Introduction to Instructional Design
- 1. Introduction to Instructional Design Presented To: Prof. Dr. N. B. Jumani Presented By: Mr. Irshad Hussain PhD Scholar Department of Education FSS,IIUI.
- 2. Outline Introduction to ID. Principles of ID. Foundation of Instructional System
- 3. What is Instructional Design? “The systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” Smith and Ragan (2005)
- 4. Conti… “The systematic creation of an educational experience that will help students achieve a specified set of learning outcomes” Bell & Shank (2007)
- 7. Purpose of ID in Education To make the most of each educational experience. Reduce teacher and student frustration. Increase learning Make the most of limited resources Terms used interchangeably in ID with education – Instruction – Training – Teaching
- 8. Conti… What is Instruction? Delivery of information & activities that facilitate learners’ achievement of proposed, specific learning goals. Activities focused on learners learning specific goals. Instruction is the arrangement of information and environment to facilitate learning.
- 9. Conti… What is Training? Instructional experiences focused upon individuals achieve very “specific skills” that they will normally apply straight away.
- 10. Conti… 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.
- 11. 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
- 12. 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. • Where are we going? • How will we get there? • How will we know when we have arrived?
- 13. Conti… 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?
- 15. Conti… Instructional design BLENDS what we know about… – the LEARNERS – the SUBJECT MATTER – HOW PEOPLE LEARN …to produce instruction that will facilitate learning
- 16. Instructional Strategies drill/rehearsal lecture (traditional) discussion simulations/games project-based learning collaborative learning problem-based learning
- 17. Principles of Instructional Design Merrill’s First Principles of Instruction Task/Problem-Centered Activation Demonstration Application Integration (Merrill, 2002)
- 18. Conti… Task/Problem-Centered Students learn more when the instruction is centered on relevant real-world tasks or problems, including a series of tasks or problems that progress from simple to complex.
- 19. Conti… Activation Students learn more when they are directed to recall prior knowledge, to recall a structure for organizing that knowledge, or are given a structure for organizing new knowledge. This activation can also include a foundational learning experience upon which new learning can be based.
- 20. Conti… Demonstration Students learn more when new knowledge is demonstrated to them in the context of real world tasks or problems. The knowledge that is demonstrated is both informational and skill-based.
- 21. Conti… Application Students learn more when they perform real world tasks or solve real-world problems and receive feedback on and appropriate guidance during that application.
- 22. Conti… Integration Students learn more when they are encouraged to integrate their new knowledge into their life through reflection, discussion, debate and presentation of new knowledge.
- 23. Foundations of Instructional Design Behaviorism, Cognitivism Constructivism
- 24. Conti… Behaviorism The behaviorist perspective of learning focuses on rewarding, or reinforcing, desired responses in the learning environment. B. F. Skinner was one of the psychologists whose work contributed to this school of thought.
- 25. Conti… Cognitivism Focuses on the cognitive processes that occur in the brain as learning occurs Mental processing are how learners assimilate new knowledge and accommodate it into their memory.
- 26. Conti… Constructivism Constructivism is a learning theory made popular by Jean Piaget that puts the learner at the center of the knowledge. Learner construct the information, from their own experiences Relies on learners to contribute to knowledge An interactive experience, with the instructor acting more as a guide and less as a lecturer
- 27. Advantages of ID Encourages advocacy of the learner. To a very large Supports effective, efficient, and appealing instruction. Supports coordination among designers, developers, and those who will implement the instruction. Provides a systematic framework for dealing with learning problems. Learner, not content, is the focus of instruction
- 28. Limitations of ID Requires identification of outcome Requires lead time It is not applicable to non instructional problems
- 29. Conclusion Instructional Designers utilize skills and knowledge in the areas of: learning theory the instructional process enabling technologies to facilitate the creation of effective instruction and learning environments
- 30. References Bell, S. J. & Shank, J. D. (2007). Academic librarianship by design: a blended librarian’s guide to the tools and techniques. Chicago: American Library Association. Smith, P. L., & Ragan, T. J. (1993). Instructional design. New York: Macmillan Publishing Company. Merrill, M. D. (2002). First principles of instruction. ETR&D 50 (3), 43-59. Reigeluth, C. M. (1999). Instructional design theories and models: A new paradigm of instructional theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum Associates. Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). New York: John Wiley & Sons. Ertmer, P. A. & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly 6 (4), 50- 72.