Theory and Practice of Design

ByShakila, Sonia, Saba

M.Ed (Evening) 2013-2014

Instructional Design is the systematic process of analyzing students' needs and learning goals, designing and developing instructional materials for the purpose of facilitating teaching and learning.

Instructional Design

Theory The body of rules ,ideas, principles and

techniques that applies to a particular subject ,especially when seen as distinct from actual practice

(Encarta word English Dictionary)▶ A formal statement of the rules on which

subject of study is based or of ideas which are suggested to explain a fact or event or more generally ,an opinion or explanation

(Cambridge advance leaner dictionary)

Theory Wilson (1997) defines theory as “ A special form of expression ,especially

designed to hold knowledge , usually produced by a practitioner where members codify their thinking by writing and disseminating papers ,articles and books that contain various theories and models.”

Characteristics of TheoryWilson (1997) identifies certain characteristics of theory

Theories are meant to explain something or to help us to understand the way things are with in a certain domain

Theories include clusters of concepts organized together to form a whole

Theories are linked to rules about what counts as evidence

Theories bear a resemblance to the mental schema which help individual make sense out of world and provide a framework for behaving intelligently.

ID theory is instructional theory. It is based on psychological aspects. It consist of a set of concepts, definitions

and propositions that explain process of instruction with a systematic perspective.

It offers guidance for improving the quality of instruction.

Theory of Instructional Design

Role of I.D Theories

Richey 1986 believes that theory can used for two purposes in I.T

1. Conceptual Theory to explain relationship among variables

2. Procedural Theory to explain how do a procedure

The Traditional ID Process

Design◦ Identify a variety of instructional systems design

models and apply one model.◦ Write appropriate objectives.◦ Identify learning theories.◦ Create instructional plans.◦ Apply principles of educational psychology◦ Select instructional strategies appropriate.

The Traditional ID Process

Design

There are several key design Interface design

Developing a consistent , user friendly ,attractive layout for the basic control and function

Sequencing Deciding of best educational order in which to place the different lesson and sub-components

Design Lesson design

Developing the strategies to be followed with in each lesson to best put across the teaching point , with emphasis on retaining motivation and maximizing a retention

Learner control Deciding how much control the learner can have over the lesson flow, and identifying key decision points in the lesson sequence

To select, use and apply appropriate media using design principle

It involves the programmers ,graphic artists, writers and subject matters

Common instructional development practice involves

Revise instructional design in consultation with subject matter expert

Field test ideas, strategies and material . Revise ideas, strategies and materials accordingly Develop primary instruction

Development

To identify and implement effective policies related to the utilization, application and integration of Instructional technologies.

Utilization is the actual use of knowledge and the skills .The purpose of utilization is to bring learner with into contact with learning resources and instructional system components

Common practices are Media selection training Media application training Integrating polices and regulations

Utilization

To demonstrate leadership quality with individuals and groups(e.g., interpersonal skills, group dynamics, team building).

Apply project management, resource management, delivery system management or information management techniques in various learning and training contexts.

Management

To develop and apply criterion-referenced measures, formative and summative evaluation strategies to know extent to which the objectives have achieved.

Common practice include Conduct need assessment Analyze performance problem Construct and validate evaluation instrument

and procedure Judge the worth of specific instructional

activities

Evaluation

Cognitive Characteristics◦ General Aptitude◦ Specific Aptitude◦ Developmental Level◦ Language development level◦ Reading level

Learner’s Characteristics

Physiological Characteristics◦ Sensory perception◦ General health

Affective Characteristics◦ Interests◦ Motivation◦ Attitude toward subject matter◦ Attitude toward learning

Learner’s Characteristics

Social Characteristics◦ Relationships to peers◦ Feelings towards authority◦ Tendencies toward cooperation and competition

Learner’s Characteristics

Learning often takes place in a decontextualized environment. Learners must learn the basics before engaging in more complex and authentic behaviors.

Learning is an individual responsibility and activity.

Teaching strategies transmit information in small, simplified chunks leading to practice of desired behaviors.

Traditional Learner’s Environment

Teachers interact to correct knowledge and practice deficits. If the correct strategies are used, then all learners will learn.

Evaluation takes place at the end of instruction.

Evaluation often focuses on giving a grade based on memory as reflected in the ability to pass a test.

Traditional Learner’s Environment

Insufficient learning or failure indicates a problem in the learning environment because the instructional strategies failed to pass on the necessary information. Failure is undesirable because it may lead to a habit of inappropriate behaviors.

Instruction is successful if learners have mastered the objectives.

Traditional Learner’s Environment