2. OVERVIEW
In today's world, old-fashioned teaching
methods might not keep students
interested. Instead of just listening to a
teacher, students want to be more
involved. They like using technology to
make lessons more fun. They don't just
want to learn; they want to take what
they've learned and make something
new with it.
3. Learners can become...
• Contributors: Learners can upload various materials such as videos, audios,
messages, and documents, as well as contribute to digital worlds.
• Creators: Students can assemble digital portfolios, virtual posters, or interactive
resources, and share their creations.
• Communicators: Utilizing technology tools, students can engage in chats, blog
discussions, wikis, and web conferencing to communicate their thoughts
effectively.
• Collaborators: Learners can participate in collaborative projects, asynchronous
discussions in forums, group work using wikis, and commenting on blogs,
fostering dynamic interactions in the learning environment.
6. NINE EVENTS OF INSTRUCTION
1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization)
7. THE CONDITIONS OF LEARNING
• Gagne's model of learning, as detailed in "The
Conditions of Learning," aligns with the
information processing model.
• Internal conditions encompass the learner's pre-
existing knowledge, skills, and attitudes.
• External conditions involve the stimuli presented
during instruction.
• Gagne's Nine Events of Instruction are closely
tied to these conditions, guiding instructional
design.
• The model enables designers to tailor instruction
to learners' needs and optimize the learning
process by considering both internal and external
factors.
8. THE NINE EVENTS OF INSTRUCTION CAN BE DIVIDED INTO THREE
SEGMENTS:
A. PREPARATION
1. GAINING ATTENTION (RECEPTION)
2. INFORMING LEARNERS OF THE
OBJECTIVE (EXPECTANCY)
3. STIMULATING RECALL OF PRIOR
LEARNING (RETRIEVAL)
B. INSTRUCTION AND PRACTICE
4. PRESENTING THE STIMULUS (SELECTIVE
PERCEPTION)
5. PROVIDING LEARNING GUIDANCE
(SEMANTIC ENCODING)
6. ELICITING PERFORMANCE (RESPONDING)
7. PROVIDING FEEDBACK (REINFORCEMENT)
C. ASSESSMENT AND TRANSFER
8. ASSESSING PERFORMANCE (RETRIEVAL)
9. ENHANCING RETENTION AND TRANSFER
(GENERALIZATION)
10. B. ADDIE MODEL
• THE ADDIE MODEL IS A FRAMEWORK USED IN
INSTRUCTIONAL DESIGN TO GUIDE THE DEVELOPMENT OF
EFFECTIVE LEARNING EXPERIENCES. ADDIE STANDS FOR
ANALYSIS, DESIGN, DEVELOPMENT, IMPLEMENTATION, AND
EVALUATION. IT'S A SYSTEMATIC PROCESS FOR CREATING
TRAINING AND EDUCATIONAL PROGRAMS.
• IS A PROVEN AND TESTED METHOD FOR CREATING AND
DESIGNING EFFECTIVE TRAINING PROGRAMS.
• ALTHOUGH NOT STRICTLY LINEAR, THE ADDIE SEQUENCE
OFFERS CLEAR STAGES FOR EDUCATORS AND
INSTRUCTIONAL DESIGNERS, FACILITATING THE CREATION OF
EFFECTIVE TRAINING TOOLS.
12. ANALYSIS
• THE ANALYSIS PHASE OF INSTRUCTIONAL DESIGN IS AKIN TO SETTING
GOALS, FOCUSING ON UNDERSTANDING THE TARGET AUDIENCE AND
THEIR EXISTING SKILL LEVELS.
• DESIGNERS AIM TO AVOID DUPLICATING WHAT LEARNERS ALREADY
KNOW AND INSTEAD FOCUS ON AREAS THEY HAVE YET TO EXPLORE.
• KEY COMPONENTS OF THOROUGH ANALYSIS INCLUDE UTILIZING COURSE
TEXTS, DOCUMENTS, SYLLABI, AND ONLINE RESOURCES SUCH AS WEB
COURSES.
• THE ANALYSIS PHASE CONCLUDES WITH AN INSTRUCTIONAL ANALYSIS
TO DETERMINE WHICH SUBJECTS OR TOPICS SHOULD BE INCLUDED IN
THE PROGRAM.
13. DESIGN
• DETERMINE GOALS, PERFORMANCE MEASUREMENT TOOLS, TESTS, SUBJECT
MATTER ANALYSIS, PLANNING, AND ALLOCATION OF RESOURCES.
• FOCUS ON DEFINING LEARNING OBJECTIVES, DEVELOPING CONTENT,
CONDUCTING SUBJECT MATTER ANALYSIS, DESIGNING EXERCISES,
PLANNING LESSONS, SELECTING ASSESSMENT INSTRUMENTS, AND
CHOOSING APPROPRIATE MEDIA.
• EMPLOY A SYSTEMATIC AND LOGICAL APPROACH TO IDENTIFY, DEVELOP,
AND EVALUATE STRATEGIES ALIGNED WITH PROJECT GOALS.
• ADHERE TO SPECIFIC GUIDELINES AND RULES, ENSURING METICULOUS
EXECUTION OF EACH ELEMENT OF THE INSTRUCTIONAL DESIGN PLAN.
• EMPHASIZE ATTENTION TO DETAIL TO ENSURE THE SUCCESS OF THE
DESIGN STAGE AND FACILITATE THE CREATION OF A RATIONAL AND
COHESIVE INSTRUCTIONAL STRATEGY.
14. DEVELOPMENT
• DEVELOPMENT STAGE INITIATES PRODUCTION AND TESTING OF THE
INSTRUCTIONAL METHODOLOGY.
• DESIGNERS UTILIZE DATA FROM PREVIOUS STAGES TO CRAFT A
PROGRAM CONVEYING NECESSARY CONTENT TO PARTICIPANTS.
• FOCUS SHIFTS FROM PLANNING AND BRAINSTORMING TO ACTION-
ORIENTED TASKS.
• THREE MAIN TASKS IN THIS STAGE: DRAFTING, PRODUCTION, AND
EVALUATION.
• DEVELOPMENT ENTAILS CREATION AND TESTING OF LEARNING
OUTCOMES TO ENSURE EFFECTIVENESS.
15. IMPLEMENTATION
• DURING THE IMPLEMENTATION PHASE, A PROCEDURE
FOR TRAINING THE FACILITATORS AND THE LEARNERS IS
DEVELOPED. THE FACILITATORS’ TRAINING SHOULD
COVER THE COURSE CURRICULUM, LEARNING OUTCOMES,
METHODS OF DELIVERY, AND TESTING PROCEDURES.
• THE DEVELOPED MATERIALS ARE IMPLEMENTED OR
DELIVERED TO THE LEARNERS. THIS STAGE ALSO
INVOLVES TRAINING INSTRUCTORS, IF NECESSARY, AND
PREPARING THE LEARNING ENVIRONMENT.
16. EVALUATION
• EVALUATION IS THE FINAL STAGE OF THE ADDIE . THE
MAIN GOAL IS TO DETERMINE IF PROJECT GOALS WERE
ACHIEVED AND TO IDENTIFY AREAS FOR FURTHER
IMPROVEMENT.
• EVALUATION IS CRUCIAL FOR ENSURING PROBLEMS
ARE ADDRESSED, AND OBJECTIVES ARE MET,
CONTRIBUTING TO INSTRUCTIONAL IMPROVEMENT.
• EVALUATION CAN BE FORMATIVE (DURING THE
DEVELOPMENT PROCESS) OR SUMMATIVE (AFTER
IMPLEMENTATION), AND IT HELPS IN IDENTIFYING
AREAS FOR IMPROVEMENT.
18. C. MERILL’S PRINCIPLES OF
INSTRUCTION
• MERRILL'S PRINCIPLES OF INSTRUCTION, DEVELOPED BY M. DAVID MERRILL,
FOCUS ON TASK-BASED LEARNING AND PROBLEM-SOLVING.
• THE CORE PRINCIPLES EMPHASIZE THE IMPORTANCE OF ACTIVE
ENGAGEMENT WITH ELEARNING CONTENT FOR EFFECTIVE LEARNING.
• LEARNING EXPERIENCES SHOULD INVOLVE MULTI-PHASE PROCESSES
INCLUDING ACTIVATION, DEMONSTRATION, INTEGRATION, AND OTHER
ESSENTIAL COMPONENTS.
• THE GOAL IS FOR ONLINE LEARNERS TO FULLY GRASP INFORMATION AND
APPLY IT IN REAL-WORLD SITUATIONS.
19. • MERRILL'S FIRST PRINCIPLES OF INSTRUCTION ARE FOUNDED ON THE PREMISE THAT THERE
ARE FUNDAMENTAL PRINCIPLES PRESENT IN MOST INSTRUCTIONAL DESIGN THEORIES AND
MODELS.
• THESE PRINCIPLES, THOUGH WORDED DIFFERENTLY BY VARIOUS THEORISTS, ARE
UNIVERSALLY RECOGNIZED AS ESSENTIAL FOR EFFECTIVE AND EFFICIENT INSTRUCTION.
• THEY DRAW FROM MULTIPLE INSTRUCTIONAL DESIGN THEORIES TO IDENTIFY AND
ARTICULATE COMMON DESIGN PRINCIPLES.
• IN THIS CONTEXT, A PRINCIPLE REPRESENTS A RELATIONSHIP THAT HOLDS TRUE UNDER
APPROPRIATE CONDITIONS, REGARDLESS OF SPECIFIC PROGRAMS OR PRACTICES.
• PRACTICES REFER TO SPECIFIC INSTRUCTIONAL ACTIVITIES, WHILE PROGRAMS CONSIST OF
A SET OF PRESCRIBED PRACTICES.
• THESE PRINCIPLES ARE PRESCRIPTIVE, FOCUSING ON DESIGN RATHER THAN DESCRIBING
HOW LEARNERS ACQUIRE KNOWLEDGE AND SKILLS.
• THEY ARE INTENDED TO GUIDE THE CREATION OF LEARNING ENVIRONMENTS AND
PRODUCTS RATHER THAN EXPLAIN THE LEARNING PROCESS ITSELF.
20. 1. LEARNING IS PROMOTED WHEN LEARNERS ARE ENGAGED IN SOLVING REALWORLD
PROBLEMS.
2. LEARNING IS PROMOTED WHEN EXISTING KNOWLEDGE [AND SKILL]
IS ACTIVATED AS A FOUNDATION FOR NEW KNOWLEDGE [AND SKILL].
3. LEARNING IS PROMOTED WHEN NEW KNOWLEDGE IS DEMONSTRATED TO THE
LEARNER.
4. LEARNING IS PROMOTED WHEN NEW KNOWLEDGE IS APPLIED BY THE LEARNER.
5. LEARNING IS PROMOTED WHEN NEW KNOWLEDGE IS INTEGRATED INTO THE
LEARNER’S WORLD.
MERRILL’S FIVE PRINCIPLES ARE:
