Instructional Development

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Instructional Development

• Welcome to ISTC 667

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Instruction

• What makes it successful?
• Considerations?

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Instructional Development

• - A systematic process used by
  instructional developers in the design,
  development, and evaluation of instructional
  programs which are effective and/or efficient.

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Systematic Instruction
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Behavioral Objectives

• Information to be learned is specified in terms
  of the learners behaviors.
• Learning is measurable only in terms of the
  behavior produced.
• Behaviors must be capable of measurement.

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Systematic Instruction
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Instructional Design

• Term is used interchangeably with Instructional
  Development.
• Information processed in terms of
• Sequence
• Mode of presentation
• Techniques and media employed

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Systematic Instruction
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Instructional Presentation

• The information that was developed in step 2, is
  presented to learners.

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Systematic Instruction
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Instructional Evaluation

• Learners evaluated in terms of behavioral
  objectives from step 1.
• If performance is unsatisfactory, steps 1, 2, and
  3 are revised until objectives are met.

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Deweys Problem Solving

• Identification of the problem
• Formulation of a hypothesis
• Collection, organization, and analysis of data
• Formulation of conclusions
• Verification, reflection, or modification of
  hypothesis test consequences

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Learning Theories

• Tend to be descriptive
• B.F. Skinner
• Emphasis on effects of external conditions
• Rewards, punishments determine future behavior
• Do not specifically tell designer what to do to
  achieve goals

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Incorporate theories

• These are the core teaching strategies
  incorporated into instruction plan.
• A combination of learning theories may be
  integrated within instruction plan.

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The ID process begins

• Questions for the developer
• Learners level of readiness?
• Most appropriate instructional strategies in
  terms of learner characteristics/objectives?
• What media or other resources most suitable?

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The ID process begins

• What support is required?
• How is achievement of objectives determined?
• What revisions necessary if program does not
  match expectations?

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Key elements

• Leaner characteristics
• For whom is program developed?
• What will learners learn or demonstrate?
• How is the content or skill best learned?
• What is the extent to which learning is achieved?

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Comprehensive plan

• 1. Identify instructional problems and specify
  goals.
• 2. Examine learner characteristics.
• 3. Identify subject content and analyze task
  components.
• 4. Specify the objectives.

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Comprehensive plan

• 5. Sequence content within each instructional
  unit for logical learning.
• 6. Design instructional strategies so each
  learner can master objectives.
• 7. Plan instructional message and develop
  instruction.
• 8. Develop evaluation instruments.
• 9. Select resources to support activities.

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Comprehensive plan
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The End
From Designing Effective Instruction 4th Ed.,
Morrison, Ross, Kemp, 2004.