The Design Phase
Rothwell, Benscoter, King, King
Designing and Developing for Instructional Design
Branch: Design Phase
Procedures of Design Phase
Calculate Return on Investment (ROI)
Cost estimate of ADDIE process
ADDIE ROI Calculation
Items to Include in Cost Analysis
Salaries
Travel & Meals
Office Supplies
Printing
Equipment Expenses
Media Development
Over/Under estimates must be accurate in order for clients to make a solid decision.
Generate Testing Strategies
Test Student Performance
Performance Match
Student performance matches Bloom's learning
Condition Match
Test conditions match objective
Criteria Match
Test criteria match criteria in objectives
Conduct Task inventory
Logically organized content to
achieve knowledge and skill to meet
intructional goals
Desired goals
Maintains learning task to achieve goal
Maintains steps to perform complex task
Helps determine learners readiness
Compose Performance Objectives
Objectives include
Condition component
Performance Component
Criterion Component
Objectives Defined
Student performance-based consideration Condition of performance measured
Acceptable student standards
Performance objectives provide detailed expectations.
Maintain Line of Sight Alignment
Needs
Purpose
Goals
Objectives
Strategies
Assessments
Comparable Concepts
Time and Cost
Knowledge, Skills, Attitude are Central
Performance Based Focus
Incorporate Bloom's Taxonomy of Learning
End Results of Instruction
Require Stakehold Involvement
Designing and Delveloping for Instructional Design
Organizing ID Programs/Products
Scope of Instructional Programs
Depends on learner needs and client wants.
Learner Needs Require
Time
Attention
Learner/Management
Commitment
Organization Wants Trump All
Indentify/Sequence Instructional Goals
Performance Objectives Defined
Types of Performance Objectives
Performace-Based
Classification
Decribing Parts
Performance
Criterion
Condition
Avoiding Mistakes
Specify/Sequence Learning/Performance Outcomes
Learning and Performance in to be sequenced in order to meet performance objectives without missing critical targets
Designing Instructional Interventions
Instructional Strategies Aligned with Instructional Goals and Anticipated Learning Outcomes
Instructional Strategies
Macro-Instructional
Instructional program that is governed such as an entire course
Micro-Instructional
All parts of unit or lesson are dictated
Methods of Instructional Strategies
Impromptu Discovery
Free Exploratory Discovery
Guided Discovery
Adaptively Programmed Discovery
Intrinsically Programmed Discovery
Inductive Exposition
Deductive Exposition
Drill and Practice
Choosing instructional Strategy
Instructional Tactics
Approaches and strategies used to create results driven instruction
Possible Contraints
Time
Control
Media Delivery Methods
Simple
Slides/audio
Print/Audio
Complex
Computer Program
Interactive Video
Selecting Delivery Modes
Mass Instruction
Group Instruction
Individual Instruction
Direct Real-Time Learning
Message, Visual, and Motivational Design Principles
Message Design
Perceptibility
Chucking
Visual Design
Lines
Form
Shapes
Motivational Design
Gain Learners Attention
Demonstrate Relevance to Learner
Learner Confidence
Learner Satisfaction
Planning Noninstrucitonal Interventions
Appropriate Interventions
Feedback
Job Performance Aids
Rewards System
Employee Selection Practices
Organizational Redesign
Justifying Appropritate Intervetions
Must get buy in from stakeholders on why noninstructional intervention is the solution over instructional intervention.
Considerations for money, time, and resources are still a factor.
Creating Design Specifications
Design Considerations for Noninstructional Products
Table of Reasonsibilities
Evaluation Methods
Timelines
Measurable Goals
Provide Solutions
Identify the Problem
Instructional Design Model
ADDIE Concept
Maintained Throughout
ADDIE Process
Stakeholders
Keep Line of Sight Focused
Four Steps to Follow
Repeat Purpose Statement
Reaffirm Instructional Goals
Identify Primary Perfomrance Tasks
Specify Prerequisite Knowledge & Skills
Performance of Learning Based on Bloom's Taxonomy
Design Phase Complete
Design Brief Results
1. Client request changes.
2. Client is satisfied
Project Management Influenced
Major Reference and Influence to
Mastering the Instructional Design Process
Time & Cost Dictate Everything
Performance Objectives
Influenced By
Instructional Goals
Results desired from
instruction
Organizational Goals
Results desired by organizaiton
Goal Analysis
Specific and measurable goals for
learner accomplishment
Task Analysis
How work is or should be performed.
Content Analysis
Logical collection of subject matter.
Results Converted By
Instructional Purpose
Increase Knowledge
Change Attitudes/Feelings
Building Skills
Combination of Above
Classifying Learning
Task
Knowledge
Feelings
Skills
Comgination of Above
Analyzing Learning Tasks
Learning Hierarchies
Cluster Analysis
Procedural Analysis
Identify Prerequisite Knowledge
