FOR EFFECTIVE INSTRUCTIONAL PLNING

1. EKPO VICTOR E

2. Course
Content
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3. KNOWING HOW TO TEACH IS MORE IMPORTANT
THAN KNOWING WHAT TO TEACH
It is also important to realize that the best planned lesson
is worthless if interesting delivery procedures, along with
good classroom management techniques, are not in
evidence.
PREAMBLE…

4. Objectives of
Instructional Design
 Learning is an active process in which learners construct
new ideas or concepts based upon their current/past
knowledge.
The learner selects and transforms information, constructs
hypotheses, and makes decisions, relying on a cognitive
structure to do so.
 Cognitive structure provides meaning and organization to
experiences and allows the individual to "go beyond the
information given".

5. This Implies that…
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11. Instructional System & Instructional
System Design (ISD)
Instructional System Design (ISD) is the
systematic process of planning instructional
systems.
Instructional System is the arrangement of
resources and procedures used to promote
learning.

12. Instructional Design as a Process
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13. Branch of knowledge concerned with research and
theory about instructional strategies and the process
of developing and implementing those strategies.
Instructional Design as a Discipline
2

14. • Instructional Design models or Instructional Design
Theories may be defined as frameworks for developing
modules or lessons that:
1. Increase and/or enhance the possibility of learning.
2. Encourage the engagement of learners so that they learn
faster and gain deeper levels of understanding.
Instructional Design Models
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15. What is
Instructional
Design?

16. Instructional design is the practice of creating instructional experiences to help
facilitate learning most effectively.
Instructional design is the process by which learning products and experiences are
designed, developed, and delivered.
"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.
The terms instructional design, instructional technology, learning experience (LX)
design, curriculum design, and instructional systems design (ISD), are sometimes used
interchangeably.

17.  The Association for Educational Communications and Technology (AECT)
defines instructional design as “the theory and practice of design,
development, utilization, management, and evaluation of processes and
resources for learning”
 Instructional design is the systematic process of designing, developing,
evaluating and managing the entire instructional process to ensure
effective and efficient learning.
 One of the most influential individuals in the field of Instructional Design
is Benjamin Bloom, whose highly respected taxonomy was published in
1965. According to Bloom, learning objectives can be classified into three
specific domains: Affective; Cognitive; and Psychomotor.

18. Instructional Designer
Educational Technologist
Curriculum Designer
Instructional Technologist
DIFFERENT NAMES… ONE MAN

19. What does a Designer do?

20. An Instructional Designer is
someone who creates and
delivers educational
training materials for
schools and businesses
organizations.

21. An Instructional Designer is
someone who develops the
methodology and delivery
systems for presenting
course content.

22. THE NEED FOR INSTRUCTIONAL DESIGN

23. A systematic process of instructional design enables you to:
 Identify a performance problem
 Determine the goals and objectives
 Define your learners and their needs
 Develop strategies to meet their needs and goals
 Assess learning outcomes
 Evaluate to see if goals, objectives, and needs are met
Why is Instructional Design?

24. … Although a variety of course design and redesign models exist, the actual design
process itself invariably includes taking into consideration several core components.
These are:
 Assessment of the overall curriculum requirements
 Analysis of the background knowledge and instructional needs of learners
 Defining the overall course objectives
 Determining the sequential order in which objectives will be addressed
 Performing evaluations of the course (formative and summative)
Core Components Of
Instructional Design PROCESS

25. Key Elements of Instructional Design Process
On planning instructional design process. There are four fundamental
elements.
1.For whom is the program being developed [learners characteristics]
2.What do you want the learners to Learn [Objectives]
3.How is the subject content best learned [Teaching methods ]
4.How do you know if the learning has been achieved or not {Evaluation}

26. REVIEW of Bloom’s
Taxonomy

27. PRINCIPLES OF INSTRUCTIONAL DESIGN
Instructional design (ID) is based on three psychological
principles of learning: Behavioral, Cognitive and
Constructivist.
 Behavioral psychology advocates repetition and
reinforcement in learning material to create a “behavior”
in the learner.
 Cognitive psychology focuses on engaging the learner’s
senses to create a learning process.
 constructivism emphasizes the learner’s own experience
and personal interpretation.

28. To create a solid foundation for delivering these principles, learning materials
should:
Present content.
Guide the learner in practice.
Provide for independent practice by the learner.
Assess how well the learner is doing.
And be supported by interactivity between learner and program, and the
motivation of the learner.
Skilled instructional designers know that the learning content shouldn’t become
secondary to the technology that delivers it. They also activate prior learning,
demonstrate what’s new, give learners opportunities to apply their new learning,
and integrate current learning with previous learning.
Principles of Instructional Design

29. What determines students’ performance can be
summed up using the following VERBS:
 “I know” what to do.
 “I have” what I need to do it.
 “I may” – or “I have authority to do it.”
 “I will” – or “I want to do it.”
 “I can” do it.

30. INSTRUCTIONAL
DESIGN MODELS

31. INSTRUCTIONAL DESIGN MODELS (IDM)
 Instructional design models help describe the process of how to
conduct the various steps of instructional design.
 Almost all models of instructional design contain the core
elements of Analysis, Design, Develop, Implement, and
Evaluate.
This is referred to as the ADDIE model and helps ensure
congruence between all phases of instruction.
 It is often depicted in a step-wise fashion, although it does not
necessarily work that way in all cases.

32. There are numerous instructional design models.These are commonly accepted
design models:
ADDIE
Dick and Carey
Assure
Backward Design (Understanding By Design)
Kemp Design Model
The Kirkpatrick Model
Gerlach-Ely Model
TPACK

33. ELEMENTS OF INSTRUCTIONAL
DESIGN MODELS
The basic elements of instructional design models include:
Analysis of Learner Needs
Determining Instructional Goals And Objective
Constructing a method for Evaluating Learner Achievement
Designing and selecting Instructional Strategies
Implementing training
Evaluating training

34. According to Branch and Merrill (2002), there are several characteristics that should be
present in all instructional design models:
Instructional design is learner centered: Learner and his/her performance are the focal
point.
Instructional design is goal oriented: Well defined goals are essential.
Instructional design focusses on real world performance. Help learners perform the
behaviors that will be expected of them in the real world.
Instructional design focusses on outcomes that can be measured in a reliable and valid
way. Creating valid and reliable measurement instrument is essential.
Instructional design is empirical. Data are the heart of the process.
Instructional design typically is a team effort. This process usually involves team work.
Characteristics of Instructional Design Models

37. The ADDIE instructional design model is possibly the best-
known instructional design model by Christopher Pappas.
The ADDIE model refers to Analyze, Design, Develop,
Implement, and Evaluate.
 Furthermore, it provides a step-by-step process that helps
instructional designers plan and create training programs
with a framework in order to ensure that their instructional
products are effective and that their processes are as efficient
as they can possibly be.
ADDIE - MODEL

38. Phase 1: Analysis
• Analyze the learning environment and
learners’ existing knowledge and skills
• Identify and define the learning
problem/gap
• Identify desirable outcomes
• Identify any learning constraints
• Set the timeline for the project
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Course Content
◦ Material described in the syllabus
◦ Skills or competencies involved
◦ Outcomes expected
Teaching/Learning Interface
◦ Presentation
◦ Interaction
◦ Assessment
In the analysis phase, the instructional problem is clarified,
the instructional goals and objectives are established, and
the learning environment and learner's existing knowledge
and skills are identified.

39. Phase 2: Design
• Establish the learning objectives
• Create content outlines
• Determine content and assessment
instruments
• Apply instructional strategies
• Select technology/media to be used
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Plan a strategy for developing instruction
◦ Strategy is based on the information
collected in Analysis
Define the course objectives
◦ Detailed, clear descriptions of what
the learner will be able to do
◦ Measurable
◦ Observable
The design phase deals with learning objectives, assessment instruments, exercises, content,
subject matter analysis, lesson planning, and media selection.The design phase should be
systematic and specific. Systematic means a logical, orderly method of identifying, developing,
and evaluating a set of planned strategies targeted for attaining the project's goals. Specific
means each element of the instructional design plan needs to be executed with attention to
details.

40. 4
0
Phase 3: Development
• The actual creation
(production) of the
content and learning
materials based on the
Design phase.
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Identify the media that will be used
◦ Books
◦ Internet
◦ Video
◦ CD-ROMs
The development phase is where the developers create
and assemble the content assets that were created in
the design phase. Programmers work to develop
and/or integrate technologies.

41. 4
1
Phase 4: Implementation
• Implement course content
• Assess learning outcomes
• Choose various methods of
delivery and
testing/assessment procedures
• Evaluate the effectiveness of
the training materials
10
Process
◦ Do materials adequately present the
content?
◦ Do activities apply new knowledge to real-
life?
◦ Opportunity for collaboration, interaction?
Support
◦ Are tutorials necessary?
◦ Is practice offered to master objectives?
Communication
◦ Teacher presence
◦ Peer Interaction
During the implementation phase, a procedure for training the
teachers and the learners is developed.The teachers' training
should cover the course curriculum, learning outcomes,
method of delivery, and testing procedures.

42. 4
2
Phase 5: Evaluation
• Formative and Summative Evaluation
• Formative Evaluation is present in
each stage of the ADDIE process
• Summative Evaluation consists of tests
designed for domain specific criterion-
related referenced items and providing
opportunities for feedback from the
users
10
Measures the effectiveness of instruction
Formative evaluation
◦ Takes place during course delivery
◦ Purposed to support knowledge
acquisition before summative
evaluation.
Summative evaluation
◦ assesses the overall effectiveness of
course instruction and delivery
The evaluation phase consists of two parts:
formative and summative.

43. Dick & Carey
INSTRUCTIONAL
MODEL

44. Dick and Carey Model, 1990

45. Dick & Carey INSTRUCTIONAL MODEL
The Dick and Carey Instructional Design Model by Christopher
Pappas.
The Dick and Carey Instructional Design Model is based on a
reductionist model of breaking instruction down into smaller
components.
Instruction is specifically targeted on the skills and knowledge to
be taught and supplies the appropriate conditions for the learning
of these outcomes.
Dick and Carey Instructional Design Model is divided into ten
sections.

46. Instructional Goals
 What is the goal of the lesson?
 What will the learners be able to perform after they complete the lesson?
Instructional Analysis
 What are the skills that they will be involved to achieve in the desirable
goal?
Entry Behaviors and Learner Characteristics
 What are the skills that the learners will bring to the learning task?
Performance Objectives
 How will we translate the needs and goals of learning into specific and
detailed objectives?

47. Criterion-Referenced Test Items
 What are the necessary prerequisites for learning new skills?
Instructional Strategy
 What are the instructional activities that we will follow in order to achieve the
terminal objectives (exhibition of information, practice, feedback, testing)?
Instructional Materials
 What type of instructional materials will we use in this lesson?
Formative Evaluation
How will we make instructions as effective as possible for a larger number of
learners?

48. Revise Instruction
 How will we revise the instruction after the formative evaluation?
 What were the difficulties for the learners and who will revise them?
Summative Evaluation
Did the instruction work?
 Did we achieve the desired results?

49. INSTRUCTIONAL
DESIGN FOR
DIFFERENT LEARNERS

50. WHO is the target
Audience?

52. What are the learners;
Entry Skills?
Prior Knowledge?
Attitudes?
Motivation?
Abilities?
Learning Preferences?
Group Characteristics?

54. What can I do to
capture students’
interest?

55. How can I
maintain
students’
Attention?

56. How can I tie the
instruction to the
learners’
Experiences?

57. How can I assist
in building a
positive
expectation for
the students’
success?

58. How can I assist in
anchoring a
positive feeling
about students’
Accomplishments?