Instructional Design and Development

IOO 880

Prof. Tinus Kühn

Department of Curriculum Studies
Faculty of Education
University of Pretoria

2009
Table of contents
1 Contact details of lecturer 2
2 Schedule 3
3 Assessment 4
4 Academic honesty 4
5 Prescribed book 5
6 Learning Object 1: Content and instructional design 6
7 Learning Object 2: Instructional design models 8
8 Learning Object 3: Instructional analysis 11
9 Learning Object 4: Performance objectives 12
10 Learning Object 5: Learning task analysis 13
11 Learning Object 6: The events of instruction 14
12 Learning Object 7: Planning the individual lesson 14

1 Contact details of lecturer

Lecturer: Prof. Tinus Kühn

Department: Curriculum Studies

Office: Aldoel Building E210

Telephone (work): 012 420-2883

E-mail: tinus.kuhn@up.ac.za

Consultation hours: By appointment

2 Schedule

Session 1: Learning object 1

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 Date: 29 January 2009
Time: 17:00 – 20:00
Venue: Computer Laboratory: Groenkloof Campus

Session 2: Learning object 2

Date: 5 February 2008
Time: 17:00 – 20:00
Venue: Computer Laboratory: Groenkloof Campus

Session 3: Learning object 3

Date: 12 February 2009
Time: 17:00 – 20:00
Venue: Computer Laboratory: Groenkloof Campus

Session 4: Learning object 4

Date: 19 February 2009
Time: 17:00 – 20:00
Venue: Computer Laboratory: Groenkloof Campus

Session 5: Learning object 5

Date: 26 February 2009
Time: 17:00 – 20:00
Venue: Computer Laboratory: Groenkloof Campus

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 Session 6: Learning object 6
Date: 5 March 2009
Time: 17:00 – 20:00
Venue: Computer Laboratory: Groenkloof Campus

Session 7: Learning object 7

Date: 12 March 2009
Time: 17:30 – 20:30
Venue: Computer Laboratory: Groenkloof Campus

3 Assessment

To demonstrate the outcomes of this module successfully,

candidates will have to:

• Complete and submit all the assignments.

• Regularly write tests on content mastered during the course of
the module.
• Sit for a written examination on the theory relating to this
module.

Students must be aware of the fact they will be penalised for

grammar errors in assignments and in the written examination.
Students should not highlight answers or sections of answers by
using fluorescent markers in the examination; such answers will not
be marked. Moreover, answers formulated in one language and
interspersed with many terms borrowed from another language will
also be penalised.

The marks obtained for the tests and the practical assignment(s) will
constitute your module mark. The average of the module mark and
the mark obtained in the written examination will constitute the final
mark of the module.

The examination will be written in June 2009 in the Gym Hall on the
Groenkloof Campus.

4 Academic honesty

It is expected of candidates to uphold the highest level of academic

honesty. A candidate may not submit assignments copied from the
work of another candidate.

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Direct quotations, facts and figures, as well as ideas and theories
from both published and unpublished works must always be
referenced. A charge of misconduct will be laid against a student
that violates the copyright law. A Committee of Discipline can then:

• Deprive a student the right or privilege in terms of his or her

registration.
• Suspend a student for a specified period.
• Deny a student the privilege of re-registration as a student at
the University.

Consult an official guide on one of the referencing styles. The

Harvard referencing style is sufficient for use in this module
(http://library.curtin.edu.au/referencing/harvard.pdf)

5 Prescribed textbook

The following textbook is prescribed for this module:

Gagné, RM, Walter, WW,

Golas, KC & Keller, JM. 2005.
Principles of Instructional
Design. 5th Edition.
Belmont: Thomson.

6 L O [Learning object] 1: Content and instructional

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 design

6.1 Learning outcomes [Topic 1.1]

• Mention the major components of Instructional Design.

• Define instruction.
• Outline the purpose of instruction.
• Distinguish between incidental and intentional learning.
• Briefly discuss the types of learning outcome and how they
relate to the type of learning activity that learners engage in.

Key Points

Components of Instructional Design

Content

Content

Learner Trainer

• IOO 880 deals with Content and with the

Trainer/Teacher/Facilitator.
• The Learner will form part of the module Theory of Teaching
and Training with Technology [TOT 880].

6.2 Reading activity

Gagné et al.: Principles of Instructional Design pp 1-3.

6.3 Learning outcomes [Topic 1.2]

• Mention the three domains of learned capabilities according to

Bloom.
• Distinguish between the types of learning outcome in
outcomes-based education and the five categories of learning
outcome favoured by Gagné.
• Relate Gagné's five categories of learning outcome to Bloom’s
three domains of learned capabilities.

6.4 Reading activity

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Gagné et al.: Principles of Instructional Design pp 48-49, Table 3.1.

6.5 Learning outcomes [Topic 1.3]

• Define declarative knowledge.
• Explain what verbal information is.
• Distinguish between data, information and knowledge.
• Mention three ways in which information is transformed into
knowledge in the digital age.
• Distinguish between labels, facts and organised knowledge.
• Outline how labels are learnt.
• Outline how facts are learnt.
• Outline how organised knowledge is learnt.

6.6 Reading activity

Gagné et al.: Principles of Instructional Design pp 51-52; 85-93.

6.6.1 Assignment

Create a mind map, using CmapTools, on the content of Topic 3.

Save the mind map as Mind Map_1 in your home directory.

6.7 Learning outcomes [Topic 1.4]

• Explain what intellectual skills are.

• Explain the term procedural knowledge.
• Name the levels of complexity in Intellectual Skills.
• Point out the conditions of learning for discriminations.
• Point out the conditions of learning for concrete concepts.
• Point out the conditions of learning for defined concepts.
• Point out the conditions of learning for rules.
• Point out the conditions of learning for problem-solving.

6.8 Reading activity

Gagné et al.: Principles of Instructional Design pp 49-50; 62-73.

6.9 Learning outcomes [Topic 1.5]

• Define cognitive strategy.

• Mention the functions of cognitive strategies in support of
stages of information processing.
• Outline the conditions of learning for cognitive strategies.
• Explain the term metacognition.

6.10 Reading activity

Gagné et al.: Principles of Instructional Design pp 49-50; 74-79.

6.10 Learning outcomes [Topic 1.6]

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 • Define attitude and state to what domain of learning attitudes
relate to.
• Explain how attitudes can be determined in groups of
learners.
• Mention the conditions of learning for attitudes.
• Supply at least six guidelines for changing attitudes.

6.11 Reading activity

Gagné et al.: Principles of Instructional Design pp 53-54; 94; 98-99.

6.12 Learning outcomes [Topic 1.7]

• Outline what motor skills are and state what domain of
learning they relate to.
• Supply an example of a motor skill in the field of specialisation
you work in.
• Outline the conditions for learning motor skills.

6.13 Reading activity

Gagné et al.: Principles of Instructional Design pp 53; 100-102.

6.13 Test preparation

Be prepared to write a test on the content of Topics 1 to 7 on

February 12, 2009.

7 L O [Learning object] 2: Instructional design systems

7.1 Learning outcomes [Topic 2.1]

• Define the terms instructional system, instructional systems
design, instructivist and constructivist.
• Distinguish between training systems and educational
systems.
• Mention the stages in the design process.
• Supply three examples of institutions in which instructional
systems are prominent.
• Comment on the incorporation of educational philosophies
and learning theories in an instructional system. Explain why
representing an instructional system graphically or in writing
may be problematic.
• Mention the two models that your prescribed textbook
describes.

7.2 Reading activity

Gagné et al. Principles of Instructional Design pp. 18-21; 38-39.

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7.3 Learning outcomes [Topic 2.2]

• Outline the so-called ADDIE model.

7.4 Reading activity

Gagné et al. Principles of Instructional Design pp. 23-38.

7.4.1 Assignment

Critique the Analysis phase of the ADDIE model from the perspective
of a Master's student enrolled for the module instructional Design
and Development.
Submission date: 12 February 2009. Time: 17:00.

Assignment brief

• Familiarise yourself with the requirements of a critique. You

may find the following resources useful:

http://www.chesapeake.edu/asc/CritiqueHandout.pdf
http://overnightessay.com/blog/2007/08/26/writing-a-critique/
http://www.rpi.edu/web/writingcenter/critique.html
http://collegeuniversity.suite101.com/article.cfm/writing_decent_critique_papers
http://community.berea.edu/learningcenter/Tipsheets/Writing/Writing%20a
%20Critique.DOC

• Format: MS Word document, A4-format, double spacing using

Verdana 11 pt font.
• Length: 3 – 4 pages of 300 words per page.
• Save the assignment as Critique_1 in your home directory.

7.5 Learning outcomes [Topic 2.3]

• Discuss the Dick and Carey Model of Instructional Design.

• Supply a diagrammatical outline of the Dick and Carey Model
of Instructional Design.
• Indicate how the Dick and Carey model relates to the ADDIE
model of instructional design.

7.6 Reading activity

Gagné et al. Principles of Instructional Design pp. 20-39.

8 L O [Learning object] 3: Instructional analysis

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8.1 Learning outcomes [Topic 3.1]
• Define learning objective and suggest two alternative terms
for it.
• State two purposes of learning objectives.
• Point out when an objective is useful.
• Name the five components of objectives that communicate
and outline what each entails.
• Mention the nine learned capability verbs.
• Indicate a common mistake in writing learning objectives.

8.2 Reading activity

Gagné et al. Principles of Instructional Design, pp. 132-137.

8.3 Learning outcomes [Topic 3.2]

• Point out what discrimination performance refers to.

• Explain what LCV stands for.
• Indicate the LCV for learning concrete concepts.
• Indicate what a defined concept is.
• Supply the LCV for mastering defined concepts.
• Mention one way in which to determine whether a learner has
mastered a defined concept.
• Mention the LCV for rules.
• Define problem-solving and state its LCV.

8.4 Reading activity

Gagné et al. Principles of Instructional Design, pp. 136-140.

8.5 Learning outcomes [Topic 3.3]

• Define verbal information and suggest an alternative term for

it.
• Supply the LCV for verbal information.
• Point out one didactic drawback in learning verbal information.

8.6 Reading activity

Gagné et al. Principles of Instructional Design, pp. 141-143.

8.6.1 Assignment

Study the information on the Egyptian Environment and Egyptian

plants available from the following online resource:

http://www.historyforkids.org/learn/egypt/environment.index.htm

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Analyse the content with a view to designing a Microsoft PowerPoint
presentation on Content Analysis and learned Capabilities.

Assignment brief

• The presentation must adhere to the principles outlined in the Design

Aspects of Multimedia that is available on the Share drive of your
computer in the Computer lab on the Groenkloof Campus; these
principles will be discussed during the lecture.
• Do not make use of an existing PowerPoint template.
• The assignment should provide clear insight into your understanding of
the theory relating to especially verbal information and intellectual skills
as learned capabilities and should then provide proof of your analysis
of the content for the assignment in terms of these learned capabilities.
• To limit the number of linked screens you should make use of User
Forms when analysing the content.
• The presentation should contain a separate screen for references
used.
• Submission date: 5 March 2009, 17:00.

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