Instructional Design Workshop for EDT 8220
SMART GOALS:
1. AT THE END OF THIS WORKSHOP, THE LEARNER WILL BE ABLE TO IDENTIFY TASK ANALYSIS, NEEDS ANALYSIS AND/OR LEARNER ANALYSIS.
2. AT THE END OF THIS WORKSHOP, THE LEARNER WILL BE ABLE TO IDENTIFY AT THREE TEACHING STRATEGIES THAT ARE USED IN INSTRUCTIONAL DESIGN.
3. AT THE END OF THIS WORKSHOP, THE LEARNER WILL BE ABLE TO BRIEFLY EXPLAIN THE DIFFERENCE IN EVALUATION OF A LEARNER VERSUS INSTRUCTIONAL DESIGN PROJECT SUCCESS.
1. AT THE END OF THIS WORKSHOP, THE LEARNER WILL BE ABLE TO IDENTIFY TASK ANALYSIS, NEEDS ANALYSIS AND/OR LEARNER ANALYSIS.
2. AT THE END OF THIS WORKSHOP, THE LEARNER WILL BE ABLE TO IDENTIFY AT THREE TEACHING STRATEGIES THAT ARE USED IN INSTRUCTIONAL DESIGN.
3. AT THE END OF THIS WORKSHOP, THE LEARNER WILL BE ABLE TO BRIEFLY EXPLAIN THE DIFFERENCE IN EVALUATION OF A LEARNER VERSUS INSTRUCTIONAL DESIGN PROJECT SUCCESS.
What is Instructional Design?
The goal of instructional design is provide the best possible learning and instruction using the most appropriate materials, activities, resources and evaluations that are based on the needs of the learners. Brown (2016) describes instructional design as a process of using research about how people learn and think, combined with resources that are available (such as technology) and methods for analyzing needs and evaluating effectiveness.
Instructional design is a process - often a systematic one - that guides a designer through a variety of steps to gather the information needed to create the effective lesson for learning. There are many different models for instructional design. One of the classic models is the Dick and Carey systems approach. In this model, there is a set of steps that a designer follows. These steps include Identifying instructional goals, analysis of learners and contexts as well as instruction. Then, the model goes through steps to build the instruction. These include creating performance objectives, assessments, instructional strategy, instructional materials, evaluations and summative evaluations. This systematic type of model allows the Instructional Designer to organize what is a difficult process into a clear and understandable series of steps.
Instructional design is a process - often a systematic one - that guides a designer through a variety of steps to gather the information needed to create the effective lesson for learning. There are many different models for instructional design. One of the classic models is the Dick and Carey systems approach. In this model, there is a set of steps that a designer follows. These steps include Identifying instructional goals, analysis of learners and contexts as well as instruction. Then, the model goes through steps to build the instruction. These include creating performance objectives, assessments, instructional strategy, instructional materials, evaluations and summative evaluations. This systematic type of model allows the Instructional Designer to organize what is a difficult process into a clear and understandable series of steps.
What is a Needs Analysis?
In order to provide the best possible instruction, designers need to understand their audience. This includes understanding existing knowledge, background, areas of weakness, applicable environmental constraints and much more. Gathering this information prior to design is essential for establishing the best possible instruction. Brown (2016) describes areas that need to be addressed in this assessment. They include questions like this:
There are many ways to collect the information needed to effectively evaluate the situation. Using surveys and interviews are two of the more common and efficient methods for accomplishing this. Once the assessments are completed, they are analyzed to establish the needed changes and information for the instruction to be designed.
Below is an example of the type of tools that can be utilized in gathering needs assessment information.
- What is the change being requested?
- Who is requesting the change?
- Where will this change need to take place?
- Is instruction the most appropriate means for bringing about the desired change?
There are many ways to collect the information needed to effectively evaluate the situation. Using surveys and interviews are two of the more common and efficient methods for accomplishing this. Once the assessments are completed, they are analyzed to establish the needed changes and information for the instruction to be designed.
Below is an example of the type of tools that can be utilized in gathering needs assessment information.
needs_analysis_template_-_brad_silvus.doc | |
File Size: | 31 kb |
File Type: | doc |
https://wright.qualtrics.com/jfe/form/SV_6XqppmgNX1n0Gep
https://wright.qualtrics.com/jfe/form/SV_3VmsLByHdaAYGG1
What is a Task Analysis?
A task analysis is critical for the instructional design process. In this step, the designer is seeking to understand exactly what content is to be the focus of the instruction. Effective instructional design must include this step, in order to meet the needs of the learners. Typically, a subject matter expert is used to assist in completing the task analysis process.
This process can include many different steps. However, there are a few areas that must be addressed to effectively gather the information to design the best possible instruction. Brown (2016) describes these areas as the task that learners need to be able to complete, the key aspects of the task, the order to which the task should be accomplished and the ability of the learner to able to complete the task.
A typical format for this analysis is an outline or flowchart. This analysis will provide the designer a breadth of the learning needed and order for which the tasks should be accomplished in the instruction. There is also likely to be specific content pieces identified in this assessment that need included in the design.
Below is an example of a task analysis for a project.
This process can include many different steps. However, there are a few areas that must be addressed to effectively gather the information to design the best possible instruction. Brown (2016) describes these areas as the task that learners need to be able to complete, the key aspects of the task, the order to which the task should be accomplished and the ability of the learner to able to complete the task.
A typical format for this analysis is an outline or flowchart. This analysis will provide the designer a breadth of the learning needed and order for which the tasks should be accomplished in the instruction. There is also likely to be specific content pieces identified in this assessment that need included in the design.
Below is an example of a task analysis for a project.
task_analysis_-_training__to_manage_curriculum_records_in_banner.docx | |
File Size: | 28 kb |
File Type: | docx |
Learner Analysis Defined
To truly understand the audience for the instructional design, a learner analysis is completed. This analysis is more specific to the learner. This type of assessment would include how a learner learns best, pre-existing knowledge, skills and attitudes toward the content being addressed. The approach of creating “cookie-cutter” learning does not demonstrate an effective level of learning. Thus, completing this type of individual analysis will provide the specifics for each learner and thus allowing the designer to better instruction to meet the different needs within the learning environment. This assessment may contain elements from basic human needs to learning styles to learner preferences. It is important to gather this information to better understand why the learner is interested in the instruction. Items such as are you attending on your own free will or being assigned by a supervisor are important for understanding the learning environment a designer is creating in the instruction.
Below is a sample learner analysis and learner survey.
Below is a sample learner analysis and learner survey.
learner_analysis_assignment.docx | |
File Size: | 13 kb |
File Type: | docx |
organization and Strategies for Teaching
Effective instructional design leads to effective and efficient learning. As the designer begins preparing for the instructional activities, there are a few specifics that need to be in place. Prior to that actual instructional activities, goals and objectives need to be established to assist in guiding the learning. It is important to note that an instructional goal is more general in nature – stating overarching topics. An instructional objective is more specific to the topic being addressed and clearly identifies the learning target.
Another critical aspect of planning for learning is the organization of the instruction. Establishing a scope and sequence will allow instruction flow in a manner that is cohesive and efficient. It is critical to also consider the environment for instruction, such as classroom setting, online/virtual setting, or a form of programmed learning. Establishing these parameters will be critical for designing the actual activities and learning experiences for learners.
Lastly, the learning activities and environments are essential to the effective instruction. The learning environment will clearly set up the types of instruction that will occur in the classroom. Brown (2016) discusses four main environment types, including learner-centered, knowledge-centered, assessment-centered, and community-centered. These should be considered when developing the learning activities for the lesson. It is also important to consider whether the environment will be direct or more open-ended. Depending on the type of content, the learners may be exploring more in an open-ended setting or may need more direct lecture type of approach.
As the instructional designer develops the activities it is important to consider the various types of approaches. For the instructional plan for this course, there are three strategies that I would like to highlight: Problem-Based Learning, Summarizing & Note-Taking, and Cooperative Learning.
Problem-Based Learning involves a more open-ended process where a problem situation is presented to learners and they are challenged to find a solution using the information they have access to and their previous experiences. Learners will work together to accomplish the given task and organize their solution to present the group. This type of learning allows students to work in a safe environment to utilize problem solving skills and communication skills.
Summarizing & Note-taking typically occurs in the parts of the instruction related to direct instruction. These are critical skills for learners to be sure to gather all information and have it organized in a meaningful manner. Summarizing is a higher-level skill that allows learners to deepen their understanding of the material covered in the direct instruction.This also requires students to communicate well and be to express themselves clearly.
Cooperative learning is very effective in getting students to learn. This concept is based on a group of learners working together, possibly with specified roles in the group, to accomplish a given task. By having the multiple perspectives from group members, the learning can occur in a great manner by tapping into all of the learner’s experience and prior knowledge. This is a cumulative increase in information for approaching a problem situation.
Another critical aspect of planning for learning is the organization of the instruction. Establishing a scope and sequence will allow instruction flow in a manner that is cohesive and efficient. It is critical to also consider the environment for instruction, such as classroom setting, online/virtual setting, or a form of programmed learning. Establishing these parameters will be critical for designing the actual activities and learning experiences for learners.
Lastly, the learning activities and environments are essential to the effective instruction. The learning environment will clearly set up the types of instruction that will occur in the classroom. Brown (2016) discusses four main environment types, including learner-centered, knowledge-centered, assessment-centered, and community-centered. These should be considered when developing the learning activities for the lesson. It is also important to consider whether the environment will be direct or more open-ended. Depending on the type of content, the learners may be exploring more in an open-ended setting or may need more direct lecture type of approach.
As the instructional designer develops the activities it is important to consider the various types of approaches. For the instructional plan for this course, there are three strategies that I would like to highlight: Problem-Based Learning, Summarizing & Note-Taking, and Cooperative Learning.
Problem-Based Learning involves a more open-ended process where a problem situation is presented to learners and they are challenged to find a solution using the information they have access to and their previous experiences. Learners will work together to accomplish the given task and organize their solution to present the group. This type of learning allows students to work in a safe environment to utilize problem solving skills and communication skills.
Summarizing & Note-taking typically occurs in the parts of the instruction related to direct instruction. These are critical skills for learners to be sure to gather all information and have it organized in a meaningful manner. Summarizing is a higher-level skill that allows learners to deepen their understanding of the material covered in the direct instruction.This also requires students to communicate well and be to express themselves clearly.
Cooperative learning is very effective in getting students to learn. This concept is based on a group of learners working together, possibly with specified roles in the group, to accomplish a given task. By having the multiple perspectives from group members, the learning can occur in a great manner by tapping into all of the learner’s experience and prior knowledge. This is a cumulative increase in information for approaching a problem situation.
Evaluation in learning Design
To determine the level of success for both learners and design of instruction, an effective tool needs to be used. For evaluating a learner’s achievement, the designer needs to create a tool that will be valid and reliable and is based on the learning objectives for the lesson. There are multiple types of assessments for reaching this goal. These assessments may include a variety of questions such as multiple choice, short answer, matching, open-ended, and many others. There are other methods for also evaluating learners such as portfolios, observations/anecdotal records and use of rubrics.
Determining the success of an instructional design requires a different type of evaluation from that of the individual learner. Brown (2016) lists three types of evaluation that typically occur for learning designs: summative, formative, and learner evaluations. Formative evaluation takes place throughout the process of learning to be able to provide information and assist in making changes in instruction. Summative evaluation occurs once the instruction has been completed. The goal of summative evaluation to see if the instruction met the goals established for the learners. Learner evaluation is described above but can be used as a component for a more global evaluation of the learning design process and effectiveness.
Determining the success of an instructional design requires a different type of evaluation from that of the individual learner. Brown (2016) lists three types of evaluation that typically occur for learning designs: summative, formative, and learner evaluations. Formative evaluation takes place throughout the process of learning to be able to provide information and assist in making changes in instruction. Summative evaluation occurs once the instruction has been completed. The goal of summative evaluation to see if the instruction met the goals established for the learners. Learner evaluation is described above but can be used as a component for a more global evaluation of the learning design process and effectiveness.
Assessment for Workshop
References
Brown, A., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd edition). New York, NY: Routledge.
Brown, A., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd edition). New York, NY: Routledge.