Instructional Design
Instructional Design
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Maximise the effectiveness, efficiency and
appeal of instruction and other learning
experiences.
Instructional Design
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The process consists of determining the
current state and needs of the learner,
defining the end goal of instruction, and
creating some "intervention" to assist in the
transition.
Instructional Design

The outcome of this instruction may be
directly observable and scientifically
measured or completely hidden and
assumed.
Lev Vygotsky
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Born Nov 17 1896
Died June 11, 1934
Bron in Orsha, in the
Russian Empire (today
in Belarus).
a Soviet psychologist
and the founder of
cultural-historical
psychology.
Zone of Proximal Development
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Vygotsky’s term for the range of
tasks that are too difficult for the
student to master alone but that
can be learned with guidance
and assistance of adults or moreskilled children.
The lower limit of ZPD is the level
of skill reached by the child
working independently.
The upper limit is the level of
additional responsibility the child
can accept with the assistance of
an able instructor.
Scaffolding is changing the level
of support. Over the course of a
teaching session, a more-skilled
person adjusts the amount of
guidance to fit the child’s current
performance
Types of Teaching Environment
Conversation
Interaction
Collaboration
Motivation
Traditional
Mobility
Tracking
Globalisation
Flexibility
On-Line
Traditional
Conversation
Interaction
Collaboration
Motivation
On-Line
Mobility
Tracking
Globalisation
Flexibility
Blended Learning
Instructional Design

We can divide models of instructional
design broadly into two categories
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MACRO: Models which concern
themselves with the design and planning
of an entire module or programme
MICRO: Models which concern
themselves with the design and planning
of an individual lecture or teaching
session