This course is designed to deliver 5 learning objectives:
Learning Objective #1- List and explain key instructional design terminology
Learning Objective #2- Define Instructional design, its purpose, and its use in HRD
Learning Objective #3- Summarize the work of 3 key instructional design theorists/experts
Learning Objective #4- Explain the steps in the ADDIE model
Learning Objective #5- Compare and contrast the activities in each phase of the ADDIE model
Learning Objective 1
Terminology; Fill in the blanks
Learning Objective 2
Instructional design, its purpose and its use in HRD:
What is Instructional Design?
Todays Instructional design was developed during World War II, when there was a critical need to teach complex tasks to thousands of people in a short period of time. Today, it is defined as the creation of instructional/ teaching materials while carefully taking into account the best methods to transfer learning.
Its Purpose in HRD
The purpose of Instructional Design in HRD is the engagement of students to acheive their learning goals. Instructional Design is cost effective for HRD training and development, and yields high quality learning materials, focused on meeting the specific goals of the educator.
True or False
Instructional Design is defined as the creation of instructional/ teaching materials while carefully taking into account the best methods to transfer learning
True or False
Instructional Design is not cost effective for HRD training and development, and yields high quality learning materials, focused on meeting the specific goals of the educator.
Learning Objective 3
Dick & Carey Model and Kemp's Instructional Design
Dick & Carey Model
The ADDIE model is perhaps the most popular in business and organizational environments, with the Dick and Carey model being the most popular model in schools and educational environments. Walter Dick, Lou Carey, and James Carey developed this comprehensive and detailed process in 1978. It is composed of ten components: Identify Instructional Goals, Conduct Instructional Analysis, Identify Entry Behaviors, Write Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy, Develop and Select Instructional Materials, Design and Conduct Formative Evaluation, Design and Conduct Summative Evaluation, and Revise Instruction.
Kemp's Instructional Design Model
The Jerold Kemp instructional design method and model defines nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model. Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff). The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning. According to McGriff, Kemp identifies nine key elements:Identify instructional problems, and specify goals for designing an instructional program. Examine learner characteristics that should receive attention during planning. Identify subject content, and analyze task components related to stated goals and purposes. State instructional objectives for the learner. Sequence content within each instructional unit for logical learning. Design instructional strategies so that each learner can master the objectives. Plan the instructional message and delivery. Develop evaluation instruments to assess objectives. Select resources to support instruction and learning activities.
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are: Evaluation, Synthesis, Analysis, Application, Comprehension and Knowledge.
Learning Objective 4
Here you will familiarize yourself with the different phases of the ADDIE model, we will review it on the next page. Are you ready?
Understanding the steps of the ADDIE model
Learning Objective 5
Mix and Match Activity
Match the correct activities with the correct step of the ADDIE model.
Discovering the audience and their characteristics
Building content, assignments and assessments
Initiating the instruction
Reflecting on how could you had made the course better