Instructional Design

Methods of Teaching Adults

Spring Interim, May 2001
Original Slide Presentation Developed by
Dr. Gary Moore
at NC State

What is Instructional
Design (ID)
The systematic process of
translating principles of learning
and instruction into plans for
instructional materials and
activities.

Comparison of an
Instructional Designer and
an Engineer
Instructional
Designer & Engineer
Both plan work based upon successful
principles.
Both design things that are functional,
attractive, & appealing to user.
Both have established problem
solving procedures to guide them.
Both write specifications or plans.

Purpose of ID in Education
To make the most of each educational
experience.
Reduce teacher and student frustration.
Increase learning
Make the most of limited resources
Terms used interchangeably in ID with
education

Instruction
Training
Teaching

What is Instruction?
Delivery of information & activities
that facilitate learners attainment
of intended, specific learning goals.
Activities focused on learners
learning specific things.

What is Training?
Instructional experiences focused
upon individuals acquiring very
specific skills that they will
normally apply almost
immediately.

What is Teaching?
Learning experiences in which the
instructional message is delivered by
a human being-not a videotape,
textbook, or computer programbut
a live teacher.
All learning experiences in which the
instructional message is conveyed by
other forms of media is instruction.

What is Design?
Implies a systematic planning
process prior to the development
of something.
Distinguished from other planning
by
Level of precision
Care
Expertise employed

The ID Process
Another way of defining ID is to
describe the process involved in
the systematic planning of
instruction.
At basic level, instructional
designers job is to answer three
major questions.

Three Major Questions

Associated with Planning
Where are we going?
How will we get there?
How will we know when we have
arrived?

Two Majors Questions from

Which all Teaching Begins
What am I going to teach?

ID must select content that is

appropriate for the age of intended
learner, etc.

How am I going to teach?

What methods and techniques will I

use to deliver the content?

Many ID Models
Dick & Carey Model
Hannafin & Peck Model
Knirk & Gustafson Model
Jerrold Kemp Model
Gerlach-Ely Model
Rapid Protyping Model

Models dependent on..

Audience - age, level of
experience, etc
Mode of delivery - distance
education, traditional classroom,
etc.
Resources available Media
equipment, money, type or size of
classroom, etc.

Dick & Carey Model

Hannafin & Peck Model

Knirk & Gustafson Model

Jerrold Kemp Model

Gerlach-Ely Model

Rapid Protyping Model

General ID Steps
Different models exist for different
instructional purposes; however,
the process is summarized in five
phases.

Known as ADDIE
ADDIE

Analysis
Implementation

Evaluation
Development

Design

ADDIE
Evaluat
e
Implemen
t
Develop
Design
Analysi
s

A = Analysis
In analysis stage of ID process,
want to find out

Who are the learners or audience

Audience analysis

What is the goal or intended outcome

Goal analysis

D = Design
Content of the course

Subject matter analysis

Steps of instruction

Lesson planning-writing objectives

Type of media or presentation

mode

Media selection

D = Development
Development of instruction
Generate lesson plans (different from
lesson planning) and lesson materials.
Complete all media & materials for
instruction, and supporting
documents.
End result is a course or workshop
ready for delivery.

I = Implementation
The delivery of the instruction.
Purpose is effective & efficient
delivery of instruction.
Promote students understanding of
material & objectives, and ensure
transfer of knowledge.

E = Evaluation
Two related evaluations going on
simultaneously in most ID
situations.
Formative Evaluation
Summative Evaluation

Where Does Methods Fit?

Content to some extent determines
methods
Resources to some extent determine
content and methods
The audience to some extent determines
content and methods
Methods is a major factor in the formulation
of the design. It is the implementation part
of the design model. But it has implication
for the evaluation of the outcome.

How Evaluation Affects

Design?
Designs can change during or after
the instruction.
When students are not achieving the
desired goals there is cause for
reflection upon the design. Methods
of delivery be a major part of the plan
sometimes require the formation of a
new plan or use of other methods.

Two General Approaches

to Evaluation.
Formative Evaluation During
Summative Evaluation After or at
the end

Formative Evaluation

Going on during & between all ID steps.

Going on during the implementation step.
Purpose is to improve instruction before
completed instruction is delivered. Or, so that
new or different methods can be implemented at
various stages of instructional delivery.
Result-- greater chance for the students to
achieve goals when first approach is not
working.
It is a sense what we do when we monitor and
adjust.

Summative Evaluation
Usually occurs after instruction
completed & implemented.
How much & how well did students learn?
How well did course or workshop work?

Does it need modification before being

presented again?
What needs changing? Content? Instruction?
Media?

Response during formative evaluation will

affect summative.

ID Assumptions
In order to design instruction, the
designer must have a clear idea of
what the learner should learn as a
result of instruction.
The best instruction is that which
is effective, efficient, and
appealing.

ID Assumptions
Students may learn from many
different media: A live teacher is
not always essential for
instruction.
There are principles of instruction
that apply across all age groups
and all content areas.

ID Assumptions
Evaluation should include the
evaluation of the instruction as well as
the evaluation of the learners
performance.
Learners should be evaluated in terms
of how nearly they achieve the
instructional objectives rather than
how they stack up against their
peers.

ID Assumptions
There should be congruence
among objectives, learning
activities, and assessment.

Graphics of model from Tom

Weltmer web page: http://www.
tricountyi.net/~tweltmer/default.
htm