Instructional Design Methods of Teaching Adults Spring Interim, May 2001 O riginal Slide Presentation Developed by Dr. Gary Moore at NC State.

Instructional Design

Methods of Teaching AdultsSpring Interim, May 2001

Original Slide Presentation Developed by Dr. Gary Moore

at NC State

What is Instructional Design (ID)

The systematic process of translating principles of learning and instruction into plans for instructional materials and activities.

Comparison of an Instructional Designer and an Engineer

Instructional Designer & Engineer Both plan work based upon successful

principles. Both design things that are

functional, attractive, & appealing to user.

Both have established problem solving procedures to guide them.

Both write specifications or plans.

Purpose of ID in Education

To make the most of each educational experience.Reduce teacher and student frustration.Increase learningMake the most of limited resources Terms used interchangeably in ID with education Instruction Training Teaching

What is Instruction?

Delivery of information & activities that facilitate learners’ attainment of intended, specific learning goals.Activities focused on learners learning specific things.

What is Training?

Instructional experiences focused upon individuals acquiring very “specific skills” that they will normally apply almost immediately.

What is Teaching?

Learning experiences in which the instructional message is delivered by a human being-not a videotape, textbook, or computer program—but a live teacher.All learning experiences in which the instructional message is conveyed by other forms of media is instruction.

What is Design?

Implies a “systematic” planning process prior to the development of something.Distinguished from other planning by Level of precision Care Expertise employed

The ID Process

Another way of defining ID is to describe the process involved in the systematic planning of instruction.At basic level, instructional designer’s job is to answer three major questions.

Three Major Questions Associated with Planning

Where are we going?How will we get there?How will we know when we have arrived?

Two Majors Questions from Which all Teaching Begins

What am I going to teach? ID must select content that is

appropriate for the age of intended learner, etc.

How am I going to teach? What methods and techniques will I

use to deliver the content?

Many ID Models

Dick & Carey ModelHannafin & Peck ModelKnirk & Gustafson ModelJerrold Kemp ModelGerlach-Ely ModelRapid Protyping Model

Models dependent on…..

Audience - age, level of experience, etcMode of delivery - distance education, traditional classroom, etc.Resources available – Media equipment, money, type or size of classroom, etc.

Dick & Carey Model

Hannafin & Peck Model

Knirk & Gustafson Model

Jerrold Kemp Model

Gerlach-Ely Model

Rapid Protyping Model

General ID Steps

Different models exist for different instructional purposes; however, the process is summarized in five phases.

Known as ADDIE

EvaluationEvaluation

AnalysisAnalysis

DevelopmentDevelopment

ImplementationImplementation DesignDesign

ADDIEADDIE

Implement

Design

Analysis

Evaluate

Develop

ADDIE

A = Analysis

In analysis stage of ID process, want to find out Who are the learners or audience

Audience analysis What is the goal or intended outcome

Goal analysis

D = Design

Content of the course Subject matter analysis

Steps of instruction Lesson planning-writing objectives

Type of media or presentation mode Media selection

D = Development

Development of instruction Generate lesson plans (different from

lesson planning) and lesson materials. Complete all media & materials for

instruction, and supporting documents.

End result is a course or workshop ready for delivery.

I = Implementation

The delivery of the instruction. Purpose is effective & efficient

delivery of instruction. Promote students’ understanding of

material & objectives, and ensure transfer of knowledge.

E = Evaluation

Two related evaluations going on simultaneously in most ID situations. Formative Evaluation Summative Evaluation

Where Does Methods Fit?

Content to some extent determines methodsResources to some extent determine content and methodsThe audience to some extent determines content and methodsMethods is a major factor in the formulation of the design. It is the implementation part of the design model. But it has implication for the evaluation of the outcome.

How Evaluation Affects Design?

Designs can change during or after the instruction. When students are not achieving the desired goals there is cause for reflection upon the design. Methods of delivery be a major part of the plan sometimes require the formation of a new plan or use of other methods.

Two General Approaches to Evaluation.

Formative Evaluation –During Summative Evaluation – After or at the end

Formative Evaluation

Going on during & between all ID steps. Going on during the implementation step. Purpose is to improve instruction before

completed instruction is delivered. Or, so that new or different methods can be implemented at various stages of instructional delivery.

Result-- greater chance for the students to achieve goals when first approach is not working.

It is a sense what we do when we monitor and adjust.

Summative Evaluation

Usually occurs after instruction completed & implemented.

How much & how well did students learn?

How well did course or workshop work? Does it need modification before being

presented again? What needs changing? Content?

Instruction? Media? Response during formative evaluation

will affect summative.

ID Assumptions

In order to design instruction, the designer must have a clear idea of what the learner should learn as a result of instruction.The “best” instruction is that which is effective, efficient, and appealing.

ID Assumptions

Students may learn from many different media: A “live teacher” is not always essential for instruction.There are principles of instruction that apply across all age groups and all content areas.

ID Assumptions

Evaluation should include the evaluation of the instruction as well as the evaluation of the learner’s performance.Learners should be evaluated in terms of how nearly they achieve the instructional objectives rather than how they “stack up” against their peers.

ID Assumptions

There should be congruence among objectives, learning activities, and assessment.

Graphics of model from Tom Weltmer web page: http://www.tricountyi.net/~tweltmer/default.htm