Simple and universal design model:
1.
Needs Assessment
2.
Development of
Objectives
3.
Planning the
instructional program activities
4.
Implementing the
instructional program
5.
Evaluation of
instructional program effectiveness
All of these steps have a feedback and
modification in and out flow so that summative evaluation is possible, as well
as stopping the entire process, throughout the design process.
A slightly more sophisticated approach is the
systems analysis flow:
1.
Need (defining
goals to be reached or functions to be performed in terms of learner or program
needs)
2.
Objectives
(statement of needs and constraints in terms suitable for ongoing and product
analysis
3.
Planning
Considerations
a.
Constraints of
varying types
b.
Capabilities
(resources and new approaches that may be needed or possible)
4.
Alternatives
(various possible approaches that can be tested)
5.
Analysis and
selection of alternatives (apply various selection criteria)
a.
Performance costs
b.
Effectiveness
c.
Timing
d.
Risk
e.
Organizational
policies
6.
Development and
pilot testing (to work out details on a trial basis)
7.
Evaluation
(determine effectiveness of the system in meeting objectives
All of these steps have a feedback and
modification loop and the system in rotated as needed until the appropriate
program, instructional unit, or system is developed.
Strategic areas in the systems approach to a
total curriculum design:
1.
Input data on
students
2.
Formulate student
performance or behavioral objectives
3.
Construct any
needed pretests
4.
Select
appropriate course content
5.
Select
instructional strategies (methods, techniques, devices)
6.
Produce those
instructional materials not available commercially
7.
Select the
instructional delivery process (or processes)
8.
Conduct the
instruction
9.
Post-test
analysis
10.
Evaluate overall
effectiveness
All of these steps have a feedback and
modification loop in terms of student achievement.
An alternative model is the Hiemstra and
Sisco (1990) Individualizing instructional process model:
·
Step One:
Activities of various types performed or designed prior to the first session
with learners
·
Step Two:
Creating a positive learning environment throughout the learning process
·
Step Three:
Developing an instructional plan based on learner needs and interests
·
Step Four:
Identifying appropriate learning activities
·
Step Five:
Putting the learning into action and monitoring the progress
·
Step Six:
Evaluating individual learner outcomes (based on individual learner needs and
usually designed through a learning contract)
Breaking down the Gagne, Briggs, and Wager
(1992) instructional design process into manageable components. These are based
on assumptions about having completed appropriate needs and learner analysis,
understanding something about required or determined instructional outcomes,
understanding the varieties of learning skills and strategies desired or
needed, understanding the varieties learning outcomes, attitudes, and skills
desired or needed, and understanding what is needed to be known about learners,
learning processes, memory, cognition styles, learner's barriers, etc.:
1.
Write course
objectives
2.
Generate a course
description
3.
Identify
appropriate topics and content areas
4.
Determine
appropriate lesson sequencing
5.
Write lesson
objectives (including the instructor's hidden agenda objectives
6.
The instructional
planning process -- writing learning objectives, identifying learning methods,
techniques, and devices, planning presentational strategies and sequencing, and
defining appropriate evaluation or testing procedures
7.
Generate a plan
of action for the instruction in terms of sequence, time lines, people
responsible, etc.
8.
The instructional
design component -- design student’s learning materials, design
appropriate course aids and media, and assembling necessary course material in
a workbook or learning guide (often supplemented by text books)
9.
Create or write
necessary tests or evaluation materials for students
10.
The instructional
creation component -- make and or produce instructional material, generate any
support documents or materials, and write individual lesson plans as needed
11.
Do any necessary
pretesting and validation
12.
The courseware
creation component -- based on any appropriate testing or evaluation date update
instructional materials, prepare appropriate support equipment or material,
prepare any individual courseware as required, and ensure that instructors are
sufficiently trained
13.
Implement the
course material and activities and do appropriate testing and corrections as
needed
14.
Complete and end
of the course evaluation
15.
Revise as needed
through post course evaluation and feedback.
Methods, Techniques, and Devices
1.
Method - the ways
in which people are organized in order to conduct an educational or training
activity, such as travel, study groups, discussion groups, workshops,
independent study, etc. In a sense, methods for a group of learners are
pre-determined by the way learners are naturally organized in society, such as
individuals desiring to learn alone, group settings, community settings, etc.
2.
Techniques - the
means of relating learners to information; the facilitator/trainer and learners
select specific ways through which to relate to, deal with, and grasp
knowledge, skills, attitudes, behaviors, etc., such as panel discussions,
lectures, group discussion times, and tests
3.
Devices - the
vehicles appropriate as a means to facilitate certain learning methods or
techniques. Basically there are three types of devices –
a.
Equipment
(projectors, computers, etc.)
b.
Physical
conditions (lighting, temperature, sound, etc.)
c.
Social mechanisms
or arrangements (appointed recorders of group discussion, arranging chairs in a
circular format, etc.)
Selecting methods, techniques, and devices to
supplement instructional goals:
1.
Examine
instructional givens -- a. learners (who are they, what brings them to the
learning setting, how do they learn, etc.), b. content plans (what is being
studied, why is it being studied, etc.), c. educational resources (what is
available or need to assist in the learning experience), and d. method (what
are the needed or required patterns of organization, how many students are
there, how much time is available, what are the physical constraints, etc.)
2.
Consider the
nature of instructional techniques available, known, or necessary -- a. what
structure or arrangements are required or appropriate, and b. what are their
functions or what can they accomplish?
3.
Examine the
strengths and weakness of various techniques (panel discussions, lectures, educational
tours, internships, web searching, etc.)
4.
Make decisions
and carry out appropriate planning -- For each technique to be used determine
why it is to be used and what will be accomplished (strengths and weakness)
5.
Carry out the
instructional plans and apply or use the various techniques supported by any
required instructional devices
____________________
Created January 1, 2009
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