The process stages include performing a needs analysis, constructing a prototype, utilizing the prototype to perform research and installing the final system. 

—  Just in time Instructional design: This model focus on faster and cheaper instruction. This is achieved through trading off resources between the steps.

Key factors in successful course

—  Successful learning depends upon the understanding and application of educational theories and strategies.

—  To better understand the above theories we need to look into:

1.       Students as Adult learners: use “LEARN” concept.

1.       L= let discussion take place

2.       E= experience based

3.       A= Active involvement

4.       R=Relevant content

5.       N=Numerous activities

2.       Levels of learning: Developed by Benjamin J. Bloom. It states six level of learning from simple and concrete to complex and abstract. They are: pg(132)

1. Knowledge:
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation         

Steps in Instructional Design

—  Analyze

—  Design

—  Develop

—  Implement

—  Evaluate

Analyze: It focus on determining

—  Who learners are?

—  What is the objective of the instruction?

—  What skill, knowledge and attitudes need to be taught?

—  How much content is needed in the instruction?

AND

—  It will help to determine exactly where to go and what you want to achieve through training.

Analysis stage broken down into:

—  Need analysis: Ideal performance – Actual performance

—  Problem analysis: Helps to determine cause of the problem and whether training is proper solution or not.

—  Goal analysis: Help to set realistic objectives that training want to achieve.

—  Trainee analysis: focus to determine the characteristics of the trainees, to better suit the training materials according to their needs.

—  Resource Analysis: This will determine the availability and the constraints on resources for training.

—  Job and Task analysis: This determines the tasks each employee needs to perform and the standards to which it must be performed.

Design:

—  This phase involves determining specific learning outcomes and defining the scope to the training.

Learning objectives:

—  Is a statement describing instructional outcomes

—  It describes the results; the skills or performance the trainees need to demonstrate after the training.

—  It provides sound basis for:

—  Selecting content and designing methods for presentation.

—  Evaluating the success of the instruction.

—  Organizing the participant activities for the accomplishment of the learning objectives.

—  A good learning objective identifies four components of training: performance, Standard of performance, Repetitions of performance, and conditions of performance.

ü  Performance: What will be trainees will be able to do?

ü  Performance standard: What are the criteria that will demonstrate competence?

ü  Repetitions of performance: how many times the competence must be demonstrated?

ü  Conditions of performance: Under which circumstances will trainees need to be able to complete the performance?

Construction Criterion Measures

—  Use of the Donald Kirkpatrick levels of evaluations.

—  Reaction

—  Learning

—  Behavior

—  Result

Sequencing Content:

—  It is process of keeping in order the content and learning experience to produce greatest learning in least time. It will help to:

—  Help trainees to move from one objective to another

—  Give information to trainees regarding the knowledge  to move on

—  Reduce time

—  Prevent trainee to be confused and failure.

Robert Gagne ‘s nine events of instructions:

—  Gain attention:

—  Inform learners of objectives:

—  Stimulate recall of prior learning:

—  Present stimuli with distinctive features;

—  Guide learning:

—  Encourage active participation:

—  Provide feedback:

—  Assess performance:

—  Enhance learning transfer and learning retention:

Selecting methods and media:

—  Which will best match the learning objectives?

—  Methods are activities and instruction technique.

—  Media is an object that transmits training.

—  The factors to consider for choosing methods and media:

—  Type of objective

—  Cost of method and media

—  Experience and knowledge of trainees.

Develop:

—  It is the stage when all the training materials, documentation, and evaluation are chosen, written, or produced.

—  In this phase evaluation is done of every material to ensure that they are meeting the standards set by the design phase.

Choosing Training materials

—  The amount and type of training materials needed, will directly depend on the methods and scope of the training determined in design phase.

—  Common material in training are : ( pg 146)

—  Consideration for choosing materials are: ( pg 147)

Creating training material

—  Guides for creating training materials are:

—  Accuracy: Every piece of content throughout the materials must be accurate.

—  Focus: The training materials need to be tightly focused on the learning objectives.

—  Difficulty level: The materials should meet the trainees’ level of learning.

Documenting training:

—  It helps an organization make decisions about the effectiveness of training.

—  How to adapt in the future.

—  As reference to use it again.

—  Here documentation plan is made which include:

—  What training records will be kept?

—  How they will be kept.

—  Who will keep it.

—  How long it will be kept.

Implement:

—  It is the stage where actual presentation of training is carried.

—  The steps in implementing training are:

—  Prepare

—  Present

—  Practice

—  Follow up

Evaluate:

—  It is phase of observing whether a program is working as it was panned

—  Whether the trainees are progressing according to plan.

—  It also provide means for :

—  Trainer to improve the training

—  The trainee to make better use of the training.

When to take different approach:

—  If result from evaluation indicates that trainees are not able to successfully perform the learning objectives.

—  Try something different

—  Think outside the box.

—  Choose methods that are better for the trainee rather than what is most comfortable as a trainer.

Technology and instructional Design:

—  Technology has helped in

—  Data management.

—  Task support

—  Decision support.