CEIT 225 Instructional Design

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CEIT 225 Instructional Design

• Prof. Dr. Kürsat Çagiltay
• http//www.metu.edu.tr/kursat

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Instructional Design (ID)?

• The systematic process of translating principles
  of learning and instruction into plans for
  instructional materials and activities.

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Three Major Questions

• Where are we going? Objectives
• How will we get there? Inst. Strategy
• How will we know when we have arrived? Evaluation

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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

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Identifying Instructional Problems
Needs Assessment
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Identifying Instructional Problems
Needs Assessment
Determine if instruction is appropriate
Performance Assessment
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Performance Analysis

• Desired level
• Actual level
• Remember the Nurse

Gap
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Identifying Instructional Problems
Needs Assessment
Determine if instruction is appropriate
Performance Assessment
Goal Analysis
Determine if instruction is appropriate
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Identifying Instructional Problems
Needs Assessment
Determine if instruction is appropriate
Identify Needs
Refine Focus
Refine Focus
Performance Assessment
Goal Analysis
Determine if instruction is appropriate
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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

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Difference?

• Task or Content ?

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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

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• Approaches Context
• needs/learners

Related with
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Output of analysis

• Content analysis objectives

Output is
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Instructional analysis

• Goal analysis- determine major components
• Each goal analyzed to identify sub items

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Goals are...
broad statements of end results.
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Your goal at METU?
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In CEIT225 course...
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In CEIT225 course...
By the end of this course, each student will be a
competent instructional designer.
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Good goals are...

• realistic
• obtainable
• based on the students targets
• clearly stated to students
• repeated throughout the course of instruction

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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?

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What Are The Differences Between Objectives And
Goals?

• Goals written from the courses perspective
  whereas Objectives written from the learners
  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.

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Instructional Matching
Instructional Objectives
Evaluation
Instruction
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Results of Goal Analysis

• Major components
• Classification of the learning
• Visual representtaion (flowchart) to show
  specific (sub)steps
• Subordinate component analysis

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Continue working on the case

• Task analysis

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Your Task for the next week

• Finish needs and context analysis
• Draft report for task/content analysis
• Read Chapter-5 Learner analysis

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Task 2 weeks later

• Output1 Needs analysis document (group work)
• Working on Analysis
• Needs and Goal now
• Objectives
• Learner, context
• Content/Task

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(No Transcript)
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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

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Your Task for the next week

• Finish needs and context analysis
• Draft report for task/content analysis
• Read Chapter-5 Learner analysis

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Task 2 weeks later

• Output1 Needs analysis document (group work)
• Working on Analysis
• Needs and Goal now
• Objectives
• Learner, context
• Content/Task