What is ID and What it isn’t 10 min.

ID Process 60 min.
ID Supporting Cast 5 min.
ID Competencies 10 min.
A Few Good Books 5 min.
ID Competition 30 min.
Is it…
technical writing?
information design?
interface design?
graphics and animation design?
teaching?
having subject matter knowledge?
multimedia authoring?
web programming?
all of the above and more?
None of it!
Instructional Design is the systematic development
of instructional specifications using learning and
instructional theory to ensure the 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 tryout and evaluation of all
instruction and learner activities.
 1. Analysis 2. Design

3. Development

5. Evaluation 4. Implementation
 Training Needs Analysis
 Learner Analysis (Learning Styles)
 Performance Analysis
 Job-Task Analysis
 Define scoring and grades
 Identify prerequisites
 Understand learning context:
• What training is relevant to your employees’ jobs
• What training will improve performance
• Distinguish between training needs from
organisational problems
• Link improved job performance with the
organisation’s goals and bottom line
 Through surveys, interviews, focus groups,
performance feedback
 Personal characteristics
• Age
• Profession
• Gender
• Culture…
 Purpose and application of learning
 Prior knowledge of subject
 Computer or web expertise, if applicable
 Learning style
 Self-assessment 10 min.

Three primary learning styles:

Visual Auditory Kinesthetic

As many as 12 or 13 types of intelligences

Performance Analysis

Are the goals of teaching being met?

Task Analysis

What tasks does the learner have to do?

Sample scenario:
Setting up an STC learning session (5 min.)
 Learning objectives
 Course content
 Instructional strategies and methods
 Evaluation and design plan
 Resource requirements
 Determine overall learning goal
 Determine specific objectives
 State in a clear and measurable manner
 Use performance-oriented words

Exercise:Go back to slide 2 and define goals

and objectives for this session
• Focused rather than general
• Application rather than theory
• Build on existing concepts
• Self-directed and self-paced
• More than one medium

It is harder for adults to retain and recall information that

conflict with prior experience and previously formed
ideas and beliefs. Lessons will at times affect change in
belief systems and values.
Choose a design model to follow or design your own
using established instructional principles.

Instructional theory describes a variety of methods of

instruction (different ways of facilitating human learning
and development) and when to use--and not use--each of
those methods. 

It is about how to help people learn better.

 

1. Gange's Theory: Behaviorist view  

2. Ausebel's Theory: Cognitivist view 
3. David Merrill: Component Display Theory
4. Dick and Carey: Systems approach
5. Jerrold/ Kemp: Holistic approach suited for
WBT
 

6. Gerlach and Ely: Prescriptive model suited to

higher education.
7. Hannafin and Peck: 1) Needs assessment 2) Design
3) Development and implementation
8. Knirk and Gustafson: 1) Problem determination 2)
Design 3) Development
9. Tripp and Bichelmeyer: Rapid Prototyping suited
for research
 How do you pick an ID model? Depends on the
instructional goal.
 Concept learning information gathering and
organization
 Cognitive skills  problem solving and critical
thinking
 Procedural skills  practice and hands-on
experience
 Behavioural changes  role play and situational
practice
 Course materials
 Learning activities
 Lesson plan and instructor's guide
 Delivery system
 Tests and assessments
 Provide active learning activities
 Provide meaningful experiences to apply
course concepts
 Allow for differing ways of learning
 Plan for differing media (ILT vs. WBT)
 Chunk information
ILT or WBT?
Synchronous or asynchronous?
Blended approach?
Is multimedia appropriate?
Should I use audio and text?
What tools should I use?
Is video necessary?
Bloom identified a hierarchy of six levels of
cognitive learning:
1. Knowledge (recall, least complex) 2.
Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation (most complex)
 Usability test
 Production
 Train-the-trainer
 Delivery
Macromedia Authorware
Macromedia Coursebuilder
Toolbook
Multimedia tools
Web authoring tools
Database programming tools
LMSes
A. Formative evaluation: learner assessments,
communication with learners, periodic
evaluations
B. Summative evaluation: analysis of formative
assessments, examinations, surveys,
interviews
C. Evaluation should closely link to the course
objectives
1. Technical writer/Course Developer
2. Editor
3. Graphics designer/Illustrator/Animator
4. Web designer
5. Web programmer
6. Multimedia author/integrator
7. Sound recorder/editor
8. Database designer/programmer
9. Project manager
 Knowledge of Instructional Design Theories and
ability to create model
 Knowledge of Education and Training
 Knowledge of Adult Learning Principles
 Chunking Information
 Building Interactions
 Preparing Quizzes
 Creating Evaluations
 Knowledge of Standards:AICC, SCOR
 Knowledge of Copyright Issues
Basics of Instructional Systems Development, Chuck
Hoddell
Training Design Basics, Saul Carliner
The Systematic Design of Instruction, Walter Dick and
Lou Carey
The ID CaseBook, Peggy A.Ertmer and James Quinn
A Practical Guide to Needs Assessment, Kavita Gupta

www.ASTD.org
Time: 30 min.
Understanding 5 min.
ID 10 min.
Writing instructional script 15 min.
Scenario:
Mr. Bloom, an elderly Scandinavian, is visiting India for the first time
to give a session on Training Evaluation. He is staying at a hotel and
has to cross the street to reach the conference venue. There is no
pedestrian crossing.
• Write a short tutorial or an instructional script, not exceeding a
page, explaining to him how to cross the street safely.
• Write your instructional plan on another page
Scoring:
Instructional Plan 40%
Instructional Script achieving learning objectives 40%
Innovation 20%