Instructional Design:

Introduction:
When the first men on earth stopped wandering from place to place, and started to settle in banks
of river to survive,from around the globe the civilization was born. Still it taken many centuries for
him to speak a proper language of his own and that’s how a learning and education process have
started from millenniums back. Such a learning quality has only set humans unique among any
animals lived /living in earth. The same learning, education forms has come a long way for
centuries and have reached to current standard of education system. And today we are going to see
one of the modern concept of education, the apex in teaching system – The instructional design.
Definition:
Instructional Design is defined as “a systematic process that is employed to develop
education and training programs in a consistent and reliable fashion” (Reiser, Dempsey, 2007)
(Or)
Instructional design (ID), or instructional systems design (ISD), is the practice of
creating "instructional experiences which make the acquisition of knowledge and skill more
efficient, effective, and appealing.
In short, instructional design is the systematic process by which instructional
materials are designed, developed, and delivered.

Purposes:

1. To identify the outcomes of the instruction

2. To guide the developing the instructional content. (scope and sequence)
3. To establish how instructional effectiveness will be evaluated.

Process/Stages of Instructional Design:

The process consists broadly of determining the state and needs of the learner,
defining the end goal of instruction, and creating some "intervention" to assist in the transition. The
outcome of this instruction may be directly observable and scientifically measured or completely
hidden and assumed.
1.Analyze requirements.
2.Identify Learning Objectives.
3.Develop Design
4.Create A story board.
5.Develop a prototype.
6.Develop training.
7.Deliver training.
8.Evaluate Impact.
Step 1 : Analyze Requirements

Analysis is perhaps the most important step of the Instructional Design process. Analysis to
include four other areas as well: Audience, Content, Technology, and Expectations.

Training Needs

The training needs of the learners must be carefully analyzed to design further process of
the Instruction.

Learners’ Profile

Analyze learners’ profile based on their roles, responsibilities, professional

experience, educational qualifications, skill sets, age, technical proficiency, ethnicity, and
geographical location. In addition, gather information about their existing knowledge about the
topic, challenges faced, and most importantly, find out the learning gap that this training is
expected to fill up. Also, find out their learning needs and/or preferred mode of training.

Content

Understanding of the content is a must. Read the source content multiple times to
understand its key message

Technology

The Learning industry is rapidly evolving with new technology and new tools. Hence, it is
critical to understand the technology that the client organization and the learners are most familiar
with. Branding

Step 2: Identify Learning Objectives

Once you analyze the requirements, frame the learning objectives. Learning objectives help
you distinguish between the ‘good-to-know’ and ‘must-know’ content, and determine the emphasis
every piece of information needs in the training. Also, your assessments should be drafted mapping
to these learning objectives.
Step 3: Develop Design

Design development is a process in itself. First, segregate the content into small chunks of
information and organize them in a logical sequence. Once the topic list is ready, determine an
instructional approach for your course (story-based approach, problem-based approach, video-
based approach, game-based approach, etc.) in line with the scope defined during analysis. Insert
engagement points into your Instructional Design by adding an attention-grabbing activity,
motivational videos, reflection questions, interactivity, scenarios and examples, a summarizing
activity, etc.

Step 4: Create A Storyboard

A storyboard is a visual document that lets you organize your content with visuals and
present a flow for the topics. Identify the type of content you are dealing with. It could be facts,
principles, process, classification, or relationship. Present the content for each page using relevant
text, images, icons, characters, development notes, etc.

Step 5: Develop Prototype

Develop a functional prototype before starting the complete development. A prototype will
help to visualize how the storyboard will be transformed into a functional module.

Step 6: Develop Training

Once storyboard and prototype are readt, initiate the development of the specific
learners.This will include developing visuals, interactivities, knowledge checks, and assessments per
approved storyboard along with recording and integrating voice-over of a professional artist.

Step 7: Deliver Training

LMS is a platform to host eLearning courses for an organization. Ensure your course is
compatible with the LMS on which the training will be hosted. Also, understand the different
features of the client’s LMS like tracking learners’ progress and assessment performance,
generating course completion report, and adding pre-training and post-training resources.
Step 8: Evaluate Impact

The final step is to evaluate the impact of training. Typically, the evaluation can be done at
two levels – at learner’s level to analyze if the learners found the training to be engaging and useful,
and at organization’s level to evaluate if the training has positively impacted the business and
helped achieve the business need.
Impact Evaluation Tip: Always document the results of the evaluation step. Analyze what worked
and what didn’t work for the training, and carry forward this learning to future projects.

Every project is different and so are its stakeholders and their expectations. Take liberty to
customize these steps and create your own step list for the Instructional Design process.

Educational Design:

Educational design is a general term used to cover both curriculum design and learning
design process.

Curriculum design

Designing a programme or course. This involves a 'big picture' plan or scope rather than the
details of what learners will be doing or study on any given day. Curriculum design (such as making
substantial changes to a course or programme) generally requires consultation with colleagues in
the team, other stakeholders and the quality assurance unit at your organisation.

Learning design

A Learning Design describes the educational process, not just courseware but the whole
teaching/learning experience. It's a more or less formal description of a pedagogical scenario (also
called educational script or storyboard) and that may or may not follow an instructional design
model.

Designing smaller units of learning in greater detail, including specific learning and teaching
activities and resources. Innovation with learning design does not usually require formal
consultation and approval, although it is always a good idea to talk to others about your ideas,
colleagues and students.
Brief History:

Historically, it is often thought that instructional design emerged in response to the

need, during WW2, for the United States to rapidly train the thousands of new recruits enlisting in
the armed forces. In fact, it was during this time period that a new term, “instructional
technologist,” was first used. a considerable amount of training materials for the military were
developed based on the principles of instruction, learning, and human behavior. Tests for assessing
a learner’s abilities were used to screen candidates for the training programs. After the success of
military training, psychologists began to view training as a system, and developed various analysis,
design, and evaluation procedures.

Instructional Media:
Instructional media includes all the materials and substantial resources that an
educator might use to implement instruction and facilitate students' achievement of instructional
objectives.

Types Examples
Print Pamphlets, handouts, study guides,
manuals
Visual Charts, real objects, photographs,
transparencies
Audiovisual
Slides, tapes, films, filmstrips,
television, video, multimedia

Static/display Chalkboard, feltboard, display easels,

flip charts, cloth board, magnetic board
Electronic Radio computers, electronic mail, CD-
ROM, multimedia, Internet, Simulations
Mobile media Smartphones. Tablets,
devises
Instructionl Models:

ADDIE s model:
Originally developed for the U.S. Army by the Centre for Educational Technology at Florida
State University, ADDIE was later implemented across all branches of the U.S. Armed Forces.

The ADDIE model was initially developed by Florida State University to explain “the processes
involved in the formulation of an instructional systems development (ISD) program for military
interservice training that will adequately train individuals to do a particular job and which can also
be applied to any interservice curriculum development activity.” The model originally contained
several steps under its five original phases (Analyze, Design, Develop, Implement, and [Evaluation
and] Control), whose completion was expected before movement to the next phase could occur.
Over the years, the steps were revised and eventually the model itself became more dynamic and
interactive than its original hierarchical rendition, until its most popular version appeared in the
mid-80s, as we understand it today.
The five phases are listed and explained below:

ADDIE Model
Analyze
The first phase of content development is Analysis. Analysis refers to the gathering of
information about one’s audience, the tasks to be completed, how the learners will view the
content, and the project’s overall goals. The instructional designer then classifies the information to
make the content more applicable and successful.
Design
The second phase is the Design phase. In this phase, instructional designers begin to create
their project. Information gathered from the analysis phase, in conjunction with the theories and
models of instructional design, is meant to explain how the learning will be acquired. For example,
the design phase begins with writing a learning objective. Tasks are then identified and broken
down to be more manageable for the designer. The final step determines the kind of activities
required for the audience in order to meet the goals identified in the Analyze phase.
Develop
The third phase, Development, involves the creation of the activities that will be
implemented. It is in this stage that the blueprints of the design phase are assembled.
Implement
After the content is developed, it is then Implemented. This stage allows the instructional
designer to test all materials to determine if they are functional and appropriate for the intended
audience.
Evaluate
The final phase, Evaluate, ensures the materials achieved the desired goals. The evaluation
phase consists of two parts: formative and summative assessment. The ADDIE model is an iterative
process of instructional design, which means that at each stage the designer can assess the
project's elements and revise them if necessary. This process incorporates formative assessment,
while the summative assessmentscontain tests or evaluations created for the content being
implemented. This final phase is vital for the instructional design team because it provides data
used to alter and enhance the design.
Connecting all phases of the model are external and reciprocal revision opportunities. As in the
internal Evaluation phase, revisions should and can be made throughout the entire process.
Most of the current instructional design models are variations of the ADDIE process.

 Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner

participation, assessment
 Develop and Select Instructional Materials
 Design and Conduct Formative Evaluation of Instruction: Designers try to identify areas of the
instructional materials that need improvement.
 Revise Instruction: To identify poor test items and to identify poor instruction
 Design and Conduct Summative Evaluation
With this model, components are executed iteratively and in parallel, rather than linearly
Blooms Taxonomy
One of the most influential individuals in the field is certainly Benjamin Bloom, whose highly
respected taxonomy was published in 1965. According to Bloom, learning objectives can be
classified into three specific domains: affective; cognitive; and psychomotor. He proposed a
learning model as shown here.

Robert Gagne's model

In 1965, Robert Gagne expanded upon this classificatory model. While his work
retained the three primary classifications defined by Bloom, he also defined five learning outcomes
(verbal information, intellectual skills, cognitive strategy, attitude, and motor skills), as well as nine
instructional events that comprise the “conditions of learning.” Gagne’s work became, and still
remains, the foundational basis of instructional design practices.

Robert Gagne's work is widely used and cited in the design of instruction, as
exemplified by more than 130 citations in prominent journals in the field during the period from
1985 through 1990. Synthesizing ideas from behaviorism and cognitivism, he provided a clear
template, which is easy to follow for designing instructional events. Instructional designers who
follow Gagne's theory will likely have tightly focused, efficient instruction.
Overview
Taxonomy
Robert Gagné classified the types of learning outcomes by asking how learning might be
demonstrated. His domains and outcomes of learning correspond to standard verbs.
Cognitive Domain
Verbal information - is stated: state, recite, tell, declare

Intellectual skills - label or classify the concepts

Intellectual skills - apply the rules and principles

Intellectual skills - problem solve by generating solutions or procedures

Discrimination: discriminate, distinguish, differentiate
Concrete Concept: identify, name, specify, label
Defined Concept: classify, categorize, type, sort (by definition)
Rule: demonstrate, show, solve (using one rule)
Higher order rule: generate, develop, solve (using two or more rules)
Cognitive strategies - are used for learning: adopt, create, originate

Affective Domain
Attitudes - are demonstrated by preferring options: choose, prefer, elect, favour

Psychomotor Domain
Motor skills - enable physical performance: execute, perform, carry out

Gagne's 9 Events of Instruction

According to Gagne, learning occurs in a series of learning events. Each of nine learning
events are conditions for learning which must be accomplished before the next in order for
learning to take place, termed . Similarly, instructional events should mirror the learning
events:

1. Gaining attention: To ensure reception of coming instruction, the teacher gives the
learners a stimulus. Before the learners can start to process any new information,
the instructor must gain the attention of the learners. This might entail using abrupt
changes in the instruction.

2. Informing learners of objectives: The teacher tells the learner what they will be able
to do because of the instruction. The teacher communicates the desired outcome to
the group.

3. Stimulating recall of prior learning: The teacher asks for recall of existing relevant
knowledge.
 4. Presenting the stimulus: The teacher gives emphasis to distinctive features.

5. Providing learning guidance: The teacher helps the students in understanding

(semantic encoding) by providing organization and relevance.

6. Eliciting performance: The teacher asks the learners to respond, demonstrating

learning.

7. Providing feedback: The teacher gives informative feedback on the learners'

performance.

8. Assessing performance: The teacher requires more learner performance, and gives
feedback, to reinforce learning.

9. Enhancing retention and transfer: The teacher provides varied practice to generalize
the capability.

Dick and Carey:

Another well-known instructional design model is The Dick and Carey Systems Approach
Model. The model was originally published in 1978 by Walter Dick and Lou Carey in their book
entitled The Systematic Design of Instruction.

Dick and Carey made a significant contribution to the instructional design field by championing a
systems view of instruction, in contrast to defining instruction as the 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:
 Identify Instructional Goal(s): A 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 will be used to
judge the learner's performance.
 Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting,
purpose of post-testing, purpose of practive items/practive problems

Instructional Designers:
An instructional designer is someone who creates and delivers educational training materials (e.g.,
eLearning courses, videos, manuals, handouts, etc.) for businesses, higher educational institutions,
and other organizations. Some may use the terms instructional designer, educational technologist,
curriculum designer, and instructional technologist interchangeably. Instructional designers and
instructional technologists have similar job roles, functions, and career paths. They also have similar
instructional design higher education degrees and formal training. Instructional designers and
instructional technologists are in high demand as organizations are turning towards instructional
designers to solve business performance problems and to provide media-rich eLearning solutions.
Definitions:

“An instructional designer is somebody who applies a systematic methodology based on

instructional theory to create content for learning events."

"An instructional designer is an individual who develops the methodology and delivery systems for
presenting course content."

Professional Foundations

1. Communicate effectively in visual, oral and written form.

2. Apply current research and theory to the practice of instructional design.
3. Update and improve one’s knowledge, skills and attitudes pertaining to instructional design
and related fields.
4. Apply fundamental research skills to instructional design projects.
5. Identify and resolve ethical and legal implications of design in the workplace.
Role of Instructional Designers:

Planning and Analysis

1. Conduct a needs assessment.

2. Design a curriculum or program.
3. Select and use a variety of techniques for determining instructional content.
4. Identify and describe target population characteristics.
5. Analyze the characteristics of the environment.
6. Analyze the characteristics of existing and emerging technologies and their use in an
instructional environment.
7. Reflect upon the elements of a situation before finalizing design solutions and strategies.
8. Multimedia tools.

Design and Development

1. Select, modify, or create a design and development model appropriate for a given project.
2. Collabration with subject matter experts.
3. Select and use a variety of techniques to define and sequence the instructional content and
strategies.
4. Select or modify existing instructional materials.
5. Develop instructional materials.
6. Design instruction that reflects an understanding of the diversity of learners and groups of
learners.
7. Evaluate and assess instruction and its impact.

Implementation and Management

1. Plan and manage instructional design projects.

2. Promote collaboration, partnerships and relationships among the participants in a design
project.
3. Apply business skills to managing instructional design.
4. Design instructional management systems.
5. Provide for the effective implementation of instructional products and programs

Evaluation:
Evaluation is the systematic determination of merit, worth, and significance of a
learning or training process by comparing criteria against a set of standards.
Two forms of evaluation:

Formative evaluaton.
Evaluation that is done to support a process of
improvement.Assesment for learing.
 Summative evaluation.
Evaluation that is done to understand improvement. Assement of
learning.
Journal Reference:
“Instructional design for meaningful learning” by instructional science July 1991 4 th
issue
The instructional design and student learning literature is reviewed for guidelines
for instruction which would encourage deep rather than surface learning. A taxonomy is
presented which values student conceptions of key phenomena and skills for the self-discovery of
knowledge as more important than the accumulation of information. Strategy elements
suggested for the selection and sequencing of content, therefore, focus on revealing the
interrelationship between key concepts. Evidence is presented of the persistent nature of existing
conceptions and the difficulty of changing conceptual frameworks. Diagnostic questions are
suggested as a means of exposing existing conceptions. It then seems necessary to provide a
challenge to revealed or anticipated misconceptions so that students pass through a
disequilibrium phase before re-forming their existing conceptions. As there is growing evidence of
a mis-match between the goals and practice of teachers, action research is suggested as a
method of implementation.

Summary and Conclusion:

The instructional design has come a long way after its first inception of idea
in early 1950s. Simply, Instructional design means everything that includes from optimal
planning of a teaching design with appropriate means and techniques, and implementing
it for a particular group then evaluating the result of it. Thus an effective instructional
design should be used in various teaching process to engage students, to create a greater
student achievement and can establish lifelong learners.
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Jaypee Brothers medical Publishers; Page no: 89,90

Neeraja K.P. Text book of Nursing education. II nd edition, New delhi: Jaypee Brothers
medical Publishers; Page no: 190,191

Dr.Muthumanikam.R.Educational objectives for effective planning and teaching. IVth

edition.Chidambaram: Cyberland Pulishers; Page no: 114 -115

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www.thelearning.coach.com
www.instructionaldesign.org
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 Seminar
On

Instructional Design

Submitted to: Submitted by:

Mrs.Padmavathi, R.Vicknesh,
Assistant Professor, Msc.Nursing Ist year,
Dept of Psychiatry, College of Nursing,
College of Nursing, JIPMER.
JIPMER.