INSTRUCTIONAL DESIGN
&
DEVELOPMENT
Presentation by Tracy Montgomery
What is
Instructional
Design?
And, how did it
come be?
Instructional Design is defined as
a systematic process that is
employed to develop education and
training programs in a consistent
and reliable fashion.
Reiser, Dempsey, 2007
Purpose of Instructional
Design:
Ever see those t-shirts that are sized as
One-Size-Fits-All? Just like the truth
about those t-shirts, educational instruction
cannot be a one-size-fits-all type of
ordeal.
Just as each group of students in any
learning situation is unique, so is each
individual that makes up that group of
students. Its impossible to find one set way
to teach, that would be applicable to all,
and at all times, thus, the PURPOSE OF
INSTRUCTIONAL DESIGN.
Instructional Design (cont.)
Instructional Design is the art of choosing
which learning theory (or multiple theories)
would fit best for the students and context at
hand in order to provide best instruction
possible, and to enhance the learning
experience for all involved (Merrill, Drake,
Lacy, Pratt, 1996).
There are many different instructional design
theories in existence, but we are only going
to be focusing on a few for this presentation.
But, first, a little history
Where did it come from?
The History of Instructional Design
In 1905, St. Louis housed the 1st museum of items that served
the purpose of visual learning.
During World War II, in just a matter of a couple of years, U.S.
armed forces literally used millions of videos for training and
instructional purposes.
Around the same time frame, in 1946, Edgar Dale developed the
Cone of Experience, a visual model that acknowledged life
experiences as a major factor in learning.
All of these elements combined, along with the studies that
came about after psychologists observed how instructional
techniques used for training during World War II was vastly
different from that used for children.
Acknowledging the need for different teaching methods based
on age, experience, and even learning styles, opened up a whole
new door of study- thus, the birth of INSTRUCTIONAL DESIGN.
Reiser, R.A., Dempsey, J.V. (2007). Trends and Issues in Instructional Design (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Lets Talk
Specifics
ADDIE
More than just a pretty name;
Example of a common process for Instructional Design
ADDIE:
A-Analysis D-Design D-Develop I-Implement E-Evaluate
The acronym serves a sort of
checklist for instructional
design.
Originally inspired as
instructional designed to used
for the U.S. Armed Forces, it
has evolved from a linear,
waterfall model, to one that
is more complex as it
interconnects and overlaps in
many places of the 5 general
areas, as shown in the pictures.
Schlegel, M.J. (1995). A Handbook of Instructional and Training Program Design. ERIC Document Reproduction Service ED383281.
Department of the Air Force (1993). Instructional System Development. AF Manual 36-2234.
Department of the Army (2011). Army Learning Policy and Systems. TRADOC Regulation 350-70.
U.S. Air Force (1970). (Instructional System Development (ISD). AFM 50-2. Washington, DC: U.S. Government Printing Office.
Want to get
to know
ADDIE a little
better?
Check out the video for more detail
[Link]
UbD
Sometimes, it may just be best to
begin at the end
UbD
a.k.a.
The Backwards Design
1st- Start at tne end by figuring out what the
learning outcomes are. What skill or
knowledge should be mastered?
2nd- What assessments can be used to measure
whether or not the learning outcomes were
achieved? What criteria can be used to judge
students performances of standards?
3rd- What learning instruction would be best
to meet the learning outcomes discussed in
the 1st step, and can be adequately assessed
using methods from 2nd step
2002 ASCD and Grant Wiggins & Jay McTighe (2002) ASCD:
[Link]
Can be as simple or as complex as one
makes it, but in spite of overall
design, it is NOT a linear method
Too much of a
forward thinker?
Need to know more
about Backwards
Design?
Click on the following link for a
great video about Understanding by
Design:
[Link]
How are institutions
held accountable for
delivering good
instructional design to
ensure best practices?
After all, its great to learn about
instructional design, but when speaking of
higher education, how do we know that it
matters to people responsible for higher-level
education??
Introducing the solution:
[Link]
Facts about Quality Matters:
Over 900 higher education institutions subscribe
to Quality Matters
Its the top accountability program that
measures the quality and effectiveness of
online course designs and programs
It uses a specific rubric for higher education,
consisting of 8 general standards, but one
element that QM focuses on is ALIGNMENT.
Alignment is emphasized within and among 5
of the 8 general standards
[Link]
Quality Matters(cont.)
More than just providing an internationallyrecognized rubric for measuring quality of an
online course or program, QM also started a
COMMUNITY of professionals who are
dedicated to ensuring quality education
Not only does QM provide accountability so
that students can gain a greater education, it
also provides opportunities for professional
development.
Its so much more than just a gold star or
accountability checker; its a commitment to
best practices.
[Link]
QUALITY MATTERS
OVERVIEW:
[Link]
Watch the video above to learn
more about everything Quality
Matters stands for, and for more
specific information about their
rubrics.
HOLD UP!
Speaking of
RUBRICS...
Lets clarify a basic understandig of
rubrics!
What is a RUBRIC?
And, why use them?
Ever received feedback on an
assignment that did not help
at all?
It was confusing? Maybe the
instructor never told you that
it was even a requirement?!?
Worst of all, you have no
idea how to fix it or WHAT TO
EXPECT!!!!
Why Rubrics Matter
Rubrics serve as a great communication tool, since ALL
EXPECTATIONS should be accounted for within the
rubric.
Rubrics serve as a great self-evaluation tool for
students to measure the quality of their project, or can
be used for peer-evaluation as well.
Rubrics also help to ensure grading efficiency. No
more wondering if someone only received an A
because he or she was a teachers pet. Again,
accountability.
Instructors can also use it for instructional measures,
taking note of what areas commonly tend to be the
weakest, and figure out if and how adjustments should
be made for now or for the future.
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education.
Assessment & Evaluation in Higher Education, 35(4), 435-448.
How about the accountability of
ACCESSIBILITY, especially
ONLINE
ACCESSABILITY?!
After all, shouldnt standards of quality
be measured by quality for ALL?
Online Accessibility
Web accessibility is the measurement of how
well people with disabilities are able to use
online resources.
In other words, in spite of their disability, are
they able to access, interact, and benefit from
online activity the same way as people without
disabilities?
Not only is it important for institutions to
check their accessibility for all people because
of the LEGALITY ISSUES involved, but mostly
because access to a fair education is a
BASIC HUMAN RIGHT
W3C: Web Accessibility Initiative: [Link]
Accessibility
(cont.)
The LEGAL SIDE: If you live in the United States,
applicable laws include The Americans with
Disabilities Act (ADA)- specifically Title II & Title
III, and the Rehabilitation Act of 1973 (Section
504 & Section 508)
Institutions usually do not intend to leave people
with disabilities out of the picture, but it happens.
Intentional effort must be made to guarantee web
accessibility.
A powerful video to put anyone in the shoes of
someone with a disability, this 11 minute video is
well worth the it: Keeping Accessibility in Mind
For a link to Web Content Accessibility Guidelines,
Click HERE
Web Accessibility helps
ensure the rights of
those with disabilities
to enjoy the FREEDOM
of education the same
as anyone else.
But speaking of
FREEDOM........
The freedom of sharing,
especially for the purpose
of education.
After all, shouldnt ALL PEOPLE have access
to all the wonderful knowledge that is out
there?
Open Education
Resources (OER)
share the same belief.
Open Educational
Resources (OER):
According to United Nations Educational,
Scientific & Cultural Organization (UNESCO),
the technical definition of OER is any type
of educational materials that are in the
public domain or introduced with an open
license
This means that anyone can use, edit, share,
etc. these sources without asking permission
of the [Link] EQUALS
FREEDOM OF KNOWLEDGE
OER are continuing to grow, and are quite possibly the
future of education.
These free resources change the education game quite
significantly, allowing free access to materials that
could only be found in costly materials, or from people
who would share their knowledge, but only if you could
afford to listen to them speak (aka college professors).
Now, with OER, people can access college courses for
free. They can learn the same material as the student
paying to get the credit. (Receiving official credit is the
only difference.)
If freedom of knowledge and expression and education
is something that should truly exist, instead of treating
such things as a business, always trying to gain
monetary profit, then OER provide that.
Educause
[Link]
Final thoughts
about OER:
One way that authors can express their beliefs
for an education for all, is to share their
products as an OER.
Authors can do this, and still ask to receive
credit for their work, which is completely
understandable.
How can this be done?
CREATIVE COMMONS
I highly encourage clicking on the link to find
out more about creative commons, and all that
it has to offer the world at large.
REFERENCES:
Merrill, M.D., Drake, L., Lacy, M.J., Pratt, J. (1996). Reclaiming Instructional Design. Educational Technology, 36(5), 5-7. Note: may be
found at: [Link]
Reiser, R.A., Dempsey, J.V. (2007). Trends and Issues in Instructional Design (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Reiser, R. A.. (2001). A History of Instructional Design and Technology: Part I: A History of Instructional [Link] Technology
Research and Development, 49(1), 5364. Retrieved from [Link]
Schlegel, M.J. (1995). A Handbook of Instructional and Training Program Design. ERIC Document Reproduction Service ED383281.
Department of the Air Force (1993). Instructional System Development. AF Manual 36-2234.
Department of the Army (2011). Army Learning Policy and Systems. TRADOC Regulation 350-70.
U.S. Air Force (1970). (Instructional System Development (ISD). AFM 50-2. Washington, DC: U.S. Government Printing Office.
Authentic Education: Understanding by Design- [Link]
2002 ASCD and Grant Wiggins & Jay McTighe (2002) ASCD: [Link]
Ohio Department of Education: [Link]
Quality Matters Overview YouTube Video: [Link]
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435448.
WebAIM: Web Accessibility in Mind: [Link]
UNESCO: [Link]
Educause [Link]
Creative Commons: [Link]
