Theories & models of instructional development
- 1. Theories & Models of Instructional System Design (ISD) by Ijaz Ahmad to Prof.Dr. N.B.Jumani Department of education IIUI
- 2. Instructional System Design • Instruction is a systematic process that involves teacher, learners, materials, and learning environment in order to achieve successful and identified learning goals. • The “system” refers to an orderly, logical method of identifying, developing, and evaluating a set of strategies aimed at attaining a particular instructional goal (Morrison, Ross & Kemp, 2004) • An instructional system is an arrangement of resources and procedures to promote learning
- 3. Cont. • Design implies a systematic or intensive planning and ideation process prior to the development of something or the execution of some plan in order to solve a problem • ISD is used interchangeably with ID • ISD is a system approach for the design, development, implementation, and evaluation of instruction
- 4. Instructional Design • Instructional design refers to 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, 1999)
- 5. ID as Process • Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction • It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs • It includes development of instructional materials and activities; and try out an evaluation of all instruction and learner activities
- 6. ID as a Discipline • ID is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies
- 7. ID as a Science •Instructional Design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity
- 8. Learning Theories & the Implications for ID •Behaviorism •Cognitivism •Constructivism
- 9. Learning Theories & the Implications for ID •Behaviorism: Behavioral theory emphasized the influence of the environment on learning. According to behaviorism, learning has occurred when learners evidence the appropriate response to a particular stimulus, e.g. •Pavlov’s classical condition. • Skinner Operant Conditioning
- 10. Key Principles: Behaviorism • Learning happens when a correct response is demonstrated following the presentation of a specific environmental stimulus • Emphasis is on observable and measurable behaviors
- 11. Cont. • The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990) • Behaviorists view the mind as a "black box" in the sense that response to stimulus can be observed quantitatively, totally ignoring the possibility of thought processes occurring in the mind • ID example: drill and practice. Memorization for basic information
- 12. Cognitive Learning Theories • Learning is a change of knowledge state • Knowledge acquisition is described as a mental activity that involves internal coding and structuring by the learner • Learner is viewed as an active participant in the learning process • Emphasis is on the building blocks of knowledge (e.g. identifying prerequisite relationships of content) • Emphasis on structuring, organizing and sequencing information to facilitate optimal processing
- 13. Cont. • The cognitive view of how learning takes place is based on how information is processed, stored, and retrieved in the mind, rather than on how behavior changes (Foshay, Silber and Stelnicki, 2003). • ID examples: drills, tutorials, simulation
- 14. Bloom’s Taxonomy •Knowledge: observation and recall of information, knowledge of dates, events, places knowledge of major ideas •Comprehension: understanding information, grasp meaning, translate knowledge into new context •Application: use information use methods, concepts, theories in new situations, solve problems using required skills or knowledge •Synthesis: use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusions •Evaluation: compare and discriminate between ideas, assess value of theories, presentations make choices based on reasoned argument, verify value of evidence, recognize subjectivity •Analysis: seeing patterns, organization of parts, recognition of hidden meanings, identification of components
- 15. Types of Knowledge • The different types of knowledge can be categorized into declarative, procedural, strategic, and metacognitive knowledge • All these aspects focus on cognitive perspectives and understanding the learning that goes on in the brain
- 16. Gagne Events of Instruction 1.Gain attention 2.Informing the learner of the objectives 3.Stimulating recall of prerequisite learning 4.Presenting new materials 5.Providing learning guidance 6.Eliciting performance 7.Providing feedback about correctness 8.Assessing performance 9.Enhancing retention and recall
- 17. Constructivism • Learning is always a unique product “constructed” as each individual learner combines new information with existing knowledge and experiences. Individuals have learned when they have constructed new interpretations of the social, cultural, physical, and intellectual environments in which they live (Dick & Carey, 2001) • ID examples: problem-solving, project-based learning
- 20. The learning pyramid • This pyramid shows how much more effective learning can be through interactive, project and inquiry-based instruction and learning. • The average retention rates dramatically increase as students are given the opportunity to do hands-on experiments and by allowing them to share their findings and help inform their classmates of what they discovered. 20
- 22. Instructional Design Models • We can divide models of instructional design broadly into two categories • MACRO: Models which concern themselves with the design and planning of an entire module or programme • MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session
- 23. MACRO Models • Bloom’s Taxonomy • ASSURE model • The ABCD Format • Dick and Carey Model • ICARE model • Hannafin & Peck Model • Knirk & Gustafson Model • Jerrold Kemp Model • Gerlach-Ely Model • ADDIE Model
- 25. Hannafin & Peck Model
- 26. Knirk & Gustafson Model
- 27. ADDIE Model
- 29. Micro Models • Gagné’s Nine Events of Instruction • Reigeluth’s Elaboration Theory • Learning by teaching • Problem-based learning • Project-based learning • Inquiry-based learning • Action learning • Progressive inquiry • Service-learning
- 30. Summary • Instructional designs are used to find the best way(s) to teach new information to a target audience. There is no “one size fits all” approach • Any instructional design needs to clearly set out unique objectives in the context of those who will be taking the course. • Once these are flushed out then the method of content delivery can be selected.
- 31. Cont. • In constructivism, the learner is in control of their own learning. This means providing them with a degree of freedom over the learning process. • Cognitivism studies an individual’s observable and measurable behaviors that are repeated until they become automatic. This is going to be best suited for live training events. • Behaviorism observes new behavior patters and focuses on how to learn. The critical component to making this theory effective is having a measuring/reporting process in place that is both reliable and accurate.
- 32. References • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction, 4th edition, New York, NY: John Wiley & Sons Inc. • Smith, P. L., & Ragan, T. J. (1999). Instructional Design, 2nd ed. New York: John Wiley & Sons. • Web resources • https://dixieching.wordpress.com/2010/02/04/instructional-design-ch-2- smith-ragan/ • http://www.amandaszapkiw.com/artifacts/EDUC633_eXe_Module_2/theor ies_of_learning.html • https://elearningindustry.com/top-instructional-design-theories-modern- online-training
- 33. Thank you & ?
Editor's Notes
- #7: According to M. S. Yadav and T.K.S Lakshmi (1995), 10 discipline refers to a specific area of study- a branch of knowledge recognized by a certain distinctness it reveals in its substance and methodology. A discipline is a deliberate differentiation of the knowledge base with a specific perspective in order to gain better understanding of the phenomenon under focus. According to them, the knowledge base represents the sum total of the human understanding of environment
- #10: Classic conditioning is used when attempting to get a natural reflex to respond to a stimulus. Behavioral/operant conditioning uses reinforcement after it is established as a result of a certain stimulus. This is usually done through a process that is continued over and over again until the person/animal responds to a certain stimulus with the same reflex every time. Drill / Rote work Repetitive practice Bonus points (providing an incentive to do more) Participation points (providing an incentive to participate) Verbal Reinforcement (saying “good job”) Establishing Rules
- #12: Behaviorism can be helpful and useful because it is very easy to understand since it focuses strictly on observed behaviors, rather than mental activity. It is a foundation that many teachers use by rewarding students with positive behavior and punishing those with negative behavior. However, since behaviorism disregards the activities of the mind, it does not account for all kinds of learning Programmed Instruction (logical presentation of content, overt responses, immediate knowledge of correctness
- #13: Cognitive perspectives focuses on what behaviorism disregards and that is trying to understand the hidden processes that take place in the learner’s brain. It combines prior knowledge with learning to create new knowledge in which they can then use reinforcement again to provide feedback and encourage positive learning. Cognitive perspectives use Bloom’s Taxonomy and Types of Knowledge to systemize instruction
- #14: The cognitive approach is well suited to helping learners recall new information, comprehend how things work, and remember and use new procedures (Davis and Davis, 1998). It applies generally to objectives in the cognitive domain, particularly to tasks at the lower and middle levels of complexity. Instructional designers can use learning strategies and tactics from cognitive theory to build on the behavioral approach, thereby expanding their repertoire of strategies and tactics for how people acquire and learn cognitive skills. The cognitive view of how learning takes place is based on how information is processed, stored, and retrieved in the mind, rather than on how behavior changes (Foshay, Silber, and Stelnicki, 2003). Classifying or chunking information Linking Concepts (associate new content with something known) Providing Structure (organizing your lecture in efficient and meaningful ways) Real world examples Discussions Problem solving
- #16: The cognitive view of how learning takes place is based on how information is processed, stored, and retrieved in the mind, rather than on how behavior changes (Foshay, Silber, and Stelnicki, 2003).
- #17: Robert Gagné As one of the founding fathers in the field of instructional design, Robert Gagné developed nine conditions of learning, which are instructional events that should be used in every complete act of learning. The conditions of learning are: Gagné was also instrumental in transferring his concepts of instructional theory to computer based training design and multimedia-based learning. Gagné was professor emeritus of educational research at Florida State University, where he played a leading role in the establishment and initial operation of the graduate program in instructional systems design. He was also director of research of the American Institutes for Research, where he supervised research programs on human performance, instructional methods, and educational objectives design.
- #19: Inquiry-based learning is similar to project-based learning in the sense that its approach is less teacher focused and more geared towards hands-on activities and student centered discovery. Students are pressed to develop their own questions that hold some value and meaning to them and to formulate an answer from their own hands on experiments
- #20: Project-based learning is a teaching and learning strategy that engages learners in complex activities that force them to collaborate to solve problems and formulate answers. This type of learning encourages students to choose and organize their activities, conduct research, and synthesize information. Project-based learning creates a student-centered learning environment, allowing teacher facilitation, but not direction. It is also based off authentic and real life experiences with multiple perspectives that allows students to gain insight from many different points of view
- #22: In constructivism, the learner is in control of their own learning. In the online learning space these means providing them with a degree of freedom over the learning process. Cognitivism studies an individual’s observable and measurable behaviors that are repeated until they become automatic. This is going to be best suited for live training events. Behaviorism observes new behavior patters and focuses on how to learn. The critical component to making this theory effective is having a measuring/reporting process in place that is both reliable and accurate. You could leverage all three of these theories but chances are one will be more dominant than the others. As such, it is often best to choose one