2. Instructional design vs. curriculum design
instructional design theory vs. learning theory
sources
3. INSTRUCTIONAL DESIGN CURRICULUM DESIGN
Learner Centered: Learners and
their performance are the focal
points of all teaching and learning
activities.
Goal Oriented: Make sure your
goals can be implemented
appropriately!
Focuses on Meaningful
Performance: Always try to make
the learning as authentic as
possible!
curriculum expresses clear targets
for learning drawn from the learning
standards.
Coherent :The curriculum organizes
concepts, skills, and processes to
show increasingly rigorous
expectations as students progress.
Dynamic: The curriculum supports
rich interactions among the
standards, the learner strengths
and needs, effective instruction, and
multidimensional assessment.
4. Assumes Outcomes Are Reliable
and Valid:You must create a
learning experience where your
assessments accurately portray
that learning has occurred!
Empirical, Iterative, and Self-
Correcting Instructional Designers
collect data and feedback
throughout implementation.
Usually a Team Effort: Most
projects require the specialized
skills of a variety of people.
Practical: The curriculum provides
a clear, well-organized, user-
friendly format.
Comprehensive: The curriculum
incorporates all elements of the
content or subjects area.
Manageable: The curriculum
represents not only what all
students can learn but also what any
one student can be expected to
learn
5. If there is a difference between curriculum and
instructional design, it is that curriculum designers place
more of their stock in the question "what should be
learned?“
while instructional designers pin their work on the second
question, "how should it be organized for teaching?“
In effect, both designs have common elements aiming at
achieving the same goal.
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Charles Reigeluth offers a definition of what a learning
theory is. He states that learning theories are descriptive,
describing how learning occurs. They are descriptive in the
sense that they attempt to provide a deeper understanding
of the effects that result from phenomena.
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In contrast to learning theories,
instructional-design theories are more
directly and easily applied to education
problems,
for they describe specific events outside
of the learner that facilitate learning (i.e.,
methods of instruction), rather than
describing what goes on inside a learner’s
head when learning occurs.
The characteristics identify the differences of the two theorie
8. How does learning occur?
learning occurs as a distributed
process in a network, based on
recognizing and interpreting patterns.
What factors influence learning?
the learning process is influenced by
the diversity of the network, strength of
the ties.
It is design-oriented: it focuses on
means to attain given goals for
learning or development it provides
direct guidance on how to achieve
their goals.
It identifies methods of
instruction, i.e. ways to support and
facilitate learning, as well as the
situations in which those methods
should and should not be used.
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LEARNING THEORY INSTRUCTIONAL-DESIGN THEORY
9. What is the role of memory?
memory consists of adaptive
patterns of connectivity
representative of current state.
How does transfer occur?
transfer occurs through a process
of connecting.
What types of learning are best
explained by this theory?
bets for complex learning, learning
in rapidly changing domains.
The methods of instruction can be
broken into more detailed
component methods, which provide
more guidance to educators about
different components and different
ways to perform the methods.
The methods are probabilistic
rather than deterministic: focusing
on control instead of description and
explanation. In other words,
instructional-design theories intend
to control variables in the learning
environment to achieve certain
results.
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A learning theory describes how learning takes place,
and an instructional design theory prescribes
how to better help people learn.
CONCLUSION
