Basics of Instructional Design

INSTRUCTIONAL DESIGN PROCESS

Instructional design models coincide in common instructional design principles and patterns. Let's take a look at the basics of ID!

Premises

Participants

The aim of ID is to create effective, appealing and affordable instructional content. Here below there is list with some important premises in order to achieve this.

ID process involves many people. However here we are going to examine three essential roles.

Instructional designer

- Identifying an istructional problem

- Level of satisfactory achievement

Expert

- Focus on individuals

Basic Process

- Exactness

Evaluator

Analysis

Evaluation instruments

Learner and context

Instructional objectives

Task analysis

In this stage instrustional designers gather relevant information in order to make decisions to develop a training program. Here, the goal is to set:

• Learning needs
• Target audience
• Learning content
• Appropriate methods to deliver the content
• Available resources

The instructional design process starts by identifying an instructional process

To answer the question of what to include, the instructional designer begins by identifying the performance problem and then uses a variety of tools to determine what knowledge and skills are needed to solve the problem.

While planning, every effort should be made to provide for a level of satisfactory achievement rather than minimal achievement for all learners.

A high percentage of students can accomplish what is required of them if each learner has appropriate instruction and sufficient time for learning. If they can not reach the learning goal, it is time to take a look and if necessary, redesign the instructional plan.

The instructional design process focuses on the individual rather than the content.

Instructional design focuses on how to improve individual performance rather than on what content to cover. The process focuses on audience characteristics to select the instructional strategies and delivery methods that are adapted to the individual members of the target audience in order for the learner to overcome a performance problem.

There is no single best way to design instruction

The instructional design process has not reached a level of scientific exactness. Since learners acquire knowledge in different ways, instructors and designers are constantly searching for different methods to reach instructional goals and objectives. So there would never be just one and only method to create effective instructional content.

Learner and context

In this stage instrustional designers are going to define the characteristics of the students that are not performing as expected. The information here is going to vary depending on the performance problem as well as the context (school, work, age, etc.)

Evaluation instruments

The evaluation instruments are used to assess the learner's mastery of the objectives.

Evaluation can be formative or summative.- Formative evaluation is iterative and is done throughout the design and development processes. - Summative evaluation consists of tests that are done after the training materials are delivered.

Instructional objectives

The objectives focus to solve the performance problem.They are the guidance for designing the instruction and developing the assessments to evaluate the learner performance.

Instructional designer

He/she is the responsible for planning and coordinating all the aspects during all the process of sinstructional design.

Subject-matter expert

He/she is the one qualified: - To provide inforation about the content. - "To check accuracy of content treatment in activities, materials, and examinations." (Kalman, H., Kemp, J. E., Morrison, G. R., & Ross, S. M. , 2010. Pp. 19.)

Evaluator

"He/she is responsible both for gathering and interpreting data during program tryouts and for determining the effectiveness and efficiency of the program after it’s been fully implemented." (Kalman, H., Kemp, J. E., Morrison, G. R., & Ross, S. M. , 2010. Pp. 19.)