Instructional design is a systematic process used to develop teaching materials and activities. It involves determining learner needs, setting objectives, designing assessments, choosing delivery methods, testing the instructional system, and evaluating. The goal is to improve teaching, understand learner needs, help teachers problem solve, and keep teaching focused. Instructional design models include classroom-oriented models which focus on media selection, product-oriented models which emphasize long-term system development, and system-oriented models which construct effective teaching materials. Message design involves shaping information through audiovisual messages to attract student attention in teaching and learning.

1. Chapter 2: instructional design
a process to develop teaching materials such as printed modules, instructional video,
instructional software and multimedia materials.
Diek dan Reiser(1988), ID a process of design, develop, implement, and evaluate
teaching is done in a systematic and planned.
Reigeluth(1983), ID greater focus on teaching methods of expression as a discipline that
gives importance to the understanding, improvement and application of teaching
methods
Richey (1986) asserts that instructional design is a science to creating detailed
specifications for the development of teaching, assessment and maintenance of a
condition that facilitates learning.
There are six basic things that encompass the entire process of teaching
1.) determine the needs of pupils
2.) obj n goals
3.) building assessment procedures
4.) design and choose the delivery strategy
5.) try out the instructional system
6.) evaluate the overall system
Gustafson(1991) instructional design covers the whole process of teaching
Instructional design is a process that made systematically to design, build and evaluate
activities and materials used throughout the process of teaching.
Role of instructional design
1.) Improve the teaching profession
Build systematic teaching.
Improve the efficiency of teachers in making proper planning before the process of
teaching and learning.
2.) Understand the needs
teachers have an understanding of instructional design to determine effective and clear
teaching...
3.) problem solving
bring the changes of attitudes, knowledge and skill of the learners.
Help T to solve the problem in teaching
preparation and careful planning by teachers to help teachers meet the challenges faced
when teaching students

2. 4.) teaching focus
conduct suitable activity
help teacher to enter the class v confidence and well preparation
Importance of instructional design
1.) help in the learning process of SS
make T&L smoothly
2.) well preparation can produce effective teaching.
Help learners to get desired skills/knowledge and attitudes.
3.) Teacher makes preparation which is suitable to the topic and learners’
background in T and L.
Get pupils attention in T n L.
4.) Meaningful and fun learning- active learning
Gv T guidance to prepare the lesson with the approaches and media, resources
used.
instructional design model
-make T&L completed n achieve obj
-well lesson planning make the T&L effective.
-effective T&L made SS get the desired skills, knowledge and attitudes.
1. Classroom-oriented model
Role of the teacher only as media users by selecting the appropriate materials
with activities
-Model Gerlach and Ely(1980), Model ASSURE(1996), Model Dick and
Reiser(1989)
*Model ASSURE
-Heinich,Molenda, dan Russel (1993)
-small-scale, focus on instructional planning
-planning the use of media
A- analyse learners
S- state objective
S-select Media and Materials
U- Utilise Media and Materials
R- Required learners participation.
E- Evaluation
Model Dick and Reisser (1989)
1) define goals 6.) building activities in teaching
2) analyse learners characteristic 7.) select instructional media
3) objective 8.) conduct teaching
4) choose the textbook
5) build test

3. 2.) product-oriented model
i) analysis of the problem
ii) analysis the domain
iii) analysis and arrange the task
iv) support and organize the content analysis studies
v) determine the events and learning activities
vi) interactive messaging design
vii) the value of teaching
3.) System-oriented model
construction materials for the long term in a system of effective teaching
Model Diek and Carey
i) identify the teaching goals
ii) analysis of teaching
iii) identify the characteristic learners
iv) write performance objective
v) criterion reference test item construction
vi) build the teaching strategic
vii) build the teaching material
viii) design and conduct a formative evaluation
ix) review of teaching
5.) teaching design in the teaching system
integrate the element of the design and construction of teaching material
to ease the teacher n in conducting the lesson
i) determine the subject matter to be taught
T must choose the topic to be taught and use the reference (books,
internet and software)
ii) build the teaching materials
-Teacher understand and analysis the teaching content to build and
choose the suitable teaching.
iii) prepare lesson plans
- Lesson plans should be designed to ensure the successful integration
of instructional media in teaching and the use of teaching methods
Iv) conducting the lesson
- role of the teacher, the use of teaching methods and media used by the
town planning to ensure information is communicated more effectively
V) T and L process
- Learning objectives achieved as a result of systematic planning in
teaching methods, media development and media integration

4. Message design
message design generally emphasizes one way educators shaped channel information
through audio visual message that will attract the attention of students in the teaching
and learning process
Fleming and Leive (1993) message design is the pattern of symbols that influence
cognitive, affective and psychomotor.
Grabowski(1991) message design planning to manipulate the physical message
in this process, the matters related to the delivery of a message such as attention,
observation and memory needs of students counted as important
-Medium use either static, dynamic or a combination of both such as video, computer
display and use of media
-Message is information, facts, concepts, skills and values given by the teacher to pupil
Usage of materials n media can replace teacher
Massage can be transferred to SS through teachers n media
communication processes to deliver messages in a systematic and effective.
tools and sources of information may consist of a computer, radio, television or printed.
Model Shannon and Weaver (1974) is the first model and the basis for the development
of teaching communication model in the early stages
source-transmitter-receiver-message-listener
teacher is the source to give the info
mesej-subjects
transmitter- microphone, screen.
signals will be received by the human ear and mind of the receiver and
eventually to students
intereference- sound of vehicles, pupils sound
Schramm's communication model
Sources- teachers, parents and frens.
Encoders- audio forms, images, words or verbal
Decoder is the process of organizing and understanding the symbols received

5. Transactional Communication Model emphasizes the message interpretation process by
both the sender and the receiver.
Effective communication can convey the message clearly and is affected by many
factors such as recipient and sender
cultural background, experience and attitude
active student participation during the communication process should be emphasized by
teachers during teaching in the classroom so that the message can be conveyed clearly
and accurately.
if the student is actively involved as questioning, an opinion or simply involved physically
and mentally, the received message will be more effective
the response that we get frm the SS means that they received info