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INTRUCTIONAL DESIGN IN TEACHING AND LEARNING

A. What is intructional design?


Instructional Design is defined as “a systematic process that is employed to develop
educati on and training programs in a consistent and reliable fashion” (Reiser, Dempsey,
2007). In addition, it may be thought of as a framework for developing modules or
lessons that (Merrill, Drake, Lacy, Pratt, 1996):
 increase and enhance the possibility of learning
 makes the acquisition of knowledge and skill more efficient, effective, and appealing,
 encourages the engagement of learners so that they learn faster and gain deeper levels of
understanding.

B. History

The original version of Bloom's taxonomy (published in 1956) defined a cognitive


domain in terms of six objectives. B. F. Skinner's 1954 article “The Science of Learning
and the Art of Teaching” suggested that effective instructional materials, called
programmed instructional materials, should include small steps, frequent questions, and
immediate feedback; and should allow self-pacing. Robert F. Mager popularized the use
of learning objectives with his 1962 article “Preparing Objectives for Programmed
Instruction”. The article describes how to write objectives including desired behavior,
learning condition, and assessment.

C. Differences Between Instructional Design and Instructional System Design

Instructional Design (ID) models differ from Instructional System Design (ISD)
models in that ISD models have a broad scope and typically divide the instruction design
process into the five phases of analysis, design, development, implementation, and
evaluation that is often referred to as ADDIE (van Merriënboer, 1997). Reigeluth (1983)
made the same point when he noted that ID models go into much more detail than ISD,
albeit that detail has a narrower focus.

D . Strategies of Intructional Design

There are three types of learning strategies in Instruction Design — organizational,


delivery, and management (Reigeluth, 1983):
1. Organizational
Organizational strategies are broken down on the micro or macro level so that the lesson
may be properly arranged and sequenced. Some methods for performing this can be
found at Sequencing and Structuring Learning Modules.
2. Delivery
Delivery strategies are concerned with the decisions that affect the way in which
information is transferred to the learners. Delivery is the means of communicating and
transferring a learning process to the learners. For example, you can deliver a lesson in
the classroom or via elearning. This is quite similar to the concept of media. Some
methods of delivery are:
3. Management
Management strategies involve the decisions and processes that allow the learners to
interact with the learning activities in order that they may increase their knowledge and
skills.

E. Should Instructional Design be called Learning Design?

Recently, there has been a strong movement to call Instructional Design


“Learning Design,” with the premise that this will focus the process more on the learners
rather than the content. However, others have criticized this because we cannot design
learning as it is the outcome of good instruction, rather we can only design the
instruction, which is a process.

F. Instructional Design Models and Theories

The major instructional design theories and/are models include:

 Gagné's Nine Steps of Instruction


 Merrill's First Principles of Instruction
 John Keller's ARCS model
 Merrill's Component Display Theory
 Reigeluth's Elaboration Theory
 Constructivism
 van Merriënboer's 4C/ID Model
 Rapid Instructional Design

G. The Benefits of Instructional Design

Instructional design is cost effective, given that it ensures students learn efficiently by
creating high quality learning materials that take into account the strengths and
weaknesses of students. These materials are also focused and customized to address the
specific needs of educators. These experts also safeguard against training materials being
created for business problems, which are better served with non-training solutions.

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