Instructional Design
According to Piskurich (2015), Instructional design is a systematic process of creating instructional material which can help learners to obtain knowledge and skill more efficient. However, it is impossible to say that a instructional material is efficient to every learner, so I define instructional design as a process to determine an appropriate learning pattern for particular learners. The process includes setting a goal, selecting targets, considering the needs of learners, utilizing different interventions to assist teaching or learning, and evaluating the design. Instructional designer can go through the processes by using different instructional models. Yet, there is one basic model that you should keep in your mind is "ADDIE", and it is also the most common one that used in instructional design.
ADDIE
1. Analysis
Collecting and analyzing data through People item, Literature review, or Document recovery in order to determine:
(1) Instructional Goal:
What learners are going to learn in this material?
(2) Instructional Analysis:
What are the contents in this material?
(3) Learner Analysis:
Identify learners' prior knowledge, entry behavior, learning preference, and motivation.
(1) Instructional Goal:
What learners are going to learn in this material?
(2) Instructional Analysis:
What are the contents in this material?
(3) Learner Analysis:
Identify learners' prior knowledge, entry behavior, learning preference, and motivation.
2. Design
Based on the analysis results, instructional designer can use learning theories (Behaviorism, Cognitivism, Constructivism) and instructional strategies to create:
(1) Learning Objectives:
To inform learners what tasks they are going to complete in this learning material.
(2) Content Structure:
To organize the sections or chapters of this material.
(3) Integrating Instructional Strategies:
Use appropriate strategies to motivate learners and create practices in the learning material for enhancing learners' knowledge. Also, including assessment format which can evaluate learners' ability levels.
(1) Learning Objectives:
To inform learners what tasks they are going to complete in this learning material.
(2) Content Structure:
To organize the sections or chapters of this material.
(3) Integrating Instructional Strategies:
Use appropriate strategies to motivate learners and create practices in the learning material for enhancing learners' knowledge. Also, including assessment format which can evaluate learners' ability levels.
(4) Delivery System:
It also can be called course format which is focused on how to teach learners. For instance, classroom teaching or online-instruction. After finish design phase, Storyboard should be created. Storyboard is as a complete sample of final product which presents overall structure.
It also can be called course format which is focused on how to teach learners. For instance, classroom teaching or online-instruction. After finish design phase, Storyboard should be created. Storyboard is as a complete sample of final product which presents overall structure.
3. Development
Once the design phase is completed, the contents of the product can start to be created. For example, if video is designed, the video should be made in this phase. Also, images or text contents should be accomplished. Specifically, creating the first draft of final product is the main purpose of development phase.
4. Implementation
After the instructional product is created, it will be implemented on teaching learners. However, before it is actually conducted on target audiences, the product should be used for Beta test which conducts the design on several participants who have similar characteristics with target audience in order to receive feedback. Moreover, the designer has to inform instructors and learners what they are going to do and prepare in this class, such as orientation. (Piskurich, 2015)
5. Evaluation
Based on different purposes, the evaluation phase is divided in two parts, Formative evaluation and Summative evaluation.
(1) Formative Evaluation:
Although evaluation is put in last phase of ADDIE, formative evaluation is being conducted in each phase. The purpose is to test the instructional design and make improvement, rather than test the learners' abilities. For example, instructional designer can use survey to ask participants who review the product about whether the font size of the instructional material is clear. (Piskurich, 2015)
(2) Summative Evaluation:
After making revision from the feedback of formative evaluation, the effectiveness of final product can be test in summative evaluation which should includes testing learners' abilities. Typically, the results of summative evaluation are presenting to stakeholders who can decide that whether or not the
instructional product is going to be utilized. (Piskurich, 2015)
(1) Formative Evaluation:
Although evaluation is put in last phase of ADDIE, formative evaluation is being conducted in each phase. The purpose is to test the instructional design and make improvement, rather than test the learners' abilities. For example, instructional designer can use survey to ask participants who review the product about whether the font size of the instructional material is clear. (Piskurich, 2015)
(2) Summative Evaluation:
After making revision from the feedback of formative evaluation, the effectiveness of final product can be test in summative evaluation which should includes testing learners' abilities. Typically, the results of summative evaluation are presenting to stakeholders who can decide that whether or not the
instructional product is going to be utilized. (Piskurich, 2015)
Dick and Carey Model
In addition to ADDIE, Dick and Carey model is one of the influential instructional design system. The nature of the model is similar to ADDIE, but Dick and Carey model presents instructional design process in nine steps and shows the process in detail.
Dick and Carey instructional design model
1. Needs Assessment to Identify Learning Goal(s)
The first step is to clarify learners' needs, and then identify what the learners can achieve at the end of this instructional design.
2. Conduct Instructional Analysis
In the second step, learning gap and learners' prior knowledge have to be defined. Furthermore, the instructional designer can determine what contents should be included in this instructional design.
3. Analyze Learners' Characteristics
The third step is conducted simultaneously with the second step. The purpose is to determine learners' entry behavior in order to avoid teaching the skills that the learners already know. Also, the designer has to collect the information regarding learners' attitude, academic motivation, and learning preferences since these information is crucial for developing instructional strategy.
4. Write Performance Objectives
In addition to write learning goal, informing learners the specific tasks which they will do or complete in this learning process is also important. Further, the tasks should be aligned with to the assessment of this instructional design.
5. Develop Assessment Instruments
Based on the criteria of each performance objective, creating tests for learners in order to allow the instructional designer to measure the learners' learning performance.
6. Develop Instructional Strategies
This is an actual step to combine the data that is collected and the design of the lessons. Instructional designer can consider to use learning theories on assigning lesson orientation or activities for the learners based on their attitude and motivation.
7. Develop and Select Instructional Material
According to Dick, Carey, and Carey (2001), "instructional materials function as important resource for knowledge and skill." The materials are as learning tools which can offer the best effectiveness for learning objective. Of course, instructional designer should consider learners' preference on using tools.
8. Design and Conduct Formative Evaluation
This is the same process with the evaluation of ADDIE. Doing formative evaluation on each step to test each part is designed on the right track and collect the feedback from the testing.
9. Revise Instruction
Once the feedback is collected from formative evaluation, instructional designer should use the feedback to modify the contents and make the improvement.
*10. Design and Conduct Summative Evaluation
Actually, this step is not included in Dick and Careys' model because summative evaluation is conducted after the instructional design is done and test how is the result of learners on using the design. "Summative evaluation is considered as culminating evaluation for examining instructional effectiveness" (Dick, Carey & Carey, 2001). In short, the purpose of summative evaluation is not to design the product, rather is to test the product.
What I learned in ETEC 544?
We went through the 3 steps of ADDIE which were Analysis, Design, Development. In 544, students worked in groups in order to combine different backgrounds from each student and create distinct instructional designs. In my group, we decided to use e-flyers which were sent by email to teach university students how to select laptops. In this project, I learned three importance:
1. Use multiple methods to do Analysis: We used people item and document recovery to go through whole analysis step. Using multiple methods not only helps me to gain different ideas but also corrects some mistakes in contents. 2. Provide clear objectives: Tell my learners what will they accomplish at the end, but do not use immeasurable verbs to describe objectives. For example, understand, realize, etc. 3. Make clear storyboard: A person who review my storyboard can image what my final product looks like, this situation will be happened when I have to provide a sample to employer. |
Introduction of final project in ETEC 544: |
What I learned in ETEC 644?
Since my goal is to be a trainer in engineering field, this project gives me an opportunity to go through the process of creating training material. In ETEC 644, everyone had conducted ADDIE module individually. For me, I designed a training website which was different from ETEC 544 project. The website was a training material for new engineers of digital lock company, and the purpose was to teach trainees to determine errors on digital lock. During this project, I learned three importance:
1. Analyze target's needs: A good instructional design includes not only designer's ideas but also experts and learners' feedback because the feedback can improve the material significantly and make the material more effective. Therefore, analysis and evaluation phases are very important in ADDIE. 2. Motivation: Several instructional strategies were introduced in this class, and most of strategies have mentioned motivation at first. In order to make instructional design more interesting, designers must utilize outstanding tools to get learners' attention and let then feel the contents are useful for them. 3. Multimedia: Using same instructional tool constantly will cause heavy cognitive load for learners. Further, learning quality will be decreased while learners' cognitive load are increased. Therefore, visual and auditory should be integrated in an appropriate way in instructional design. |
Click "Final Project" to link the product in ETEC 644:
Sample works in ETEC 644
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References
Dick, W., Carey, L., & Carey, J. (2001). The systematic design of instruction (5th ed.). Allyn & Bacon.
Piskurich, G. (2015). Rapid Instructional Design: Learning ID Fast and Right. John Wiley & Sons, Inc. Hoboken, New Jersey. ISBN: 978- 1118973974. Third Edition
Piskurich, G. (2015). Rapid Instructional Design: Learning ID Fast and Right. John Wiley & Sons, Inc. Hoboken, New Jersey. ISBN: 978- 1118973974. Third Edition