Instructional Design
Rationale
This course seeks to develop in the student knowledge, skills and competencies in the use of
instructional theories and models. The course provides opportunity for the application of the
knowledge gained. With a strong knowledge of instructional design the teacher becomes not just a
delivery vehicle for instruction but also a contributor in determining how best to provide for the
learning of the student.
Purpose
The purpose of this course is to introduce the student to instructional design theories and models
and to enable them to apply the theories and utilize the models to the design and develo educational
materials
Course Goal
At the end of this course participants will be able to design educational experiences utilizing various
instructional design models and instructional and learning theories.
Audience
The course is design for students in the second year of their B. Ed Program. The students will have
completed the Technology in Education course and is thus equipped with skills in utilizing
technology tools. The student is motivated and excited about how instructional design theories and
models will impact on their utilization of their technology skills. Students in this course should
recognize that they would be responsible for developing accocrding to sound design principles a
complete educational lesson.
Evaluation
1. Project Units - At the end of every major Unit the student will be responsible for completing one
component of the instructional design process according to that covered in the Unit. There are 10
Units. Each Unit is worth 5 marks
2. All units developed should be cohesive and geared toward one final project. 10 Marks are
awarded for cohesiveness of the project. Students are encouraged to revise their submission in order
to ensure cohesiveness.
2. Theories and Models Week 1
Rationale
The design and development of instruction is governed and influenced by theories and models.
When there are no known models, theories can be used to guide practice. Similarly when there are
no known theories if models are available they can be used to guide practice. However there are
limitations with models and theories. The effectiveness of the Instructional Designer depends on
his/her ability to apply and utilize available theories and models.
Objectives
Students will be able to:
1.
2.
3.
4.
Distinguish between a theory and a Model
Explain the difference between a Theory and a Model
Given a set of theories and models be able to correctly classify them
Defend their position when asked to classify theories and models
Content
a. Theories vs Models
i. What is a Theory
ii. What is a Model
iii. How are they different?
b. Types of Theories
i. Prescriptive
ii. Descriptive
iii. Predictive
iv. Explanatory
c. Probabilistic Prescriptive vs Deterministic Prescriptive Theories
i. What is a Probabilistic Prescriptive Theory?
ii. What is a Deterministic Prescriptive Theory?
iii. How are they different?
d. Descriptive vs Prescriptive Models
i. What is a descriptive Model?
ii. What is prescriptive Model?
iii. How are they different?
Evaluation Assignment 5 Marks
From the theories listed at Http://tip.psychology.org/theories.html or from those found through your
own research Identify:
1. A Prescriptive Theory
2. A Descriptive Theory
3. A Predictive Theory.
Defend your position.
Rubric
Identified
Prescriptive
Theory
Descriptive
Theory
Predictive Theory
Defended
Weak
Arguments,
poor
understanding
Medium
Arguments,
some measure of
understanding
Strong
Arguments,
rich
understanding
1
1
2
3-4
1
1
2
3-4
1
1
2
3-4
Readings
Reigeluth, C.M. Instructional Design – Theories and Models Vol. ll pp.4.- 45
Other recommended readings and Research
Theories and Models http://www.cs.umd.edu/class/fall2002/cmsc838s/tichi/
Paper 6. Notes on Theories of Instruction Jerome Bruner
3. Instructional Design Week 2 – 3
Rationale
In this Unit the student will be exposed to most of the salient theories that impact on the design of
instruction. If the designer ignores or fails to consider these theories there will be a strong likelihood
that his instruction will be flawed since incidents that impact on learning will not have been catered
for or provisions will not have been made to counteract them.
Objectives
The students will develop simple learning experiences that reflect comprehension of instructional
design theories.
Content
1. Definition
a. What is Instructional Design
2. Instructional Design Theory
a. What is an Instructional Design Theory
3. Instructional Design Model
a. What is an instructional Design Model
4. Instructional Design Theories
e. Learning Theories
i. Information Processing Theory (Miller, 1956)
ii. Dale’s Cone of Learning
iii. Multiple Intelligences (H. Gardner) (Gardner, 1983)
iv. The Educational Theory of Jerome Bruner (Bruner, 1915)
v. Model of School Learning (Caroll, 1963)
vi. Cooperative and Collaborative Learning
vii. Stage Theory of Cognitive Development (Piaget, 1896)
viii. Social Learning Theory (Bandura, 1977)
ix. Experiential Learning (Kolb, 1939)
x. Conditions of Learning (Gagne, 1965)
xi. Social Development Theory (Vygotsky, 1978)
xii. Advanced Organizers (Ausubel, 1960)
f. Instructional Theories
i. Elaboration Theory (Reigeluth, 1970)
ii. Gagne’s Nine Events of Instruction
iii. Cognitive Apprenticeship (Collins, Brown and Newman)
iv. Component Display Theory (Merrill, 1983)
v. Bloom’s Taxonomy of Educational Objectives
vi. Adult Learning (Cross, 1981)
vii. Mastery Learning (Bloom)
viii. Situated Learning (Lave, 1988)
ix. Andragogy (Knowles. 1984)
x. Conversation Theory (Pask, 1975)
xi. Functional Context (Sticht, 1975)
xii. Minimalism (Carroll, 1990)
g. Motivational Theories and their application to teaching and learning
i. Maslow’s Hierarchy of Needs (Maslow, 1943)
ii. ARC’s Motivation Theory (Keller, 1983)
iii. Expectancy Theory (Vroom, 1964)
iv. Equity Theory
v. Herzberg Two-Factor Theory
h. Communication Theories and their application to teaching and learning
i. Attribution Theory
ii. Cognitive Dissonance theory
iii. Social Identity Theory
iv. Uncertainty Reduction Theory
v. Elaboration Likelihood Model
i. General Systems Theories
Research
Readings
 Definitions and Domains of the Field
 http://copland.udel.edu/~jconway/EDST666.htm
 Notes on a Theory of Instruction
Evaluation

Develop a 5 Minute learning experience for class presentation which should demonstrate
attention to at least 4 instructional design theories with not more than one from any of the
groupings above. Be sure to identify & justify the underlying theories that support your
choice of activities.
Rubric
Identified
Instructional
Design Theories
Learning Theory
Instructional
Motivation
Communication
General Systems
1
1
1
1
1
Justified
Weak
Arguments,
poor
understanding
Medium
Arguments,
some measure of
understanding
Strong
Arguments,
rich
understanding
1
1
1
1
1
2
2
2
2
2
3-4
3-4
3-4
3-4
3-4
4. Types of Learning Theories Week 3
Rationale
Learning Theories and instructional environments fall into three major groupings, behaviorists
cognitive and constructivist. These are not mutually exclusive in any learning environment.
Depending on prevailing conditions and the instructional goals the instructional designer can
employ instructional approaches from these categories.
Objectives
The student will be able to develop instruction utilizing any or all of the three approaches.
Content
1. Behaviorist
a. Learning as behavior strengthening
2. Cognitivist
a. Learning as knowledge reception and retention
3. Constructivist
a. Learning as knowledge construction
Research & Readings
Evaluation


Take all the learning theories discussed to date and classify them in one of the 3 groups
studied in this lesson.
Develop a 5 minute lesson which incorporates elements of behaviourism, cognitivism and
constructivism.
5. Instructional Design ADDIE (U)
Rationale
ID Models provide guidance for instructional designers in designing instructional lessons. Models
may be classified in different groups. Familiarity with the different models, their strengths and
weaknesses will enable designers to choose and apply the most appropriate models for specific
learning situations. We will use the ADDIE model as the base model and introduce the students to
other models identifying similarities and differences.
Content
Analyze – Design – Develop – Implement - Evaluate
Rationale
The purpose of the Instructional problem is to be able to state in specific terms exactly what skills
and competencies the training will provide. Various approaches can be used to determine this. In
this course we will use the Needs Assessment to derive the instructional problem. There are other
approaches such as Goal Analysis or Performance Assessment.
Objective
At the end of this lesson given a situation of non-performance or a situation where performance is
affected by lack of skills, knowledge or competencies, participants will be able to conduct a needs
assessment and derive an Instructional problem statement.
5.1. Analyze - Instructional Problem – Needs Analysis Approach
5.1.1. Planning the Analysis
5.1.2. Collecting the Data
5.1.3. Analyzing The Data
5.1.4. Writing the Instructional Problem
Week 4
Evaluation
Think of a scenario where students or employees are performing below a required standard in a
particular area. Conduct a needs assessment and write a final instructional problem statement.
Example of Problem Statement
Students are not able to distinguish Adjectives from Adverbs. This course is designed to provide
students with the skills to enable them to distinguish and correctly use adverbs and adjectives.
5.2. Analyze - Context Analysis Week 5
Rationale
The context refers to all the attending variables that may impact on instruction and learning, it may
be the environment, learner attitude or capability or instructor’s competence. A context analysis is
important in order for the designer to know what problems s/he may have to over come and enable
him/her to develop strategies to deal with them.
Objective
At the end of this, given an instructional problem the student will be able to collect relevant
information about the context of the problem and write a complete description of the audience and
the environment.
5.2.1. Audience
5.2.1.1. General Characteristics
5.2.1.2. Entry Competencies
5.2.1.3. Academic Background
5.2.1.4. Social Characteristics
5.2.1.5. Learning Styles
5.2.2. Environment
5.2.2.1.Orienting Context
5.2.2.2.Instructional Context
5.2.2.3.Transfer Context
Evaluation
Take the Instructional problem developed in the previous lesson, conduct the necessary analysis and
develop the context for this training completely describing the audience and the environment.
5.3. Analyze - Content Analysis Week 6
Rationale
Content analysis is required in order to ensure that all information required for the achievement of
mastery of the subject matter are contained in the course of study. If content is omitted or ignored it
is possible for the student or teacher to not achieve the required objectives. Not only must the
designer understand the composite topics in the content but the designer must also know and
understand the level at which the learner is expected to gain mastery of the content
There are several Taxonomies used to describe content. There are Bloom’s Taxonomy, Gagne’s,
5.3.1.
5.3.2.
5.3.3.
5.3.4.
Facts or Verbal information
Concepts
Principles and Rules
Procedures
Objectives
Students will be able to develop complete content that will contain all information that is required
for mastery of the subject matter.
Evaluation
For the Instructional Problem you have identified complete a content analysis ensuring that you
identify all the required concepts, rules and procedures as necessary.
6. Design
Weeks 7
Design – Objectives
6.1. Major Course Objectives
6.2. Instructional Units or Topics and Time Frame
6.3. Sequence Units
6.4. Identify Major Unit Objectives
6.5. Identify Specific Objectives
6.5.1. Classification of Objectives – Cognitive Domain
6.5.1.1.Knowledge
6.5.1.2.Comprehension
6.5.1.3.Application
6.5.1.4.Analysis
6.5.1.5.Synthesis
6.5.1.6.Evaluation
6.5.1.7.Problem Solving
6.5.1.8.Critical Thinking
6.5.1.9.Creative Thinking
6.5.2. Affective Domain
6.5.3. Psychomotor Domain
7. Design – Teaching Strategies Week 8
7.1. Teaching Strategies for Recall of
7.1.1. Facts
7.1.2. Concepts
7.1.3. Principles
7.1.4. Procedures
7.2. Teaching Strategies for use of
Concepts
Comprehension
Application
Analysis
Synthesis
Evaluation
Problem Solving
Critical Thinking
Creative Thinking
7.3. Teaching Strategies for the
7.3.1. Affective Domain
7.3.2. Psychomotor Domain
Rules/Principles
Procedures
8. Develop
Week 9
8.1. Select Media
8.2. Record Messages
8.2.1. Verbal Messages
8.2.2. Written Messages
8.2.3. Visual Messages
8.2.4. Graphic Messages
9. Implement
Week 10
9. Evaluate
Week 11
9.1. Formative
9.1.1. Purpose
9.1.2. Audience
9.1.3. Isssues
9.1.4. Resources
9.1.5. Evidence
9.1.6. Data Gathering Techniques
9.1.7. Analysis
9.1.8. Reporting
9.1.9. Types of Formative Evaluation
9.2. Summative
9.2.1. Program Effectiveness
9.2.2. Program Efficiency
9.2.3. Program Costs
9.3. Confirmative
10. Analysis - Other Design Models
10.1.
ASSURE
10.2.
Morrison, Ross and Kemp
10.3.
Knirk and Gustafson
10.4.
Hannafin Peck
10.5.
Dick and Carey
10.6.
Problem Based Learning
10.7.
7 E’s
Week 12
Evaluation
Select any two of the Design models above. Research both models and complete a comparative
analysis of these models.
Final Project
Develop an Instructional design unit for a topic of instruction of your choice. It may be an
entirely new topic or the same one that you have been working with during the term. It can be a
seamless integration of all the work you have already done or a completely new piece.