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An Introduction To Instructional Design: Online Learning Institute

This document provides an overview of instructional design and the ADDIE model. Instructional design is a systematic process that involves analyzing, developing, designing, implementing, and evaluating instructional materials and activities based on research and theories of instructional strategies. The ADDIE model is commonly used and includes five phases - analysis, design, development, implementation, and evaluation. Each phase is described in detail, outlining the key activities and considerations involved in systematically designing effective instruction.

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Mary Ellen Bornak
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34 views

An Introduction To Instructional Design: Online Learning Institute

This document provides an overview of instructional design and the ADDIE model. Instructional design is a systematic process that involves analyzing, developing, designing, implementing, and evaluating instructional materials and activities based on research and theories of instructional strategies. The ADDIE model is commonly used and includes five phases - analysis, design, development, implementation, and evaluation. Each phase is described in detail, outlining the key activities and considerations involved in systematically designing effective instruction.

Uploaded by

Mary Ellen Bornak
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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An Introduction to Instructional Design

Online Learning Institute

Mary Ellen Bornak Instructional Designer Bucks County Community College

What is Instructional Design?

A systematic process

For analyzing, developing, designing, implementing, and evaluating instructional materials and activities

A formal discipline that focuses on

Research and theory about instructional strategies The process for developing and implementing these strategies

Instructional Systems Design Model ADDIE


Phase 1 Analyze Phase 2 Design Phase 3 Develop Phase 4 Implement Phase 5 Evaluate Revise as necessary

Phase 1 -- Analyze

Course Content

Material described in the syllabus Skills or competencies involved Outcomes expected

Teaching/Learning Interface

Presentation Interaction Assessment

Phase 1 Analyze

Specific Outcomes:

Knowledge, judgment, synthesis, performance that accomplish course goals

How will you know that students achieve course outcomes

Did they learned what you wanted them to learn?

Assessment should be based on outcomes

Phase 2 -- Design

Plan a strategy for developing instruction

Strategy is based on the information collected in Analysis

Define the course objectives


Detailed, clear descriptions of what the learner will be able to do Measurable Observable

Phase 2 Design

Identify the tasks that the student should be able to perform prior to instruction

Is a tutorial or refresher needed?

Design a course sequence and structure

Is the knowledge learned in sequential blocks, does it need to be linear? Is the content complex - requiring demonstration? Will pre-tests, unit post-tests, and end-of-course tests reinforce learning?

Phase 3 -- Development

Structure content delivery

On Analysis and Design phases

Select the course delivery method

Canvas or other LMS

Phase 3 -- Development

Identify the media that will be used


Books Internet Video CD-ROMs Data bases

Phase 3 -- Development

Identify learner activities

Augment direct instruction Use discovery, active, guided learning Build in peer interaction

Overriding goal - student success


Purpose course structure, content, activities, and

assessment to that goal

Phase 4 -- Implementation

Pathway

Is the navigation clear?

Process

Do materials adequately present the content? Do activities apply new knowledge to real-life? Opportunity for collaboration, interaction? Are tutorials necessary? Is practice offered to master objectives? Teacher presence Peer Interaction

Support

Communication

Phase 5 -- Evaluation
Measures the effectiveness of instruction Formative evaluation

Takes place during course delivery Purposed to support knowledge acquisition before summative evaluation.

Summative evaluation

assesses the overall effectiveness of course instruction and delivery

RevisionWhy and How?

Constant tending brings constant improvement

Use formative and summative evaluations to pinpoint weaknesses Use student feedback, successes and failures

Revision insures success


Revision is not a negative

It is a positive step to meet student needs Each revision will reflect improvement.

An Introduction to Instructional Design


Online Learning Institute

Mary Ellen Bornak Instructional Designer Bucks County Community College

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