3. • In 1962,
Robert Glaser
synthesized the work of
previous researchers
and introduced the
concept of “instructional
design”.
3
What is Instructional Design?
3
4. • The systematic development of instructional
specifications using learning and instructional
theory to ensure the quality of instruction.
• The entire process of analysis of learning needs
and goals and the development of a delivery
system to meet those needs.
• Includes development of instructional materials
and activities, and tryout and evaluation of all
instruction and learner activities.
4
Instructional Design as a Process
4
5. • Branch of knowledge concerned with research
and theory about instructional strategies and
the process of developing and implementing
those strategies.
5
Instructional Design as a Discipline
5
6. • Instructional Design models or theories may
be defined as frameworks for developing
modules or lessons that:
1. Increase and/or enhance the possibility of
learning.
2. Encourage the engagement of learners so that
they learn faster and gain deeper levels of
understanding.
6
Instructional Design Models
6
7. 7
I. ADDIE Model
• The generic process traditionally used by instructional designers
and training developers to design effective instruction.
7
8. 8
I. ADDIE Model
Phase 1: Analysis
• Analyze the learning environment and learners’
existing knowledge and skills
• Identify and define the learning problem/gap
• Identify desirable outcomes
• Identify any learning constraints
• Set the timeline for the project
8
9. 9
I. ADDIE Model
Phase 2: Design
• Establish the learning objectives
• Create content outlines and storyboards
• Determine content and assessment instruments
• Apply instructional strategies
• Select technology/media to be used
9
10. 10
I. ADDIE Model
Phase 3: Development
• The actual creation (production) of the content and
learning materials based on the Design phase.
10
11. 11
I. ADDIE Model
Phase 4: Implementation
• Implement course curriculum
• Assess learning outcomes
• Choose various methods of delivery and
testing/assessment procedures
• Evaluate the effectiveness of the training
materials
11
12. 12
I. ADDIE Model
Phase 5: Evaluation
• Formative and Summative Evaluation
• Formative Evaluation is present in each stage of the
ADDIE process
• Summative Evaluation consists of tests designed for
domain specific criterion-related referenced items and
providing opportunities for feedback from the users
12
16. • Involves learners and/or subject matter experts (SMEs)
interacting with prototypes and instructional designers in
a continuous review/revision cycle.
• Developing a prototype is practically the first step, while
front-end analysis is generally reduced or converted into
an on-going, interactive process between subject-matter,
objectives, and materials.
• The process of quickly generating mock-ups of products,
such as a website.
• The process of quickly turning product designs into
physical samples.
16
III. Rapid Prototyping (Tripp & Bichelmeyer)
16
17. • Most effective learning environments are those
that are problem-based and involve the learner
in four distinct phases of the learning process:
1. Activation of prior experience
2. Demonstration of skills
3. Application of skills
4. Integration of these skills into real-world
activities
17
IV. First Principles of Instruction (David Merrill)
17
Instructor allows 2-3 minutes for participants to respond.
He submitted a model which links learner analysis to the design and development of instruction.
Image Source: http://pbd.lbl.gov/images/people/glaeser.jpg
