An overview by Chakira Lane

What is instructional design?

Analysis of learning and performance problems
Design, development, implementation, evaluation,
and management of processes and resources intended
to improve learning and performance

The outcomes of behavior
The process of acquiring new knowledge or skill that results in
a permanent change in behavior
Learning Theories
Learning
Behavioral
Learning Theory
Cognitive
Information
Processing Theory
Schema Theory and
Cognitive Load
Situated
Learning Theory
Gagns
Taxonomies of
Learning
Constructivism
1. Student centered
The learner and their performance are the focal points of all instruction and
activities.
2. Goal oriented
Goals should reflect client expectations and can be met through appropriate
design implementation.
3. Focused on meaningful performance
The learning environment should closely reflect actual performance
environments.
4. Assumes outcomes can be measured in a reliable and valid way
Assessments should be consistent across time and different learners and reflect
how learning might be applied in actual performance settings.
5. Observable, repeatable, and self-correcting
Data collected before, during, or after the implementation of a design should be
informative and provide a rational basis for decision making and revision.
6. Collaborative
ID projects use a variety of special skills, sometimes completed by an individual
but most often completed by a team.


Traditional
Breaking down complex skills into component parts and teaching
those component parts

Whole task
Presenting a series of progressively more difficult whole-task problems
that learners will be expected to solve as a result of the instruction
Examples of Whole-Task Models
Task-Centered Approach Ten Steps Approach
The most important consideration in choosing how to
implement an instructional design project is how your resources
serve the learning process.

Other considerations to keep in mind when assessing how your
resources serve the learning process are
Having a variety of learning objects to meet each objective
Thinking about the prior knowledge and experience of your
learners
Using evidence-based practices


Evaluation is identifying conditions of intrinsic value and value
to stakeholders of a project, setting standards, collecting data,
and making value judgments.

Formative evaluation trying out drafts of instructional
materials during development and before a final form for the
purpose of improvement

Summative evaluation testing of instructional materials in
their final form for stakeholders to make value judgment

Models of Evaluation
Stufflebeams
CIPP
Content evaluation
(needs assessment)
Input evaluation
Process evaluation
(formative
evaluation)
Product evaluation
Rossis Five-
Domain
Evaluation
Needs assessment
Theory assessment
Implementation
assessment
Impact assessment
Efficiency
assessment
Kirkpatricks
Training
Evaluation
Reaction
Learning
Behavior (transfer of
training)
Results
Brinkerhoffs
Success Case
Method
Success case study
Visual impact model
Research study (best
and worse cases)
Success case
interviews
Findings
Pattons
Utilization-
Focused
Evaluation
Readiness
assessment
Identify intended
users
Situational analysis
Identify intended
uses
Focus and design
evaluation
Collect, analyze, and
interpret data
Facilitate evaluation
use
Conduct
metaevaluation
Sometimes training is too costly, time consuming, redundant or just
not enough and needs to be augmented.

Knowledge management improves performance through easier, more
direct access to reliable information and expertise.

Revisiting what instructional design is:
. . . management of processes and resources intended to improve
learning and performance

Knowledge management: getting information from people who have it
to people who need it

Instructional design = effectively using knowledge management


Approaches to Knowledge
Management
Networking Collaboration
Knowledge
repository
Solution
archiving
References
1. Reiser & J. Dempsey (Eds.). (2012). Trends and issues
in instructional design and technology. Boston, MA:
Pearson.
2. Merrill, M. D. Hypothesized performance on complex
tasks as a function of scaled instructional strategies.
Retrieved March 9, 2014,
http://itforum.coe.uga.edu/paper84/DrMerrillHTM
L.htm.
3. Ferguson, D. (2009, March 9). Ten little steps, and
how one grew. Daves Whiteboard. Retrieved March
9, 2014,
http://www.daveswhiteboard.com/archives/series/co
mplex-learning-van-merrienboer-kirschner