DEVELOPING

INSTRUCTIONAL DESIGN
Instructional Design as a Process:


Instructional Design is the systematic

development of instructional specifications
using learning and instructional theory to
ensure the quality of instruction.
. . . Instructional Design as a Process
 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 –
(1) development of instructional materials and activities;
and
(2) tryout and evaluation of all instruction and learner
activities.
(University of Michigan)
ID process need to answer 3 questions:
1. Where are we going?
 Analysis phase
2. How are we going there?
 Learning outcomes
3. How do we know we get there?
 Evaluation
Components of Instructional Strategies
 Organizational

 Delivery

 Management
Organizational Strategy
 What content will be presented?

 How will content be presented?

. . . Content
 Scope
Range and depth of studies planned.

 Sequence
Order of studies encountered by students.
Delivery Strategy
 How will learners be grouped?

 What instructional materials will be used?

Management Strategy
What is the schedule to be followed?

 How will resources be allocated to implement

instruction?
 ELEMENTS
OF
INSTRUCTIONAL DESIGN
Course Title
Course No.
Course Description
Course Credit
Placement
Pre-requisites
Program Outcomes
Level Outcomes
Course Outcomes
Learning Plan
Learning Environment / Independent Stu
Resources
Course Requirements
Grading System
References
Course Title:
Present the complete course title as
prescribed by the CMO
 
Course Code:
Present as prescribed by the CMO
Course Description:
It must be stated as a concise
overview of the course including
what the learner should be able to
know, value and do. The course
description should be learner–
oriented.
 . . Course Description
 eg. This course deals with application of concepts, principles,
theories and methods of management and leadership, as well
as, the ethico-moral, legal and professional responsibilities of a
nurse. The students are expected to perform beginning
management and leadership skills, and apply sound
ethico-moral and legal decision-making in the hospital
and community-based settings. Students are likewise
expected to comply to the professional standards of
nursing practice.
Course Credit: It must be presented as credit
units and hours for both Theory and RLE
Ex. Theory: 4 units ( 72 hours);
RLE: 3 units (153 hours)

Placement: Present the year level first followed

by the semester when the course is offered
Ex. Fourth Year, First Semester
 
Program outcomes:
Outcomes specified by CMO 15, s 2017 that are
expected to be achieved upon graduation from the
BSN program.

Additional program outcomes may be developed by

the respective institution based on their vision-mission
statement and the function of their institution based on
their horizontal typology (professional institute,
college, university, state university).
Level Outcome:
 outcomes expected to be achieved at the end
of a specific year level

 eg. Level I:
At the end of the first year, given simulated
situations in selected settings, the students
demonstrate basic nursing skills in rendering safe
and appropriate care utilizing the nursing process
Course Outcomes:
outcomes expected to be achieved at the end of the
specific course.
 operationalized according to how such program
outcome can be achieved in the course.

Ex.NCM 119 Course outcomes

Manage a nursing service unit/health program in any
setting. Participate in QA/QI activities in a nursing service
unit
Learning Plan

Content/ Learning Strategies

Learning Topic Assess
Related Learning
Outcomes Class TA TA ment
Experience (Skills
room Lecture, Hospital
and Community)
 Learning Strategies
Learning Content/To Related Learning Assessment
Outcomes pic Classroom TA Experience (Skills TA
Lecture, Hospital and
Community)

Column 1: Learning outcomes.

Knowledge, skills, attitudes, values that a student is able to do or have
acquired at the end of the teaching-learning process

The alignment matrix must be attached to the instructional plan.

The identified learning outcomes must be arranged appropriately in the

learning plan depending on the order by which these will be achieved in
the course
 Content Learning Strategies
Learning Topic Assess
Outcomes Related Learning ment
Classroom TA Experience (Skills Lecture, TA
Hospital and Community)

Column 2: Content/Topic
1.Topic is dependent on the identified learning outcomes
2.Only ‘must know’ topics should be included in the learning plan
3.Only selected common diseases should be included.
4.Focus should not be on diseases but on the attainment of competencies
related to the application of the nursing process
. . . Content/Topic
In courses where there is conceptual integration
eg. Concepts of oxygenation, fluid and electrolyte
imbalance, etc., only selected common diseases
should be included. The focus should not be on
diseases but on the attainment of competencies
related to the application of the nursing process
in response to such diseases. The rest of the
diseases can be tackled through independent
learning activities
 Learning Strategies
Learning Content/Topic Assessment
Outcomes Related Learning Experience (Skills
Classroom TA Lecture, Hospital and Community) TA

Column 3: Learning Activities and Time Allotment

1.Activities must be learner-focused.
2.Learning activities must be planned based on how the learning outcomes can be achieved in the course
3.A brief description of the learning activity will suffice. The detailed mechanics, guide questions, etc
must be reflected in an activity plan which can be attach as an annex to the instructional plan
4.Specify learning activities that you and your students will do in the class to be able to achieve the
learning outcomes
5.Ensure that the allocated number of hours in the Course Learning Plan for both the Theory and RLE
match with the total hours cited in the course credit.
6.Hours spent for self-directed learning are not included in the total credit hours but can be
independently specified (Note: Some countries require accumulated hours for self-directed learning per
course)
 Learning Strategies
Learning Content/Topi Assessment
Outcomes c Related Learning
Classroom TA Experience (Skills Lecture, TA
Hospital and Community)

Column 4: Assessment
1.Each learning outcome and its corresponding learning activity must be appropriately
assessed

2.There must be concurrent and summative assessment. Not all assessment activities
must be graded

3.The specific assessment tools like checklists, rubrics, table of specification for major
examinations, etc may be attached as annex in the instructional plan
Learning Environment: This should describe the specific appropriate learning
environment needed for students/learners to maximize learning

Classroom: The teaching-learning Skills lecture: Supervised practice and graded

environment must be as contained in demonstration of skills by students are done in
the Policies, Standards and Guidelines a nursing laboratory fully equipped with
of CHED. needed nursing laboratory resources

Hospital : Students will be assigned in a CHEd-

accredited hospital/health facility. Students will Community: Students will be exposed in the
rotate in various clinical areas to perform adopted community to implement and manage
management related activities supervised by a health clinic/DOH
competent Clinical Instructor
Independent Study

-Use of the learner’s time outside of the

classroom/ laboratory/clinical area for self-
directed learning using available resources
(actual and online resources) equivalent to at
least 30-45 hours (20-30% of the total hours
for the course
Resources: all instructional resources used for every teaching and
learning activity, which should include but not limited to case vignettes,
video clips, powerpoint slides, major nursing laboratory skills set, etc

Eg. Case Vignette on disaster planning

Video clip on physical assessment
Laptop and multimedia equipment
Powerpoint slides on conflict management
Enema tray
IMCI chart
, , , Resources
eg.
Case Vignette on disaster planning
Video clip on physical assessment
Laptop and multimedia equipment
Powerpoint slides on conflict management
Enema tray
IMCI chart
Course requirements:
- major student outputs (whether individual or group outputs) reflective of
the integrated attainment of course outcomes.

Eg. NCM 107 Quality Improvement project

NRes 1 Research proposal
Grading System:
- grading criteria with corresponding weight as basis
for computing the grade for both Theory and RLE
and how these two grades should be combined

*Major examinations (Prelims, Midterms and Finals)

must have a Table of Specifications (TOS) that
should measure the learning outcomes (not focusing
on the content). Preferably the TOS is attached as
an annex to the Instructional Plan at the start of the
semester
References:
This should include the main book reference and other
references (books and journals), including electronic references
following APA format. Entries are organized alphabetically by
surnames of first authors using the APA format
Sample Reference List (APA format)
Book: Denzin, N., Lincoln, Y. (2011). The SAGE handbook of qualitative research. 4th
ed. Los Angeles, California: SAGE Publication.

Journal Article, print version: Kernick, J., & Delson, D. (2013). Blood sugar level
and sweet potatoes. Journal of Complementary Medicine,26,120-125.
Journal article retrieved online: Lopez, A. ( 2014). Effects of sweet potatoes in the
control of diabetes mellitus. Journal of Applied Sciences,23,10-15.
Retrieved from http://rcgp.org.uk/publications/bld.aspx
ADDIE Model
Analysis


In the analysis phase,

 the instructional problem is clarified,
the instructional goals and objectives are
established and
 the learning environment and learner's
existing knowledge and skills are identified.
Design

The design phase deals with learning
objectives, assessment instruments,
exercises, content, subject matter analysis,
lesson planning and media selection. The
design phase should be systematic and
specific.
Development

The development phase is where instructional
designers and developers create and assemble
the content assets that were blueprinted in the
design phase. In this phase, storyboards are
created, content is written and graphics are
designed. If e learning is involved, programmers
work to develop and/or integrate technologies.
Implementation

During the implementation phase, a procedure for training the
facilitators and the learners is developed. The facilitators'
training should cover the course curriculum, learning
outcomes, method of delivery, and testing procedures.
Evaluation

The evaluation phase consists of two parts: formative and
summative. Formative evaluation is present in each stage of
the ADDIE process. Summative evaluation consists of tests
designed for domain specific criterion-related referenced
items and providing opportunities for feedback from the users
which were identified.