CEIT 225 Instructional Design
Prof. Dr. Kürşat Çağıltay
http://www.metu.edu.tr/~kursat
Instructional Design (ID)?
• The systematic process of translating
principles of learning and instruction into
plans for instructional materials and
activities.
Three Major Questions
• Where are we going? Objectives
• How will we get there? Inst. Strategy
• How will we know when we have arrived?
Evaluation
A = Analysis
• In analysis stage of ID process, want to find
out
– What is the goal or intended outcome : Needs
• Goal analysis
–
–
–
–
What is the context
What is the content/task
Who are the learners or audience
Technology
Identifying Instructional Problems
Needs
Assessment
Identifying Instructional Problems
Needs
Assessment
Determine if
instruction is
appropriate
Performance
Assessment
Performance Analysis
Desired level
Gap
Actual level
Remember the Nurse
Identifying Instructional Problems
Needs
Assessment
Determine if
instruction is
appropriate
Performance
Assessment
Goal
Analysis
Determine if instruction
is appropriate
Identifying Instructional Problems
Needs
Assessment
Determine if
instruction is
appropriate
Refine
Focus
Identify
Needs
Refine Focus
Performance
Assessment
Goal
Analysis
Determine if instruction
is appropriate
Task / Content Analysis
• Content analysis
• Learning task anaysis
• Subject matter analysis
• Gathering information about the
content/task of the instruction
• Or what learners are to know/accomplish
Difference?
• Task or Content ?
Approaches to Task/Content Analysis
• Identify tasks/content
• Describing tasks/content
• Selecting tasks/content (if large quantity):
– Selecting important/critical ones
• Sequencing tasks and task components
• Analyzing tasks and content level
– Cognitive, physical or affective
• Approaches
Context
Related with
needs/learners
Output of analysis
• Content analysis
objectives
Output is
Instructional analysis
• Goal analysis- determine major components
• Each goal analyzed to identify sub items
Goals are...
broad
statements of
end results.
Your goal at METU?
In CEIT225 course...
In CEIT225 course...
By the end of this course,
each student will be a
competent instructional
designer.
Good goals are...
• realistic
• obtainable
• based on the student’s targets
• clearly stated to students
• repeated throughout the course of
instruction
A goal statement must include
• Learners
• What learners will be able to do
• Performance context
• Tools that will be available for learners
• State it in your project?
What Are The Differences Between
Objectives And Goals?
Goals written from the course’s perspective whereas
Objectives written from the learner’s perspective.
A goal is a generic, less precise description of the outcome
of instruction.
The objectives reflect some type of criteria or standard
whereas the goal does not; descriptions of the outcome of
instruction is very precise.
Instructional Matching
Instructional
Objectives
Instruction
Evaluation
Results of Goal Analysis
• Major components
– Classification of the learning
– Visual representtaion (flowchart) to show
specific (sub)steps
• Subordinate component analysis
Continue working on the case
 Task analysis
Your Task for the next week
• Finish needs and context analysis
• Draft report for task/content analysis
• Read Chapter-5 Learner analysis
Task – 2 weeks later
• Output1: Needs analysis document (group
work)
• Working on Analysis
– Needs and Goal – now
– Objectives
– Learner, context
– Content/Task
Your Task in this Course
• Designing an Instructional module
• To teach Physics
– A text material – about 4 pages, color print
(with Photoshop)
– A digital material (Adobe Flash)
– Podcast
Your Task for the next week
• Finish needs and context analysis
• Draft report for task/content analysis
• Read Chapter-5 Learner analysis
Task – 2 weeks later
• Output1: Needs analysis document (group
work)
• Working on Analysis
– Needs and Goal – now
– Objectives
– Learner, context
– Content/Task