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Arif Altun
Why ID?
Designing effective instructional materials is one way of improving the quality of educational opportunities. The common concern of instructional designers is the facilitation of successful learning experiences from which learners can demonstrate their newly acquired knowledge, skills and attitudes.
UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey 2
What is an ISD ?
Instructional design refers to the systematic process of translating principles of learning and instruction into plans or specifications for instructional materials or activities.
UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey
UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey
Basic Elements of ID
1. Determining the needs of the learners and examining the learning context and environment 2. Determining the outcomes of the learning program or course and formulating the learning objectives 3. Developing appropriate and meaningful assessment criteria and procedures 4. Establishing the most effective approach(es) to delivering the instruction
UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey
Basic Elements of ID
5. Testing and evaluating the effectiveness of the instructional system (both the instruction itself and the performance of the learner) 6. Implementing, adjusting and maintaining the instructional system
UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey
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Analysis
Collect all relevant information and then try to make sense of a variety of deficiencies, contradictions, inconsistencies and ambiguities Report on
Goals Target Population Type of Training Alternatives
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Goals
What instructional goal is driving this training? What is the skill gap? What competencies (knowledge, skills, or attitudes) will this program deliver? What factor or evaluation will be used to measure the level of goal achievement?
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Target Population
Who will be trained? What is the estimated class size? How many students in each class will there be and how long will this training last? What are the knowledge and skill prerequisites, if any?
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Type of Training
What types of media do we need? What instruments do we need to deliver this training?
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Alternatives
What will happen if we do not deliver the training ? What are the restrictions or limitations for delivering this program? What other methods may be used to reach the goal (include limitations and advantages) ?
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Delivery Strategies
Media selection Grouping strategies
Management Strategies
Scheduling Acqusition of resources
Micro strategies
Expanded instructional events
Body
Recall prior knowledge Process information Focus attention Employ learning startegies Practice Evaluate feedback
Conclusion
Summarize and review Transfer knowledge Remotivate and close
Assessment
Assess performance Evaluate feedback and remediate
Questioning strategies
Application Questions Analytical Questions Synthesis Questions Interpretive Questions Evaluative Questions
Models of ISD
An ISD model is a human construct to help us better understand real world systems. Therefore, instructional designers propose models to guide us develop and implement more effective instructional procedures in a specified span of time.
Models of ISD
ADDIE: Core elements of ISD Dick and Carey Model Smith and Ragan Model Kellers ARCS Model for motivation Reigeluths Elaboration Theory 4C/ID Model
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ADDIE
The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phasesAnalysis, Design, Development, Implementation, and Evaluationrepresent a dynamic, flexible guideline for building effective training and performance support tools .
Molenda, M. (2003).
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4C/ID Model
References
Keller, J. (1987). An application of the ARCS model of motivational design. In C.M.Reigeluth (Ed.), Instructional theories in action: Lessons illustrating selected theories and models. Hillsdale, NJ: Erlbaum. Kemp, J; G. Morrison & S. M. Ross. (1996). Desinging effective instruction. Prentice Hall. New Jersey Merrill, D. (2002). First Principles of Instruction, ETR&D, 50(3), pp. 43-59 Molenda, M. (2003). In search of the elusive addie model. Performance improvement, 42(5), 34. Reigeluth, C.M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc. Smith, P.L. & Ragan, T. J. (1999). Instructional Design. 2nd edition. Upper Saddle River, New Jersey: Merrill. van Merrinboer, J.J.G (1997). Training complex cognitive skills: A four component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications