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Effective Instructional Design: Strategies for Development

Discover the key characteristics and steps of instructional design, from analysis to evaluation. Learn how to write clear objectives, classify content types, and sequence material effectively. Explore various instructional strategies and media options.

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Effective Instructional Design: Strategies for Development

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  1. ADDIE: Design & Development Nancy H. Dewald Pennsylvania State University Berks Campus June 24, 2005

  2. Characteristics of Instructional Design • Is learner-centered • Is goal-oriented • Focuses on real-world performance • Focuses on outcomes that can be measured in a reliable and valid way • Is empirical • Typically is a team effort • Gustafson, K.L. & Branch, R.M. (2002) What is instructional design? In Trends and Issues in Instructional Design and Technology, R.A. Reiser and J.V. Dempsey, eds.

  3. ADDIE • Analysis • Design • Development • Implementation • Evaluation • Iterative, not linear

  4. Design • Write instructional objectives • Identify type of content to be learned • Select instructional strategies according to the content type • Select media

  5. Writing Instructional Objectives • Objectives indicate what learner is expected to know or do after instruction • Objective Domains: Cognitive – Affective -- Psychomotor • Objectives: • Preferably are observable or measurable • Have action verb & content • May include performance standard and/or conditions

  6. Classify Learning as to Type Bloom et al. (1956) • Cognitive domain • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation • Affective domain -- attitudes • Psychomotor domain – motor skills

  7. Web Evaluation Example for Bloom’s Cognitive Domain • Knowledge: can define “url”, “domain”, “home page”, etc. • Comprehension: can describe the evaluation criteria • Application: looks for author information where taught to find it (e.g., About Us) • Analysis: determines the web site’s purpose and audience • Synthesis: creates own web evaluation rules after studying others’ criteria • Evaluation: evaluates web site according to given criteria

  8. Classify Content as to Type • Fact • Concept • Principles and rules • Procedure • Interpersonal skills • Attitude

  9. Sample objectives • Student will correctly define (verb) the term “url” (fact) • Students will classify (verb)sources in their discipline as primary or secondary sources (concept) • Student will correctly write (verb) search statements following the rule for nesting with AND and OR (rule) • Student will correctly cite (verb) journal articles in APA format (procedure)

  10. Content Sequencing • Teach prerequisite skills first • Move from familiar to unfamiliar • Teach less difficult before more difficult • Begin with tasks that create most learner interest • Ensure learner has reached appropriate developmental level (or ability level) - Morrison et al.

  11. Generative strategies: Recall (for learning facts and lists) Integration strategies Organizational strategies Elaboration Strategies -- Morrison et al. Examples: Repetition, rehearsal, review, mnemonics Paraphrasing, generating questions or examples Analyzing key ideas, outlining, categorizing Generating mental images, physical diagrams, sentence elaborations Instructional Strategies

  12. How to Teach Concepts • Example: Primary vs. secondary sources • Initial presentation: Definitions and examples. • Integration strategy: ask students to generate more examples (small groups) OR • Organizational strategy: show sources and ask students to identify whether primary or secondary

  13. How to Teach Principles or Rules • Example: Boolean AND/OR • Initial presentation: EG-Rule or Rule-EG • EG-Rule example: Human database shows effect of rule • Rule-EG example: Nesting AND/OR • Integration, OR • Organization, OR • Elaboration

  14. How to Teach Procedures • Demonstration • Organization or Elaboration • Practice • Example: Citing a journal article in APA format

  15. Generative strategies: Recall (for learning facts and lists) Integration strategies Organizational strategies Elaboration Strategies -- Morrison et al. Examples: Repetition, rehearsal, review, mnemonics Paraphrasing, generating questions or examples Analyzing key ideas, outlining, categorizing Generating mental images, physical diagrams, sentence elaborations Instructional Strategies

  16. How to Design Instructional Strategies • Review each objective and determine type of content: fact, concept, principle/rule, or procedure • Select an initial presentation strategy • Select a generative strategy: recall, integration, organization, or elaboration

  17. Designing Instructional Strategies

  18. Specify Media • Instructor speaking • Chalk board • Printed text (textbooks, worksheets, visuals, etc.) • Audio/video/multimedia • Computer presentation and/or simulation • Web-based instruction • etc.

  19. Development • Prepare student & instructor materials, both print & non-print, as specified during design • Delivery Methods: • Group presentation • Self-paced learning • Small-group interaction activities • Combination

  20. Designing Instructional Strategies

  21. Design: Write instructional objectives Identify type of content to be learned Select instructional strategies according to the content type Select media Development: Prepare student & instructor materials, both print & non-print, as specified during design Design & Development

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