Lesson 6: The Concept of Instructional Design 3.

How is the subject content best learned (Teaching

methods)
4. How do you know if the learning has been achieved or
PREAMBLE...
not (Evaluation)
KNOWING HOW TO TEACH IS MORE IMPORTANT
THAN KNOWING WHAT TO TEACH
WHAT IS CONCEPT-BASED INSTRUCTION?
It is also important to realize that the best planned lesson
is worthless if interesting delivery procedures, along with Concept-based instruction is driven by "big ideas" rather
good classroom management techniques, are not in than subject-specific content. By leading students to
evidence. consider the context in which they will use their
understanding, concept-based learning brings "real world"
meaning to content knowledge and skills. Students
INTRODUCTION TO INSTRUCTIONAL DESIGN become critical thinkers which is essential to their ability
• Instructional Design is the systematic development of to creatively solve problems in the 21st century.
instructional specifications using learning and
instructional theory to ensure the quality of instruction. It
HOW DO I CHOOSE CONCEPTS THAT ARE RIGHT
is the entire process of analysis of learning needs and
FOR MY TEACHING?
goals and the development of a delivery system to meet
those needs. It includes development of instructional • The concepts a teacher chooses to utilize will heavily
materials and activities; and tryout and evaluation of all depend on his or her content, the age, experiences, and
instruction and learner activities. diversity among the students, and personal goals and
values for teaching. What is most important is that you,
the teacher, are invested in helping students explore the
What does a Designer do? "big ideas" you choose, and that the concepts you choose
• An Instructional Designer is someone who creates and are relevant for your students.
delivers educational training materials for schools and
businesses organizations.
Lesson 7: Instructional Design Theories
• An Instructional Designer is someone who develops the
methodology and delivery systems for presenting course
content. What is Instructional design theories?
• Learning theories help educator and instructional
designer to understand how people learn.
3 MAJOR COMPONENTS OF INSTRUCTIONAL
DESIGN • A theory equips one with the principles and
understanding to make informed decisions around the
• When it comes to designing a learning experience,
design, development, and delivery of learning.
instructional designers must take three main components
into account to ensure the learning is effective: learning
objectives, learning activities, and assessments. This is
Reigeluth(1999) 4 major Characteristics of instructional
known as the "Magic Triangle" of learning.
design theory
1. It is Design Oriented
Why is Instructional Design?
2. It identifies methods of instruction which refer to the
A systematic process of instructional design enables you ways to support and facilitate learning and the situations
to: in which those methods should be used.
➤ Identify a performance problem 3. The Methods of instruction can be broken into more
detailed components method, which provide more
➤ Determine the goals and objectives
guidance to educators about different elements and ways
➤ Define your learners and their needs to perform the methods.
➤ Develop strategies to meet their needs and goals 4. Instructional design theories intend to control variables
➤ Assess learning outcomes in the learning environment to achieve certain results.

➤ Evaluate to see if goals, objectives, and needs are met

Instructional design theories are frameworks used to guide
the development of effective learning experiences. Some
Key Elements of Instructional Design Process popular ones include:
On planning instructional design process. There are four Constructivism: This theory emphasizes the learner's
fundamental elements. active construction of knowledge through experiences and
reflection.

1. For whom is the program being developed (learners

characteristics) Connectivism: Focuses on learning in the digital age,
2. What do you want the learners to Learn (Objectives) highlighting the importance of networks and connections
in acquiring knowledge.
 6. Instructional design typically is a team effort. This
process usually involves teamwork.
Behaviorism: This theory focuses on observable behaviors
and suggests that learning is a result of conditioning,
reinforcement, and punishment.
There are numerous instructional design models. Here are
four of the most influential and commonly accepted
design models:
Cognitive Load Theory: It explores how the capacity of
working memory affects learning and suggests strategies
to optimize learning by managing cognitive load.
1. Merrill's Principles of Instruction
provide a holistic approach to instructional design,
Social Learning Theory: Developed by Albert Bandura, emphasizing the importance of grounding instruction in
this theory emphasizes the role of observation and real-world tasks and providing opportunities for active
modeling in learning, along with the influence of social learning and participation. There are five principles in
factors. Merrill's instructional design theory:
• Task-centred
Andragogy: This theory focuses on adult learning and • Activation
suggests that adults are self-directed learners who prefer
• Demonstration
learning experiences that are problem-centered and
relevant to their lives. • Application
• Integration
These theories help instructional designers create learning
experiences that are engaging, effective, and tailored to 2. Gagné's Nine Events of Instruction
the needs of learners.
framework offers a systematic approach to designing
learning experiences. The nine events are based on
Lesson 8: Instructional Design Models cognitive psychology and are intended to be used in
sequence, although they can be adapted based on specific
learning contexts. They are:
What is Instructional Design Model?
• Gain attention.
• An instructional design model provides guidelines to
• Inform learners of the objectives of the training.
organize appropriate pedagogical scenarios to achieve
instructional goals. Instructional design can be defined as • Stimulate prior learning.
the practice of creating instructional experiences to help • Present the content.
facilitate learning most effectively. Driscoll & Carliner
(2005) states that “ design is more than a process; that • Provide learning guidance.
process, and resulting product, represent a framework of • Give learners the opportunity to practice.
thinking"
• Provide feedback.
• Instructional design models describe how to conduct the
various steps. These steps involve instructional design • Assess performance.
process. The models help trainers and educators to guide • Enhance retention and transfer of knowledge.
and plan the overall process.

3. The ADDIE Instructional Design Model

Characteristics Of Instructional Design Models
Like Gagne's framework, the ADDIE Instructional Design
According to Branch and Merrill (2002), there are several Model provides a systematic structure for creating
characteristics that should be present in all instructional learning experiences. It is also iterative, so feedback from
design models: each phase can lead to revisions in previous phases. While
1. Instructional design is learner-centered: Learner and it provides a linear sequence, revisiting earlier stages
his/her performance are the focal points. based on insights or challenges is common. The five
phases are:
2. Instructional design is goal- oriented: Well-defined
goals are essential. • Analysis
3. Instructional design focuses on real-world performance. • Design
Help learners perform the behaviors that will be expected • Development
of them in the real world.
• Implementation
4. Instructional design focuses on outcomes that can be
measured in a reliable and valid way. Creating valid and • Evaluation
reliable measurement instruments is essential.
5. Instructional design is empirical. Data are the heart of 4. Bloom's Taxonomy
the process.
Bloom's Taxonomy is a hierarchical instructional design
model that classifies learning objectives into levels of
complexity and specificity. It originally had six levels an online discussion forum where you can have an option
representing the cognitive domain, but it has since been to can chime in and contribute to discussion.
revised to make the six levels more actionable. The six
levels of Bloom's Taxonomy are:
• Physical space-like classroom where most face-to-face
• Remember
learning takes places
• Understand
• Apply
• Online virtual space-can only be possible by the power
• Analyse of internet connectivity.
• Evaluate
• Create • Flexible space- where students like you can choose
where their learning will take place.

Some Differences with a Lot of Similarities

Elements of flexibility of learning
The differences between the instructional design theories
outlined above are clear to see, but there are also key • Collis and van der wende (2002) mentioned some
similarities that run through each one. Keeping the learner considerations of achieving flexibility concerning
at the centre of the process is the most important. Making instructional delivery mode:
sure the instructional design process is goal oriented is
essential too, as is keeping the focus on outcomes.
1. Where and when teacher-students interaction will
Whatever method is used, learner- centric, goal-oriented,
occur?
and outcome- focused are the pillars of good instructional
design. 2. What forms of help can be given as students support?
3. What technology is available for all and will be required
to be used?
Flexible learning
4. Which among the communication channels is available
• Is refers to a mode of education that offers students the
for all to use?
convenience and freedom to study at their own pace and
convenience. This approach provides a wide range of 5. What are the components of the instructional design
options regarding when, where, and how learning occurs. suited for the instructional delivery mode?
It is not limited to traditional classroom settings and
allows for personalized learning experience that
accommodates various learning styles and Bradley, Noonan, Nugent, and Scales (2008) and distance
education joumal (2017) gave some ideas on how the
flexibility of learning can be ensured in whatever delivery
Fundamental concepts on instructional delivery mode of instruction.
There are three major ways on how we can deliver 1. Designing the learning experience.
instruction nowadays. These three ways have become 2. Designing content-leaner interaction.
tactile that subforms have been devised and accepted.
3. Structuring learner engagement with the instructional
1.Face-to-face learning mode environment
2. Blended learning 4. Structuring learner-teacher-feedback engagement
3. Distance or remote learning 5. Establishing learner engagement with an assessment of
learning
• The instructional delivery modes are generally separated
because each of them has distinct characteristics like the CHAPTER 2 : INSTRUCTIONAL DESIGN SYSTEMS
instructional design. However, they are somehow related AND EDUCATIONAL TECHNOLOGY
because they share some common features, like principles
of flexibility, the goal of education, principles of learning, - DESIGNING AN INCLUSIVE ENVIRONMENT
an education technology principles.

INCLUSIVE
• Key difference among the three categories: Inclusion is about how we structure our schools, our
• Synchronous leaming- refers to the teaching-learning classrooms and our lessons so that all our students learn
experience that happens at the same. For instance, most of and participate together. An inclusive classroom is one
what you do in a face-to-face delivery is synchronous, that creates a supportive environment for all learners,
because you can physically interact with your classmates including those with learning differences and one that can
and teacher. also challenge and engage gifted and talented learners by
building a more responsive learning environment.

• Asynchronous leaming- is an interactions schedule that

happens at different times. Example, when you engage in 5 INCLUSIVITY PRACTICES TO CONSIDER
1. Create a supportive, respectful environment: promote of training to teachers who will use BL as an instructional
diversity and fairness. delivery system.
2. Have high expectations of all your students.
3. Create a supportive peer culture both inside and outside Student Ownership
the classroom.
Students become agents of their learning process with
4. Plan learning which includes participation from greater access to tools, resources, and progress data. This
everyone and encourages success. implies that the teachers need to intelligently plan
activities and class routines that enhance students
5. Take a 'community' approach to learning and teaching.
responsibility to learn.

Blended learning is defined as the learning systems that

Technology Utilization
"combine face to face instruction with computer mediated
instruction." Teachers use technology to enhance and redef ine
instruction meaningfully The presence of technology does
Blended learning also called hybrid learning, technology-
not equate to meaningful use or impact in the dassroom. A
mediated instruction, web- enhanced instructio and mixed-
thoughtful approach to the specific technology chosen and
mode instruction. In 2006, the term became more concrete
how it is deployed is onticel
with the publication of the
❖ Blended Learning (BL) merges face-to- face
instruction with computer-mediated learning Data Management and Usage
environments, utilizing web-based resources. It's more
The emergence of technology in classes presents an
than simply using technology to distribute materials; it
unprecedented opportunity for teachers to not only obtain
requires a blend of strategies with a strong foundation in
data on a more frequent basis, but also to analyze that data
pedagogical principles and instructional design.
and use it to adjust instruction accordingly.

Garrison and Vaughan (2008) echoed some features of

MODELS OF BLENDED LEARNING
blended learning instructional delivery:
It is not possible that when you want to use Bl, you will
It considers the power of online and offline modes of
proceed immediately in constructing a lesson plan. There
learning. it should be noted that students in the current
are models of BL that you can choose from, depending
milieu learn more with the presence of technology;
upon the setup that
however, physical presence and interaction are also vital
in co-constructing knowledge. With the merging features,
blended learning is an essential mode of instructional 1. Rotation Model In this model, the learners "rotate" on a
delivery leaning toward flexibility and personalization of fixed schedule of independent online study and face-to-
learning. face classroom environment. There are variations of this
• It ensures teacher support and engagement. The use of model, namely (1) station rotation, (2) lab rotation model,
BL does not decrease teacher support and engagement. A (3) f ipped classroom, and (4) individual rotation
BL teacher needs to address the learners by quickly
responding to their online tasks, intelligently preparing
materials, and regularly facilitating in-classroom SUB-MODELS
activities. a. Station Rotation
3. It promotes independent learning. One of the critical A course or subject in which students experience the
features of BL is fostering independent learning. BL Rotation model within a contained classroom or group of
allows students to learn individually and to use classrooms. The Station Rotation model differs from the
instructional aids according to their learning styles. Individual Rotation model because students rotate through
Researchers agree that a student learns with a blend of all of the stations, not only those on their custom
self-paced online and face-to-face instruction. schedules.
4. It supports peer interaction. The literature is rich with
evidence that student-to-student interaction sustains any
online instructional delivery. Since b. Lab Rotation
BL is partly online, students can still interact with their A or subject in which students rotate to a computer lab for
students through the proper use of online activities, like the online-learning station.
discussion forums, collaborative writing, and peer-tutoring
through technological tools. Notably, peer interaction
heightens motivation to learn (Moore, 1989). c. Flipped Classroom
A course or subject in which students participate in online
learning off-site in place of traditional homework and then
Elements of BL: attend the brick-and-mortar school for face-to-face,
Capacity Building teacher-guided practice or projects. The primary delivery
of content and instruction is online, which differentiates a
Teachers are equipped with pedagogical and technological Flipped Classroom from students who are merely doing
skills to implement and sustain highly effective BL homework practice online at night.
environments Meaning, there should be specialized eces
 Students should feel challenged but able to understand the
material on thier own, a balance which can take time for
d. Individual Rotation
the teacher to master.
A course or subject in which each student has an
individualized playlist and does not necessarily rotate to
each available station or modality. Proffesional Educator. Monitoring students during lessons
and offering feedback ensures no gaps in student
knowledge are being created with the flipped classroom
MODELS OF BLENDED LEARNING model.
Flex model
This model provides learners with individualized mobility DISTANCE EDUCATION AND LEARNING
on more f exible schedules. In other words, most of the EDUCATION
lesson is delivered through a digital platform while
teachers are accessible for face-to- face consultation and
support. What is the differences between Distance Education and
Online Learning?
Distance education or distance learning is when a student
A La Carte model
receives the study material and relevant content resources
The student takes a full online course with the other at their doorstep and does not have to attend regular
experiences that the student picks up from face-to-face classes taken by the institution.
classes. This model is different from full online learning
education because a la carte model will not be used in a
year-round timeframe. Online learning happens virtually on the internet when the
student/students are learning together on collaborative
white or blackboards, moodle, etc, along with the teacher
by utilizing the Virtual Learning Environment (VLE),
Enriched Virtual model which is a digital platform where assignments or projects,
discussions, interactive sessions are worked on.
A course or subject in which students have required face-
to-face learning sessions with their teacher and then are
free to complete their remaining coursework remote from 1. INTERACTION
the face-to-face teacher. Online learning is the backbone
In online learning, the teaching and all forms of
of student learning when the students are located
communication occur online. All the activities are carried
remotely. The same person generally serves as both the
out like online learning but virtually. In distance learning,
online and face- to-face teacher.
there is no interaction between the teacher and the
students. The student gets the course material and other
The student takes a full online course with the other resources via mail or post and has to study at their own
experiences that the student picks up from face-to-face pace.
classes. This model is different from full online learning
education because a la carte model will not be used in a
2. TEACHING
year- round timeframe.
With the help of various Al-based tools, teachers
interactively teach students when undertaking online
FLIPPED CLASSROOM classes because the idea is to create a similar environment
In the traditional style of instruction, teachers present a as offline. The students are monitored and accessed
lesson to students and then. assign classwork or through various assignments and post-class quizzes. With
homework of the traditional method. A flipped classroom the absence of teacher-student interaction in distance
consists of students completing direct instruction, such as learning, the students have to prepare the given course
viewing a lecture online, prior to the in-class discussion of material and submit assignments for evaluation.
the material. Teachers that utilize a flipped classroom
model are better able to help their students engage in
3. LEARNING MATERIAL
active learning.
Most of the study material is crafted in digital format in
online learning. Evan the assessment and post-class
Flexible Learning Environment. One of the hallmarks of a quizzes are done on internet documents. Live interaction
flipped learning classroom is that it provides fluid with the teacher helps the students to clarify their doubts
timelines for student work and comprehension. Teachers and have a better understanding of the concept being
should adjust to the pace of their students in class. taught.

Learning Culture. Teachers foster a rich environment that 4. LOCATION

allows students to delve further into topics and provides
Since online learning happens virtually, the student must
them with opportunities for self-reflection and hands-on
log in and log out of their systems in specific durations
activities. Intentional Content. Teachers decide ahead of
according to the classes scheduled. In online degree
time what direct instruction to pair with in class activities.
programs and school regimes, students are given log in
information that they access and are monitored throughout An LMS can be thought of as a large repository where
the session or classes carried out by the institute. users store and track information in one place. Any user
with a login and password can access the system and its
online learning resources. If the system is self-hosted, the
However, In distance learning colleges, since no classes user must either install the software on their computer or
take place, the student can learn at their own pace and access it via their company's server.
acquire credits in their own time.

Some common LMS features include the following

LEARNING MANAGEMENT SYSTEM capabilities and technologies:
Learning management system is a software application or
web-based technology used to plan, Implement, assess a
• Responsive design. Users can access the LMS from any
specific learning process. It is used for e-learning practices
type of device, whether it's a desktop, laptop, tablet or
and in its most common form, consists of two elements: a
smartphone. The system automatically displays the
server that performs the based functionally and a user
version best suited for each user's chosen device and lets
interface (UI) that is operated by instructors, students, and
users download content for offline work.
administrator Typically, an LMS provides an instructor
with a way to create and deliver content, monitor student
participation, and assess student performance. It might
• User-friendly interface. The Ul lets learners navigate the
also provide students with interactive features, such as
LMS platform and is aligned with the abilities and goals
threaded discussions, video conferencing, and discussion
of the user and the organization. An unintuitive Ui risks
forums.
confusing or distracting users and will make the LMS less
effective.
What are learning management systems used for?
LMSes are beneficial to a range of organizations, • Reports and analytic. E-learning assessment tools show
including higher education institutions and companies. instructions and administrators how effective online
They're primarily used for knowledge in terms of training initiatives are. Both groups of learners and
resources, documents and people skills. The role of the individuals can be analyzed with these tools and metrics.
LMS varies according to the organization's training
strategy and goals.
• Catalog and course management. Admins and instructors
manage the catalog of course content in the LMS to create
• Onboarding and Training. Employee training and more targeted learning experiences.
onboarding are two common uses of LMSes in a business
environment. For onboarding, the LMS helps train new
employees, providing opportunities to access training • Content interoperability and integration. Content created
programs across various devices. An LMS can be used for and stored in a LMS must be packaged in accordance with
extended enterprise training purposes as well. This interoperable standards, including SCORM and XAPI.
includes customer, partner and member training.

• Support services. Different LMS vendors offer varying

• Development and Retention. Employee development and levels of support. Many provide online discussion boards
retention is another way LMSes are used in businesses. where users can connect and help each other. Additional
The system assigns courses to employees to ensure they support services, such as dedicated, toll-free phone
are developing effective job skills, remain informed about number, must be available for an extra cost.
product changes, and have requisite product and
compliance knowledge.
• Certificate and compliance support. This feature is
essential to system used for online compliance training
• Sales Training. Another way LMSes are used is to and certifications. Instructions and admins assess an
enhance employee sales skills. This includes the creation individual's skills set and identify any gaps in their
of seminars on product knowledge, customer interaction performance. This features also makes it possible to use
training and case study-based tutorials that use previous LMS records during an adult.
experiences with clients to improve future interactions.

• Social learning capabilities. Many LMSes include social

• Blended Learning. An LMS can provide students with media tools in their learning platforms to let users interact
blended learning experiences that combine traditional with their peers, collaborate and share learning
classroom teaching with online learning tools. This experiences.
method is more effective than simple face-to-face
education because it enriches instructor-led training in the
classroom with digital learning content customized to fit a • Gamification. Some LMSes include game mechanics or
student's learning needs. built-in gamification features that add extra motivation
and engagement to courses. This gives students additional
incentive to complete courses, in the form of leaderboards.
How do learning management systems work? points and badges.
 • Licensing. LMS licensing is based on either an annual
fee that companies must renew or a one-time fee that
• Automation. LMS automate repeated and tedious tasks,
provides users with unlimited lifetime access.
such as grouping, adding and deactivating users, and
handling group enrollments.
• Open source. These products are usually provided at no
cost. Some examples are Chamilo, EdApp, Ilias, Moodle
• Localization. LMSes often include multilingual support,
and Sakai.
removing language barriers from learning and training
content. Some LMSes integrate geolocation features that
automatically present the appropriate version of the course
Benefits of LMS:
when a user accesses it.
• The ability to monitor user's learning progress and
performances.
• Artificial Intelligence. LMSes use Al to create
personalized learning experiences for users with course
formats suited to their needs. Al also helps suggest topics • Increased e-learning accessibility without geographic
a user might find interesting based on the courses they've limitations.
already completed.

• Personalized online courses, training and learnind

Types of LMS deployments: experiences.
• Cloud based. LMSes are hosted on the cloud and often
follow a software as a service. (SaaS) business model. • The ability to easily and efficiently update e-learning
Providers maintain the system and handle updates or modules and activities.
upgrades. Online users can access the system apps from
anywhere at any time using a username and password.
• Self hosted. LMSes require the organization to download • Consistent and easy distribution of online training and
and install the LMS software. The self-hosted platform learning content across an
provides creative control and customization, but the organization.
organization is responsible for maintaining the system and
might also have to pay for updates. • Elimination of repetitive tasks, such as user enrollment
and certification.

• Third party hosted. LMSes are also learning resources

hosted by a third-party organization. Courses can be • Centralized learning that lets an organization organize
obtained directly from a public cloud location, or from the and store all dat in one place, making it easier for
training company's own data center or private cloud. instructors and admins to update and maintain learning
materials.

• Desktop application LMSes, are installed on the user's

desktop. However, the application might still be accessible • Advanced encryption features to keep data and content
on multiple devices. secure.

• Mobile application LMSes, support a mobile learning An important part of the LMS process is creating the
environment and are accessible wherever and whenever content to be used in the system. If the LMS has its own
through mobile devices. This platform deployment type content, you'll want to check that it can be changed in
lets users engage with and track their online learning response to your organization's requirements. If you need
initiatives on the go. to create your own content, a content management system
(CMS) can be helpful.

Payment options for LMSes:

• Freemium. This free model lets users access the basic
features of some LMS platforms for no fee. Once users
start engaging with the more advanced functionalities of
the system, a fee is imposed.

• Subscription. Users pay a recurring fee at regular

intervals to access the LMS. The subscription might grant
an organization total access to all LMS features or it might
require the organization to pay for each user.