Introduction to instructional design

Mart LaanpereHead of the Centre for Educational

Technology

What is design?

Generic design models

• Waterfall model• Input-Process-Output model• Incremental design models• Evolutionary design models• Cyclic design models• Rapid prototyping models

Planning the teaching: didactical view

• Herbart’s (1776-1841) 4-phase spiral model of planning the instruction: – Overview: Presentation of new material– Assimilation: Comparison of material with what is

already known– Systematization: Integration of old and new into a

unified whole– Application: Application of new systematic insight

to a concrete example

Herbart’s maxims

• Foundation of Teaching Is Psychology . "There is only one correct method for education: its foundation is psychology.”

• Information Is Not Learning . "Mere information does not suffice.”

• Learning Should Be Enjoyable . "To be wearisome is the cardinal sin of instruction.”

• Theory and Practice . "In education, theory and practice go hand in hand.”

• Sequencing and Linking Are Keys to Creative Design . "Sequencing, arrangement, and coordination of what is to be learned—these create the real impact in the instructional process."

R.Gagne (1916-2002)

• Internal and external conditions of learning• Nine events of instruction:

– Gain attention– Inform learners of objectives– Stimulate recall of prior learning– Present the content– Provide “learning guidance”– Elicit performance (practice).– Provide feedback– Assess performance– Enhance retention and transfer to the job

Instructional design

• Instructional design (ID): – The process by which instruction is improved through

the analysis of learning needs and systematic development of learning materials. Instructional designers often use technology and multimedia as tools to enhance instruction.

• Instructional systems design (ISD):– a means for sound decision making in order to

determine the who, what, when, where, why, and how of a learning program, based on systemic view of the teaching and learning process.

Brief history of ID

• 1940: military training materials, assessment• 1946: instructional media (Dale’s cone)• 1958: programmed instruction (Skinner)• 1960: standardised testing (Bloom’s taxonomy)• 1965: hierarchical analysis (Gagne)• 1970: ISD in military and corporate training• 1990: constructivist movement, paradigm war• 2005: Learning Design

ADDIE model

• A – analysis of needs, requirements etc• D – Design of instructional process• D – Development of learning resources• I – Implementation of planned instruction• E – Evaluation

ASSURE model

Dick & Carey ID model

Merrill: Pebble in the Pond model

Merrienboër’s 4C/ID model

Jonassen’s 3C model

Context

Collaboration

ConstructionKNOWLEDGE

Modeling process

Authentictasks

Apprenticeship

Situated learningCase-based problems

Multiple perspectives

Indexed meanings

Coaching

Social negotiation of meaning

Articulation Reflection

Mental modelsIntentions,

expectations

Internal negotiation

Domain-specific reasoning

Invention,exploration

IMS Learning Design: imsglobal.org

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Assignment

• Define detailed measurable learning objectives for our course and map these objectives to Bloom’s taxonomy!