Instructional Design

What Is It and Why Should I Care?

A CEIT
Workshop

Domenic Screnci, Ed.D.

Executive Director
Educational Technology, Training and Outreach
Information Services and Technology
Boston University
 Instructional Design: What Is It
and Why Should I Care?
You’ve heard of “Graphic Design,” “Information Design,”
Fashion Design, and even “Industrial Design” — but maybe
not “Instructional Design.”

Presentation Goals:
•To cover the historical context and help to define the
discipline of Instructional Design.
•To explore how a systems approach to developing
instruction will serve your teaching needs.
 ID Workshop Opening Exercise
• Participants will be working individually or in
small groups.
• Assume the role of product designer
• Identify the steps that will need to be taken to
build and deliver that product to market.
• Pick a product:
Toaster, Can Opener, Microwave,
Clock Radio, Camera, Pencil Sharpener
• Together we will record the steps
each group has identified.
 Instructional Design
“A Systematic Approach to Instruction”

Is the “systematic and reflective process

of translating principles of learning and
instruction into plans for instructional
materials, activities, information
resources, and evaluation”.
(Smith 1999)
 How would you build a car?
Revision

Market Customer
Research Analysis Design Production Prototyping Delivery Feedback

Performance
and Repair
Stats
How would you build a course?
Revision

Market Customer
Research Analysis Design Production Prototyping Delivery Feedback

Performance
and Repair
Instructional Design Process Stats

Revision

Needs Pilot
Assessment Analysis Design Production Testing Delivery Evaluate

Dick and Carey Model 1978

Instructional Design Milestones
• 1920’s
– Started to match the needs of society to
education and connecting outcomes and
instruction.
Instructional Design Milestones
• 1930’s
– The 8 year study plan by Ralph Tyler was a major
milestone in specifying general objectives for
education.
– The study was designed in response to postwar
pressures to revise the prevailing college prep high
school curriculum in order to meet the needs of
increasing numbers of students.
– The study confirmed that objectives could be clarified
if written in terms of student behaviors.
– Formative evaluation was used for the first time
during the study.
What Lead to the Development of
Instructional Design?
• 1940’s
– World War II created an enormous
instructional problem - thousands of new
recruits had to be trained rapidly, and the
sophistication of new weapons demanded an
unprecedented level of mastery.
– Mediated strategies such as the use of films
for instruction and AV technology were
dominant.
ADDIE Instructional Design Cycle
 Instructional Design Model
Instructional Systems Design is an organized procedure that
includes steps of analyzing designing, developing, implementing and
evaluating instruction.

ADDIE: (wikipedia.org/wiki/ADDIE_Model#Analysis_Phase)
Analyzing – Assessing the learning and defining what is to be learned
Designing – the process of specifying how it is to be learned
Developing – the process of authoring and producing the
instructional materials
Implementation – is actually using the materials and strategies in
context
Evaluating – is the process of determining the adequacy of the
instruction
 Instructional Design Model
• Characteristic of the Instructional Design
process is that all the steps must be completed
in order to serve as a check and balance on
each other.
• 90-100 ID Models in existance
• The Process is as important as the Product
• Confidence in the Product is based on the
Process

The Process is the Product

 Boston University
Center for Educational Development in Health

Design for Learning

Systematic Approach for Course
Development

Formal Practice Subject-Matter Instructor

Education Expert

Something is missing!

Post-graduate
 Boston University
Center for Educational Development in Health

Design for Learning

Systematic Approach for Course
Development
Competency-based
Instructional Design
Process
Qualified
Subject-Matter
Instructor
Expert

The missing link!

 Systematic Approach to Design

Instructional Design Process

Revision

Needs Pilot
Assessment Analysis Design Production Testing Delivery Evaluate

Boston University
Center for Educational Development in Health
 Center for Educational Development in Health

Model for Systematic Course Design

Form 1
Instructional
Situation

Form 3 Form 4 Form 5 Form 6 Form 7

Form 2
Performance
Expectations

Verification Competency
Study Based
Objectives,
Skill,
Knowledge
Attitudes Instructional
Entry Evaluation Syllabus Session
Activities
Level Plan Plan Plans
Instructional Situations
Course Title:

Course Goal:

Expected Students:

Number of Students

Educational Background

Setting:

Constraints:
Such as....
1.No time to prepare
2.Large number of students

Resources:
Such as...
1.Funds
2.Personnel
3.Laboratory facilities
4.Etc.
Performance Expectations
Job Title

Tasks

Procedure Form 2a: Verify Performance Expectations: Literature Search and

Interview

Findings
Competence Based Objectives
Form 3a Competency Based Learning, Objectives (First Part)

Objective:

When given……

The student will be able to…..

Objective:

When given……

The student will be able to…..

Objective:

When given……

The student will be able to…..

Relationship of Objectives and
Evaluation

Objectives
Relationship of Objectives and
Evaluation

Objectives Evaluation
 Learning Objectives
Robert F. Mager 1969
Mager, R.F. (1984). Preparing instructional
objectives. (2nd ed.).

•An objective is a description of a performance

you want learners to be able to exhibit before you
consider them competent.
•An objective describes an intended result of
instruction.
 Learning Objective Parts
• Behavior
• Condition
• Standard
 Learning Objective Parts
• Behavior
– The behavior element of a learning objective (LO)
describes what the student is expected to do after
training.
• Condition
– The condition refers to the circumstances under
which the behavior will be performed
• Standard
– The standard element of a learning objective
indicates how well the student is expected to perform
the behavior - quantity and/or quality of the
performance.
 Objectives
Skills, Knowledge and Attitudes
Objective:_____________________________________

Skills Knowledge Attitude

Objective:_____________________________________

Skills Knowledge Attitude

Objective:_____________________________________

Skills Knowledge Attitude

 Objective Action Verbs
Information Comprehension Application Analysis Synthesis Evaluation

cite assess apply analyze arrange appraise

count associate calculate appraise assemble assess
define classify choose contract collect choose
describe compare complete criticize combine compare
draw
compute demonstrate debate compose critique

identify contrast develop deduce construct decide

indicate
demonstrate employ detect create determine

list describe examine diagram design estimate

name
differentiate illustrate infer detect evaluate

point discuss match inspect document grade

quote distinguish operate inventory formulate judge
 Objective Action Verbs
Continued

Information Comprehension Application Analysis Synthesis Evaluation

read experiment order measure generalize measure
recite explain practice question integrate rank
recognize express prescribe separate manage rate

record extrapolate restate summarize organize recommend

relate interpolate schedule plan revise

report interpret sketch prepare score
select locate solve prescribe select
state predict treat produce test
summarize report use propose
tabulate restate utilize specify
tell review validate
trace translate
update
Verbs That Impart “Skills”
• demonstrate • manage
• empathize • project
• listen • write
• operate • diagram
• visualize • internalize
• diagnose • measure
• hold • record
Verbs that Convey “Attitudes”
• acquire • consider
• exemplify • modify
• plan • realize
• reflect • revise
• transfer
Instructional Activities
 Evaluation in Instructional
Design
• Evaluation is the systematic determination
of learning outcomes.
– Formative
– Summative
• It is a process by using measures against
a set of objectives.

• Program Evaluation
 Formative Evaluation
• Permit the instructional designers, instructors
and learners to monitor how well the
instructional goals and objectives are being met.
• Its main purpose is to catch deficiencies so that
the proper learning interventions can take place
that allows the learners to master the required
skills and knowledge
 Summative Evaluation
• Is a method of judging the success of a
instructional intervention that focuses is on
learning outcome.
• Various instruments are used to collect the
data.
– Questionnaires, surveys, interviews,
observations, and testing.
– Should be designed to meet learning
objectives
 Evaluation Plan
Testing Conditions Performance
When given... The student will be able to…

ENTRY TEST

PROGRESS TEST

PROGRESS TEST

PROGRESS TEST

PROGRESS TEST

POST TEST
 Evaluation Influencing
Activities
Evaluation Activities
(From Evaluation
Plan)
 The Syllabus –
Organized Activities
Session # In-Class Outside Activities
Activities
Week 1 • Intro • Reading
• Lecture
• Role Play • Field Trip
• Discussion Exercise

• Lecture
Week 2 • Video • Journal
• Lab • Lab Reports
• Test Review

• Interview • Blog Post

Week 3 • Panel
Discussion
• Team Based Flipping the Classroom
Exercise
 Design Stage
• Design
– Don’t Reinvent the Wheel
– Evidence-Based Methods
– Innovation
– Instructional Methods
– Cognitive Load
– Solution-Based Approach
– Creativity
 Production Stage
• Production
– Limitations
– Media
– Visual
– Time, Quality and Cost
 Teaching as Research
• Instructional Design
• Systematic Instructional Design
• Establishing a framework for the research
Instructional Design
Resources
 American Society for
Training and Development
http://www.astd.org/About