Chapter III development of instructional materials and

Designing and Developing Technology- activities; and tryout and evaluation of all
Enhanced Instruction across Disciplines instruction and learner activities
MODULE 11- CONCEPT OF INSTRUCTIONAL 2. As a Discipline: Instructional Design is that
DESIGN (ID) MODEL branch of knowledge concerned with research
This module discusses the different and theory about instructional strategies and the
Instructional Design (ID) models used in process for developing and implementing those
designing and developing technology within the strategies.
curriculum. 3. As a Science: Instructional Design is the
Let's Hit Our Learning Outcome... science of creating detailed specifications for the
At the end of this lesson, the students should be development, implementation, evaluation, and
able to: maintenance of situations that facilitate the
1. define different Instructional Design Model learning of both large and small units of subject
2. use ID Model concepts in composing lessons matter at all levels of complexity.
CONCEPTS OF INSTRUCTIONAL DESIGN (ID) 4. As reality: Instructional Design can start at
MODEL any point in the design process. Often a glimmer
Designing and developing technology- of an idea is developed to give the core of an
enhanced instructional materials across discipline instruction situation. By the time the entire
involve more than a process and reading product process is done the designer looks back and
but represents a framework of thinking (Driscoll & checks to see that all parts of the science have
Carliner, 2005). been taken into account. Then the entire process
The Learning Technology Service, NC is written up as if it occurred in a systematic
State University stated that an instructional fashion.
design model tells how to organize appropriate CHARACTERISTICS OF A GOOD
pedagogical scenarios to achieve instructional INSTRUCTIONAL DESIGNER
goals. A good instructional designer is equipped
 Instructional models are sets of strategies with the following:
on which instructors base their  Training Skills
approaches to teaching.  Writing Skills
 Effective instructional models are based  Interpersonal Skills
on learning theories.  Visualizing Skills
 Learning theories describe the way people  Logical Linking Ability
learn new ideas and concepts. Theories  Student's Approach
explain the relationship between  Experiences
information we already know and the new Developing instructional programs is a step-
information we are trying to learn. by step procedure for designing and planning
SARA McNeil’s FOUR DIFFERENT concepts and activities of technology-enhanced
PERSPECTIVES OF INSTRUCTIONAL DESIGN instruction. This development of instructional
(EDUTECHWIKI.COM) design answers the call of ISTE National
1. As a Process: Instructional Design is the Educational Technology Standards for Teachers
systematic development of instructional in:
specifications using learning and instructional I Technology Operations and Concepts
theory to ensure the quality of instruction. It is II Planning and designing learning environments
the entire process of analysis of learning needs and experiences
and goals and the development of a delivery III Teaching, Learning and the Curriculum
system to meet those needs. It includes IV Assessment and Evaluation.

SAMPLE INSTRUCTIONAL DESIGN MODEL

ANALYSIS
A systematic exploration of the
way things are and the way
things should be. The difference
is the performance gap.

DESIGN
If the analysis
EVALUATE
Measurement of how well the identifies a
performance solution
achieved the objectives performance
gap, the design
phase will outline
the performance
IMPLEMENT
This stage includes
objectives.
DEVELOP
Using the information
delivery of the in the Analysis and
performance solution. Design phase, the
performance solution
is created.