1. Advanced
Instructional
Design
Dr. Robin Latio
Ohio University
Week 1 and 2

2. Critical Thinking in ID
• Analysis and evaluation are critical
skills
• Required for learning any
significant body of content
• Most of us have not learned how to
analyze instruction, politics,
educational systems…anything!

3. The 8 Elements of Critical Thinking
• Basic structures of all thinking
– Generates a purpose(s)
– Raises questions
– Uses information
– Utilizes concepts
– Makes inferences
– Makes assumptions
– Generates implications
– Embodies a point of view

4. Elements of Thought – Logic Wheel

5. This class is about…
• Thinking about instructional design
– To question its purpose
– To determine the instructional problem
– To gather information, facts, observations
about instructional design
– To make interpretations and inferences
– To develop concepts, theories, principles
and models
– To determine the assumptions
– To determine implications and
consequences
– To develop frames of reference

6. How will we evaluate our thinking?
• Clarity
• Accuracy
• Precision
• Relevance
• Depth
• Breath
• Logic
• Significance
• Fairness

7. • Three terms to get straight
• Instructional Design
• Learning Theory
• Instructional Development Models

8. What is Instructional Design?
• Comes from Instructional Systems
theory
• With influence from Learning theory
• With influence from Philosophy
• With influence Human Psychology

9. The Bridge
• The roots of Instructional Design is in
Instructional systems theory
• Instructional Systems theorist are the
builders of instructional design.
• All ID theories and models are rooted in
learning theory or a combination of
learning theories
• Learning theory overlaps educational
psychology (the source of many ID
theories) and instructional systems.

10. So what is Instructional Systems Theory?
Systems theory was proposed in the 1940's by the biologist Ludwig von
Bertalanffy ( : General Systems Theory, 1968), and furthered by Ross
Ashby (Introduction to Cybernetics, 1956). von Bertalanffy was both
reacting against reductionism and attempting to revive the unity of
science.
He emphasized that real systems are open to, and interact with, their
environments, and that they can acquire qualitatively new
properties through emergence, resulting in continual evolution.
Rather than reducing an entity (e.g. the human body) to the properties of
its parts or elements (e.g. organs or cells), systems theory focuses on
the arrangement of and relations between the parts which connect
them into a whole (cf. holism).
This particular organization determines a system, which is independent
of the concrete substance of the elements (e.g. particles, cells,
transistors, people, etc). Thus, the same concepts and principles of
organization underlie the different disciplines (physics, biology,
technology, sociology, etc.), providing a basis for their unification.
Systems concepts include: system-environment boundary, input, output,
process, state, hierarchy, goal directedness, and information.
http://pespmc1.vub.ac.be/SYSTHEOR.html

11. Learning Theories
• There are many largely held
perspectives, including behaviorism,
cognitivism, constructivism, social
constructivism, objectivism, post-
positivism, humanism, pragmatism,
and many others. Within each
perspective, there are a variety of
theories that describe what learning
is and how it occurs

12. Behaviorism
• Rooted in philosophy and
psychology, behaviorism argues that
mental events can and should be
described as observable behavior.
This theory provided the foundation
for many of the instructional
practices we see today (including
writing behavioral objectives).
Instructional Design Website

13. Cognitivism
• Cognitivists generally try to uncover and
model the learner's mental processes.
• While it shares behaviorism's
objectivist/positivist assumptions about
knowledge and research
• Cognitivism views learning as an active
(not passive) process that is governed
by the individual's mental processes
(not environmental stimuli).

14. Constructivism
• Embraces the idea that knowledge
is not an objective entity; rather, it
is an idiosyncratic construction of
knowledge that takes place within
the individual or among individuals
in a communities of practice.

15. Instructional Design Models
• Analysis, design, development,
implementation, and evaluation
• Prescribe the strategies and
tactics for instruction

16. So Let’s Talk Instruction …
Which is what most learning theories,
instructional design models and
instructional design theory deals with

17. The Outcomes of Instruction
• Instruction is the attainment of
educational goals
– Work backwards from outcomes
• Educational Goals
– Human activities that contribute to
functioning of society.
– We are looking at human capabilities that
lead to outcomes called educational goals

18. What We Know about Students
• Most do only what is expected… and put
off work until the pressing deadline
• Poor listeners
• Poor readers
• Poor writers
• Poor oral communicators
• Do not use language with care and
precision
• Do not have intellectual standards
• Do not know how to access
• Their own work
• Their own thinking
• Their own emotions
• Their own life

19. What we usually do in instruction…
Curriculum or Program
Course Course Course Course
UnitsUnits Units
Lesson PlanLesson PlanLesson Plan Lesson PlanLesson Plan
Activities
ActivitiesActivities

20. Objectives, Outcomes, Standards
• Goals and objectives – Industry
• Outcomes – higher education
• K-12 Schools – Standards,
benchmarks, indicators
Very
Similar

21. Categories for Learning Outcomes
• Intellectual Skills
• Cognitive Strategies
• Verbal Information
• Motor Skills
• Attitudes

22. PROBLEM SOLVING
involves the formation of
HIGHER-ORDER RULES
which require as prerequisites
RULES and DEFINED CONCEPTS
which require as prerequisites
CONCRETE CONCEPTS
which require as prerequisites
DISCRIMINATIONS PROBLEM SOLVING
involves the formation of
HIGHER-ORDER RULES
which require as prerequisites
RULES and DEFINED CONCEPTS
which require as prerequisites
CONCRETE CONCEPTS
which require as prerequisites
DISCRIMINATIONS
Intellectual
Skills

23. Cognitive
Strategies
• Highlighting, underlining, advanced
organizers, adjunct questions, outlining
• Paraphrasing, note taking, imagery,
chunking
• Concept maps, taxonomies, analogies,
rules, schemas,
• Mnemonics, Imagery
• Metacognitive strategies

24. • Knowledge
• Declarative Knowledge
• Learning Facts,
• Learning Labels
• Organizing Knowledge
Verbal
Information

25. • Perceptual motor skills
• Psychomotor skills
• Involves the senses as well
as the brain and muscles
Motor
Skills

26. • Complex behaviors that
affect behavior toward
people, things, and events
• What do schools want in the
instruction of attitudes?
– Values
– Morality
Attitudes
Emotion
Action

27. • Camtasia
• Producer
• Theater