Instructional design
From my notes and experience
Instructional design is the science of creating detailed specifications for the development and implementation of materials that facilitate the learning of subject matter at all levels of complexity. It is the systematic development of instructional specifications using learning and instructional theory to ensure 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 evaluation of all instruction and learner activities.
Theories/Schools of thought
Cognitive approach
Cognitive learning theory is the basis for learning and instruction planning and design. The cognitive theory of learning is based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information. Design principles including providing coherent verbal, pictorial information, guiding the learners to select relevant words and images, and reducing the load for a single processing channel etc. can be entailed from this theory.
Cognitive Load Theory is an instructional theory that starts from the idea that our working memory is limited with respect to the amount of information it can hold, and the number of operations it can perform on that information. A learner should be encouraged to use his or her limited working memory efficiently, especially when learning a difficult task. We need to recognize the role and the limitation of working memory to help develop quality instruction
Cognitive load theory provides a general framework for instructional designers, since it allows them to control the conditions of learning, within an environment, or more generally within most instructional materials. Specifically, it provides guidelines that help instructional designers to decrease extraneous cognitive load during learning, and refocus that learner's attention toward germane materials, increasing germane (schema related) cognitive load. This theory differentiates between three types of cognitive load: intrinsic cognitive load, germane cognitive load, and extraneous cognitive load. The breakdown of complex instructions, presentation of instructions and the processing, control and automation of instructions are intrinsic, extraneous and germane cognitive loads.
Problem based approach
Problem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on the investigation and resolution of messy, real-world problems. Various adaptations were made and the model is employed in various disciplines such as business, law, education, and so on. It is more suited for self-directed learners.
Behavioral approach
Behaviorism is a worldview that operates on a principle of “stimulus-response. All behavior can be explained without the need to consider internal mental states or consciousness. Some of the behavioral models are classical the classical approach, to introduce actions that evoke stimulus, the Social learning theory which employs models to facilitate people to learn from one another or copy behaviors.
Prescriptive approach
Learning theories are prescriptive; they tell how people should learn. It may be applicable for younger audiences and adults that are new to technology, or when people are concentrated in very specific areas of the subject.
Models
ADDIE Model
Of the Instructional Systems Design (ISD) models, the ADDIE model follows the traditional waterfall approach and is perhaps the most generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. Recently there has been a lot of criticism of the ADDIE model, since it does not offer flexibility and is time consuming.
Dick & Carey ISD model
In the Dick & Carey ISD model, components are executed iteratively and in parallel rather than linearly. It describes all the phases of an iterative process that starts by identifying instructional goals and ends with summative evaluation.
Kemp Model
The Kemp ISD model, defines the following nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model
1. Identify instructional problems, and specify goals for designing an instructional program.
2. Examine learner characteristics that should receive attention during planning.
3. Identify subject content, and analyze task components related to stated goals and purposes.
4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for logical learning.
6. Design instructional strategies so that each learner can master the objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.
Rapid Prototyping
This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix. It follows the iterative model; small sections that are key features are developed in as early as the design phase. The stages can be categorized as implementing the stages of concept definition, implementation of a skeletal system, user evaluation and concept refinement, implementation of refined, requirements, user evaluation and concept refinement, implementation of refined requirements in a continuous cycle.
Objectives-Resources-Activities Model
The OAR model is an instructional design model created for a specific context: distance education courses delivered through a learning management system (LMS) in higher education. It was developed in 2008 at Utah State University at the Faculty Assistance Center for Teaching by George Joeckel, Joel Gardner and Tae Jeon. The OAR model was developed to meet four criteria:
· maintain a strict focus on the learning system context
· create a simple graphic-based aid which facilitates communication among development stakeholders
· remain inclusive by avoiding the use of jargon
· represent the basic order of operations in the development process for an online course
Agile
The need to lower costs, faster implementation, and adoption of newer technologies to produce materials those are rich in media and use technology that are current to enhance greater involvement from learners. Agile project teams work independently and collaborate to produce the required material. The key feature seems to be project management and putting functional teams in place. This reduces wait time when teams are waiting for client feedback or information from SMEs.
Process
Irrespective of the model chosen the key features in Instructional Design are defining goals and identifying the audience. Answer the basic questions:
- What is the purpose of the course
- How will the course enhance learning for the audience
- What are the challenges of the course development
- What is the general aptitude level of the audience
- What have the audience struggled with most in the past
- What is the purpose for the audience to take the course
- How much background knowledge do they typically have on the subject?
- What are their attitudes toward courses
Keep the big picture in focus, List the major topics for each class/lesson, list any deviations from the topics listed on the syllabus, list any textbooks involved and try to be consistent with the chapter headings in the textbook, specify the information and skills to be mastered, specify what students will have to do to achieve mastery.
Younger audiences who are in the ages between 10 and 14 prefer to work with graphical tools. The course should involve a lot of hands-on exercises, illustrations and graphs and short concise notes summarizing each topic. Further reading should be encouraged. This would need a problem based, prescriptive hybrid model. Presenting new material to adults who are not very tech savvy should involve a lot of detail, along with illustration and exercises mostly done in class. A knowledgeable audience may be the easiest to prepare the materials, and would benefit from the problem based model.
Related disciplines are Instructional Software, Instructional Technology, and Learning Content Management System
Software
Adobe GoLive, Adobe Illustrator, PhotoShop, DreamWeaver, Flash, Microsoft Office, Visio are the softwares the are used to prepare and present the materials. E-learning software such as Camtasia, Articulate, Adobe Captivate offer video editing capabilities as well.
Learning Management System (LMS)
LMS facilitate development of course materials, defining learning paths, interactions, tests and evaluations etc. They provide the media for administrative and educational requirements. LMS is software for planning, delivering, and managing learning events within an organization, including online, virtual classroom, and instructor-led courses. The focus of an LMS is to manage students, keeping track of their progress and performance across all types of training activities. Learning Management Systems have become critical in higher education institutions and large corporations. Learning Content Management Systems on the other hand offer rapid content creation, open authoring, collaboration tools and reusable Learning objects.
Software
Joomla LMS, Blackboard, learn.com, SharePoint LMS are some of the software available commercially. bSpace, Blackboard are commonly used in Universities . Moodle, Sakai are some of the open source LMS available.
Comments
Post a Comment