What is the definition of Instructional Design?"Instructional design, also known as instructional systems design, is the analysis of learning needs and systematic development of instruction. Instructional designers often use Instructional technology as a method for developing instruction. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction." Source: www.wikipedia.org
What is the definition of "Online" or "E-learning"?What is eLearning? ELearning is the delivery of electronic-based learning. Wikipedia explains further,"eLearning includes all forms of electronically supported learning and teaching, and more recently Edtech. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process. [1]
The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum. eLearning is the computer and network-enabled transfer of skills and knowledge.
eLearning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio."
Source: www.wikipedia.org
Instructional Models - What is the A.D.D.I.E instructional process?
ADDIE Model
The ADDIE instructional design model is the generic process traditionally used by instructional designers and training developers. The ADDIE model is at the very core of instructional design and is the basis of instructional systems design (ISD). There are various adaptations of the ADDIE model but it generally consists of five cyclical phases—Analysis, Design, Development, Implementation, and Evaluation. These processes represent a dynamic, flexible guideline for building effective training and performance support tools.
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.
It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE instructional design model; other models include the Dick & Carey and Kemp Instructional System Design (ISD) models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix. Figure 1 below illustrates the ADDIE model:
Source: http://en.wikipedia.org/wiki/ADDIE_Model
What is the definition of "Online" or "E-learning"?What is eLearning? ELearning is the delivery of electronic-based learning. Wikipedia explains further,"eLearning includes all forms of electronically supported learning and teaching, and more recently Edtech. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process. [1]
The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum. eLearning is the computer and network-enabled transfer of skills and knowledge.
eLearning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio."
Source: www.wikipedia.org
Instructional Models - What is the A.D.D.I.E instructional process?
ADDIE Model
The ADDIE instructional design model is the generic process traditionally used by instructional designers and training developers. The ADDIE model is at the very core of instructional design and is the basis of instructional systems design (ISD). There are various adaptations of the ADDIE model but it generally consists of five cyclical phases—Analysis, Design, Development, Implementation, and Evaluation. These processes represent a dynamic, flexible guideline for building effective training and performance support tools.
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.
It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE instructional design model; other models include the Dick & Carey and Kemp Instructional System Design (ISD) models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix. Figure 1 below illustrates the ADDIE model:
Source: http://en.wikipedia.org/wiki/ADDIE_Model
Figure 2 ADDIE Model, Diagram by: Steven J. McGriff,
Instructional Systems, College of Education, Penn State University
Instructional Models - What is the Dick & Carey systems approach?Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes". The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:
Source: http://en.wikipedia.org/wiki/Instructional_design#Dick_and_Carey
- Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire
- Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task
- Analyze Learners and Contexts: Identify general characteristics of the target audience including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings.
- Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of an objective that describes the criteria that will be used to judge the learner's performance.
- Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practice items/practice problems
- Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment
- Develop and Select Instructional Materials
- Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need of improvement.
- Revise Instruction: To identify poor test items and to identify poor instruction
- Design and Conduct Summative Evaluation
Source: http://en.wikipedia.org/wiki/Instructional_design#Dick_and_Carey
Figure 3 Dick and Carey Model
Instructional Models - What is the Kemp design method?The Jerold Kemp instructional design method and model defines nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model.
Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff).
The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning.
According to McGriff, Kemp identifies nine key elements:
Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff).
The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning.
According to McGriff, Kemp identifies nine key elements:
- Identify instructional problems, and specify goals for designing an instructional program.
- Examine learner characteristics that should receive attention during planning.
- Identify subject content, and analyze task components related to stated goals and purposes.
- State instructional objectives for the learner.
- Sequence content within each instructional unit for logical learning.
- Design instructional strategies so that each learner can master the objectives.
- Plan the instructional message and delivery.
- Develop evaluation instruments to assess objectives.
- Select resources to support instruction and learning activities.
Source: http://edutechwiki.unige.ch/en/Kemp_design_model
Figure 4 Kemp Instructional Design Model
Instructional Models - What is Bloom's learning taxonomy?In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.
Figure 5 Bloom's Taxonomy
- Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
- Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,
- Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
- Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
- Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
- Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.
Note: During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. The new taxonomy includes a higher level cognitive performance titled "Create."
Read more information.
7. Create: design, construct, plan, produce, invent, devise, make
Instructional Models - What are Gagne's 9 events of instruction?Robert Gagné is considered to be the foremost contributor to the systematic approach to instructional design and training. Gagne and his followers are known as behaviorists, and their focus is on the outcomes (or behaviors) resulting from training.
Gagné's book, The Conditions of Learning, identified the mental conditions for learning. Gagné created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. See the nine events of instruction below:
Instructional Models - What are Kirkpatrick's 4 levels of training evaluation?Donald L Kirkpatrick, Professor Emeritus, University Of Wisconsin (where he achieved his BBA, MBA and PhD), first published his ideas in 1959, in a series of articles in the Journal of American Society of Training Directors. The articles were subsequently included in Kirkpatrick's book Evaluating Training Programs (originally published in 1994; now in its 3rd edition - Berrett-Koehler Publishers).
Donald Kirkpatrick's 1994 book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning. Kirkpatrick's four-level model is now considered an industry standard across the HR and training communities.
The four levels of Kirkpatrick's evaluation model essentially measure:
Gagné's book, The Conditions of Learning, identified the mental conditions for learning. Gagné created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. See the nine events of instruction below:
- Gain attention
- Inform learner of objectives
- Stimulate recall of prior learning
- Present stimulus material
- Provide learner guidance
- Elicit performance
- Provide feedback
- Assess performance
- Enhance retention transfer
Instructional Models - What are Kirkpatrick's 4 levels of training evaluation?Donald L Kirkpatrick, Professor Emeritus, University Of Wisconsin (where he achieved his BBA, MBA and PhD), first published his ideas in 1959, in a series of articles in the Journal of American Society of Training Directors. The articles were subsequently included in Kirkpatrick's book Evaluating Training Programs (originally published in 1994; now in its 3rd edition - Berrett-Koehler Publishers).
Donald Kirkpatrick's 1994 book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning. Kirkpatrick's four-level model is now considered an industry standard across the HR and training communities.
The four levels of Kirkpatrick's evaluation model essentially measure:
- REACTIONS-What they thought and felt about the training
- LEARNING-The resulting increase in knowledge or capability
- TRANSFER-Extent of behaviour and capability improvement and implementation/application
- RESULTS-The effects on the business or environment resulting from the trainee's performance
Figure 7 Kirkpatrick's 4 Levels of Training Evaluation
Source: http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm
Source: http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm