Principles of Instructional Design

 

Chapter-1

Introduction to Instructional Design

Instructional design is the practice of creating learning experiences to support learning. The purpose of instruction is to help people learn.  It is a systems approach to analysing, designing, developing, implementing, and evaluating any instructional experience. Learning is a natural process that leads to changes in what we know, what we can do, and how we behave. The federal government and commercial industries provide both initial skills training and continuing refresher training to help employees acquire the skills and learning needed to succeed in a changing workplace. The purpose of this book is to describe how principles of learning inform the design of effective instruction for intentional learning.

Some Learning Principles

Learning is a process that leads to a change in a learner's disposition and capabilities that can be reflected in behavior's. A learning situation has two parts i.e., external and internal to the learner. The internal part of the learning situation is deriving from the stored memories and intentions of the learner. The external message is not likely to be meaningful, and that person is not likely to learn from it. The process of learning has been investigated by the methods of science for many years. Learning investigators are basically interested in explaining how learning takes place.

Instruction is planned for the purpose of supporting the processes of learning. Instructional design is based upon principles of human learning. Principles derived from educational research that indicate some external conditions to the learner that can be incorporated into instruction. The purpose of instruction is to arrange external events that support these internal learning processes. Students who use this book will find it possible to follow up the ideas derived from research on human learning with further exploration and study of the references at the end of each chapter.

References

Atkinson, R., & Shiffriu, R. (1968). Human memory: A proposed system and its control processes. In K. Spence & J. Spence (Eds.), The Psychology of Learning and Motivation: Advances in Research and Theory (Vol.2). New York: Academic Press.

Whitehead, A. N. (1929). The aims of education and other essays. New York: Free Press.

Chapter-2

Designing instructional system

The Basic Process: THE ADDIE Model

ADDIE model is one of the most common models used in the instructional design field that guide to producing an effective design. The ADDIE model provides a framework for instructional design to create and improve educational content with an organization. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. The components and subcomponents of ADDIE Model are as follows: 

Analysis

• First establish the needs for which the instruction in the solution
• Identify the problem and the learning equipment
• Conduct an instructional analysis to determine the target cognitive, affective, and motor skill goal for the course

Design

• Define the learning objectives and the instructional strategies
• Flesh out the units of instruction, identifying the major objectives to be achieved during each unit 

Development 

• Develop the learning resources
• Produce, revise, and refine materials and activities
• Develop workbook, flowchart and program

Implementation

• Prepare the learning environment and implement the learning solution
• Provide help or support as needed

Evaluation

• Assess the effectiveness of the course instruction
• Review for improvement, formative, and summative testing
• Implement plans for course maintenance and revision

References

Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.

Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: McKay.