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CHAPTER I https://www.lynda.com/Inst
ructional-Design-
tutorials/Agile-Instructional-
Design/492713-2.html

The DISCIPLINE of
INSTRUCTIONAL DESIGN
 GUIDING QUESTIONS

 What is an instructional design?

 How did the discipline of instructional design develop?
 What is an instructional design/ development model?
 How has general systems theory affected instructional
design?
 How does the historical and philosophical postmodern
approach affect instructional design?

PROVIDE BACKGROUND INFORMATION USEFUL IN

THE STUDY OF INSTRUCTIONAL DESIGN.
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HUMANS HAVE BEEN

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TEACHING EACH OTHER

FOR A LONG TIME.
 INSTRUCTIONAL DESIGN

 It is the history and

current state of
instruction brought
about through careful
planning.

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A HISTORIAN’S VIEW OF
INSTRUCTIONAL DESIGN

1846-1924
Scientific study of the
child 1859-1952
Published A Method of The classroom as an
Measuring the experimental laboratory
Intelligence of Young
Children with Alfred Binet
& Theodore Simon
1874-1949
Application of
quantitative research to
instructional problems

1842-1910
Distinctions between the
art & science of teaching
calling for a scientific
approach to instruction
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“The purpose of any design https://nicolekraft414.files.
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activity is to devise optimal ute-little-boy-reading-

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means to achieve desired ends.”

- Charles Reigeluth, 1983
THE APPLIED RESEARCH LABORATORY AT PENN STATE UNIVERSITY
IS ATTRIBUTED WITH DEVELOPING A FOUR-PART DEFINITION OF
INSTRUCTIONAL DESIGN

DISCIPLIN
PROCESS
E

SCIENCE REALITY
 INSTRUCTIONAL DESIGN AS A PROCESS

 It is a systematic development of
INSTRUCTIONAL SPECIFICATIONS
using learning & instructional
THEORY to ensure QUALITY of
instruction.
 It is the ENTIRE PROCESS of analysis
of learning needs & goals and the
development of DELIVERY SYSTEM to
meet those needs.
 It includes development of
INSTRUCTIONAL MATERIALS &
ACTIVITIES; tryout & evaluation of all
instruction & learning activities.
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 INSTRUCTIONAL DESIGN AS A DISCIPLINE

 It is concerned with RESEARCH &

THEORY about INSTRUCTIONAL
STRATEGIES and the process for
developing & implementing those
strategies.

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 INSTRUCTIONAL DESIGN AS A SCIENCE

 It is creating DETAILED SPECIFICATIONS

for the development, implementation,
evaluation, and maintenance of
situations that FACILITATE THE
LEARNING of both large & small units
of subject matter at all levels of
complexity.

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 INSTRUCTIONAL DESIGN AS A REALITY

 It starts at any point in the

design process.
 A glimmer of idea is
developed to give the core
of an instruction situation.
 By the time the entire
process is done, the
designer looks back and
checks to see that al parts
of the “science” have been
taken into account.

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“Design involves dealing with http://img-

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p/photos.demandstudios.co
uncertainties, and designers m/getty/article/146/147/5
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must not only learn to deal with
uncertainty but embrace & use
uncertainty as a tool to propel
optimal design solutions.”
- Hokanson & Gibbons, 2014
THREE- STEP PROCESS OF
INSTRUCTIONAL DESIGN

PRODUCE &
IMPLEMENT

EVALUATE
DAVID MERRILL'S FIRST PRINCIPLES OF
INSTRUCTION
 Learners are engaged in
solving REAL WORLD
PROBLEMS.
 EXISTING KNOWLEDGE is
activated as a foundation
to new knowledge.
 NEW KNOWLEDGE is
demonstrated to the
learner.
 Ne knowledge is integrated
into the LEARNER’S
WORLD.
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 MODELS OF INSTRUCTIONAL DESIGN/
DEVELOPMENT
 Systems Approach Model for Designing Instruction
 Kemp, Morrison, & Ross’ Instructional Design Plan
 Merrill’s Pebble-in-the-Pond Model
 Successive Approximation Model
 ADDIE Model

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SYSTEMS APPROACH MODEL FOR
DESIGNING INSTRUCTION
 KEMP, MORRISON, & ROSS’
INSTRUCTIONAL DESIGN PLAN
MERRILL’S PEBBLE-IN-THE-POND MODEL

1. Design a problem.
2. Design a progression of problems.
3. Design instruction for component skills.
4. Design instructional strategy enhancements.
5. Finalize the instructional design.
6. Design assessment and evaluation.
 CONNECTING PROCESS TO PRACTICE

 Using your experiences as a TEACHER, what MODEL can you

develop that illustrates your own instructional design
process?