The-concept-of-Instructional-design-educ107-.pptx

THIS IS A CONCEPT OF INSTRUCTIONAL DESIGN

1. The Concept of Instructional Design EDUC107 Therese S. Fernandez, LPT

2. EDUC 107 Learning Objectives correctly distinguish the concept of instructional design; b. actively showcase understanding on instructional design models; and c . positively express the instructional design and the relationship between design and instruction. At the end of the lesson, the students are able to :

3. Practitioners and scholars working in the professions related t o learning and technology have struggled to clearly and precisely define the practice of instructional design. The terms educational technology and instructional technology are often used interchangeably. Introduction The Concept of Instructional Design EDUC107

4. Instructional design described in four ways: As a process A science A discipline A teacher EDUC107

5. “ Systematic process that is employed to develop education and training programs in consistent and reliable fashion. Reiser and Dempsey (2007) Defined instructional design as a EDUC107

6. 1. Instruction- an intentional arrangement of learning conditions to help learners achieve the learning goals. Concept of Instructional Design Instructional design is made up of two terms: EDUC107

7. 2. Design a series of decision-making that is guided by clear objective, constrained by limited resources, centered on user experiences, situated in the context, and saturated with creativity and innovations in order to solve problems. Concept of Instructional Design EDUC107

8. Instructional design is a “systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser and Dempsey (2007). For Wagner 2011 , it is a process of analysis of learning needs. Instructional Design as a Process EDUC107

9. Includes development of instructional materials and activities, and tryout and evaluation of all instruction and learner activities. Instructional design includes the steps of analysis, design, development, implementation, and evaluation of the instructional design . Instructional Design as a Process EDUC107

10. It deals with the research and theory on optimal instructional strategies and processes for developing and implementing them for desired learning outcomes. It entails certain competencies that must be acquired and developed by an instructional designer. Instructional Design as a Discipline EDUC107

11. People Competency - This refers to specific communication skills, teamwork, and ability to manage team members and clients. Technical Competency- Pertains to the ability to apply instructional deliverables and have some levels of comfort in terms of using tools, usually technology based, in order to create and develop instructional deliverables for your client. EDUC107

12. This entails the teacher to have some grasp in terms of how organizational learning happens and why it is important for instructional designers to understand that. Organizational Process and Business Competency– EDUC107

13. EDUC107 Instructional design also concerns the design of learning experiences. It is about connecting learning theories and educational practices. Instructional Design as a Science

14. EDUC107 Using the theories on learning and instruction, instructional designers create and provide detailed plans in order to develop, evaluate, and sustain optimal learning conditions to facilitate learning in any level and domain. Instructional Design as a Science

15. History and Evolution of Instructional Design The history of instructional design is largely influenced by the advancements in science, pedagogy, psychology, and technology. EDUC107

16. History and Evolution of Instructional Design Several instructional models emerged that are based on systems information processing and were developed across the military, academia, and organizations. EDUC107

17. “ The science of learning art of teaching” guided educators in instructional planning. Benjamin Bloom developed the “Taxonomy of educational Objectives.” 1. B.F. Skinner’s article EDUC107C

18. 2.Robert Gagne (1965) Described three domains of learning outcomes (cognitive, affective, and psychomotor), five learning outcomes (verbal information, intellectual skills, cognitive strategy, attitude, and motor skills), and nine events of instruction in research called “ The Conditions of Learning”. EDUC107C

19. 3. Several instructional models Emerged that are based on systems information processing and were developed across the military, academia, and organizations . EDUC107C

20. 4. David Merrill Developed the Component Display Theory (CDT), which focused on the methods of presenting instructional materials. There was also a rising interest in the principles of cognitive psychology. EDUC107C

21. 5. The influence of constructivist theory within the field of instructional design became more in 1990’s. Constructivists stated that learning should be “Authentic” and produce real-world learning experiences that allow the learners to form and construct their own knowledge. EDUC107C

22. 6. Performance improvement, performance support, and rapid prototyping were fast-growing trends in the nineties. 7. Computer-based Training (CBT) delivered via CD-ROM became a common vehicle to deliver interactive trainings. EDUC107C

23. 8. With the improved internet penetration, online learning or learning became much more prevalent in the corporate sector. Companies started using online learning for onboarding new employees and developing new skills. EDUC107C

24. 9. The infusion of smartphones and tablet into corporations and homes stimulated the mobile and social learning in the industry, blended learning, a combination of face-to-face and online learning, was commonly used both in education and the industry to deliver training. EDUC107C

25. 10. Today, instructional materials are much more personalized and targeted as a results of the “Big Data” and analytics. The focus is not just on the learning outcomes, but also on the overall user experience of the learners. EDUC107C

26. The Teacher as Instructional Designer The teacher assumes varied roles inside the classroom, such as facilitator, instructional designer, assessor, coach, and planner. His/her role as an instructional designer is as equally important as the rest. EDUC107C

27. The Teacher as Instructional Designer As an instructional designer, teacher performs these tasks: ► Applies learning theories and instructional systems. ► Communicates design capabilities in order to meet the learners' needs in terms of their instructional application; and ►Design for learning processes, environments for learning experiences, and measurements for learning outcomes. EDUC107C

28. UDUC107 The Teacher as Instructional Designer As an instructional designer, teacher performs these tasks: ► analyze the learners, context, and situation; ►Applies learning theories and instructional systems. ►design models, instructional theories, and design communications to solve learning and performance problems; EDUC107C

29. The Teacher as Instructional Designer ►Design and develops instructional materials for instructional training and educational applications; ► Communicates design capabilities in order to meet the learners' needs in terms of their instructional application;and ►Design blueprints for learning processes, environment for learning experiences, and measurements for learning outcomes. EDUC107C

30. God bless everyone!