Instructional Design Process
Learning Objectives
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At the end of the workshop, participants will be able to:
A. Identify the components of the systematic instructional design process.
B. Explain the purpose of the needs analysis.
C. Describe how to conduct a task analysis and learner analysis.
D. Describe the difference between a learning objective and a learning goal.
E. Identify different types of learning environments and different teaching strategies.
F. Describe the purpose of evaluation in the systematic purpose.
Instructional Design Process
Overview
Instructional design is about solving human performance problems. This is done by:
a) creating content that is instructional, b) addressing the identified problem, and c) considering how individuals learn. Although there are several different models in instruction, each model has similar steps in common (Brown & Green, 2016). One approach is the systematic model of instructional of instructional design. This model contains the following steps: need analysis, learner analysis, task analysis, setting objectives, setting goals, planning instruction, and evaluation. Each step will be discussed in greater detail throughout this workshop.
This model is helpful in the instructional design process because it is a very methodological and comprehensive process. I will demonstrate this process by taking you through an instructional design problem that I have been working on. The instructional design problem that I was working with was students in a seated foreign language (German) course were not using Pilot due to their lack of knowledge of this learning management system. This included the navigation and the features of Pilot. This course was heavily reliant on the use of Pilot for submitting assignments, watching, videos, posting content materials, posting grades, and having discussions. Therefore, student were not turning in assignments, properly preparing for class, participating in discussion, and not accessing course materials. This problem was affecting their grades. The students showed up for class but are not completing the course requirements that require Pilot interactions. Further, the students did not asked for assistance or even mentioned that Pilot is a problem for them. The statistics available on Pilot confirm that the students were not logging into Pilot. For future reference I will refer to this problem as Pilot Problem throughout the workshop.
Needs Analysis
The needs analysis is a process to help the instructional designer determine what type of instruction and/or training is needed to address a human performance problem they are working with. In a more simplified manner - it is the change that needs to occur (Brown & Green, 2016). The information is gathered through different means, such as observations, interviews, and surveys. Once this information is gathered, it is used to drive the rest of the instructional design process.
During the need analysis for the Pilot Problem, I relied on the use of surveys, interviews, and observations. Each will be discussed below. I gathered information about the following areas: optimal performance, actual performance, feelings (how students feeling about Pilot), causes (affecting the current performance levels), and solutions. These areas were based on the work of (Rossett, 1995 as cited in Brown & Green, 2016). These areas were captured in both the surveys and interviews.
The needs analysis is a process to help the instructional designer determine what type of instruction and/or training is needed to address a human performance problem they are working with. In a more simplified manner - it is the change that needs to occur (Brown & Green, 2016). The information is gathered through different means, such as observations, interviews, and surveys. Once this information is gathered, it is used to drive the rest of the instructional design process.
During the need analysis for the Pilot Problem, I relied on the use of surveys, interviews, and observations. Each will be discussed below. I gathered information about the following areas: optimal performance, actual performance, feelings (how students feeling about Pilot), causes (affecting the current performance levels), and solutions. These areas were based on the work of (Rossett, 1995 as cited in Brown & Green, 2016). These areas were captured in both the surveys and interviews.
Surveys
I developed survey questions for both the instructor of the German course and the students taking this course. Items were created to measure each of the following areas: optimal performance, actual performance, feelings, causes, and solutions. The links for each survey are provided below.
I developed survey questions for both the instructor of the German course and the students taking this course. Items were created to measure each of the following areas: optimal performance, actual performance, feelings, causes, and solutions. The links for each survey are provided below.
- A link to the survey for the instructor is: https://wright.qualtrics.com/SE/?SID=SV_38UOV4gkIVImDFb
- A link to the survey for the students is: https://wright.qualtrics.com/SE/?SID=SV_bDeazscv73XoUwl
Interviews
I also used interviews during the needs analysis for both the instructor and the students. The interview questions I developed for the instructor and the students were also based on the following areas: optimal performance, actual performance, feelings, causes, and solutions. I will provide the interview questions used both the instructor and the students are provided below and are categorized by area.
Instructor Interview Questions
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Students Interview Questions
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Observations
I used protocols in my needs analysis. I implemented certain protocols for observations. I have provided the protocols used below.
Observation Protocol
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I used protocols in my needs analysis. I implemented certain protocols for observations. I have provided the protocols used below.
Observation Protocol
raidermailwright-my.sharepoint.com/personal/kimberly_lukaszewski_wright_edu/_layouts/15/guestaccess.aspx?guestaccesstoken=WjVVWW7rsH3Tco7HamMR4%2bgYZWQcIuk%2byReJdeRcHmE%3d&docid=2_0b936b7dcbd0a4480ae591f7e31727d50&rev=1
Task Analysis
The task analysis is a process where information is gathered about what content and tasks need to be part of the instruction being created (Brown & Green, 2016). The first part of this process is to identify the major components of the task(s). that will need to performed after the instruction. The second part is to determine the more detailed sequential components of the task(s) to be focused on.
From the Pilot Problem, I conducted a task analysis and determined three major tasks that the students should be able to complete after instruction. These tasks included: checking grade on Pilot, submitting an assignment through dropbox on Pilot, and posting to a discussion on Pilot. I have provided the task analysis document I created during this project the link is below.
Task Analysis
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The task analysis is a process where information is gathered about what content and tasks need to be part of the instruction being created (Brown & Green, 2016). The first part of this process is to identify the major components of the task(s). that will need to performed after the instruction. The second part is to determine the more detailed sequential components of the task(s) to be focused on.
From the Pilot Problem, I conducted a task analysis and determined three major tasks that the students should be able to complete after instruction. These tasks included: checking grade on Pilot, submitting an assignment through dropbox on Pilot, and posting to a discussion on Pilot. I have provided the task analysis document I created during this project the link is below.
Task Analysis
raidermailwright-my.sharepoint.com/personal/kimberly_lukaszewski_wright_edu/_layouts/15/guestaccess.aspx?guestaccesstoken=%2fmlSrZAWa%2bKyEcIpwNMj6KwRk54%2fNqbtWw2YMSyaOqM%3d&docid=2_00475b2e848244f728867ac1072999b93&rev=1
Learner Analysis
The learner analysis is a process that helps the instructional designer to gain an understanding of the population they are dealing with (Brown & Green, 2016). To analyze the target audience, you may want to gather information on age, gender, educational background, reason for attending the course, attitude about course attendance, biases or beliefs, interest that are relevant, relevant physical and mental characteristics, reading ability, relevant organizational membership, and relevant prior knowledge. This areas are based on the work of Mager, 1988 as cited in Brown & Green, 2016). This could as ascertained by using a survey. I have attached the link for the survey I created for the Pilot Project.
Demographic Survey
Further, you may want to write a detailed description based on the data received from your survey. This could be a comprehensive description of the population. This report should include: target population, commonalities between learners, difference between learners, range of abilities between learners, reasons for taking the course, non-instructional needs that need to be met, and items that will make the instruction more effective for the target population (Brown & Green, 2016). I have attached my report for you to review.
Description of Target Population
The learner analysis is a process that helps the instructional designer to gain an understanding of the population they are dealing with (Brown & Green, 2016). To analyze the target audience, you may want to gather information on age, gender, educational background, reason for attending the course, attitude about course attendance, biases or beliefs, interest that are relevant, relevant physical and mental characteristics, reading ability, relevant organizational membership, and relevant prior knowledge. This areas are based on the work of Mager, 1988 as cited in Brown & Green, 2016). This could as ascertained by using a survey. I have attached the link for the survey I created for the Pilot Project.
Demographic Survey
- The link for this survey is: https://wright.qualtrics.com/SE/?SID=SV_8w6tkH51zWXiSmV
Further, you may want to write a detailed description based on the data received from your survey. This could be a comprehensive description of the population. This report should include: target population, commonalities between learners, difference between learners, range of abilities between learners, reasons for taking the course, non-instructional needs that need to be met, and items that will make the instruction more effective for the target population (Brown & Green, 2016). I have attached my report for you to review.
Description of Target Population
Learning -Organization and Delivery
Once you have determined and completed the needs analysis, task analysis, and learner analysis you must then focus on the organization and delivery of the instruction your will provide and how the learning will take place (Brown & Green, 2016). This includes developing the learning objectives, learning goals, learning environments, and teaching strategies. Each will be discussed below.
Learning Objectives & Learning Goals
There is a difference between a learning goal and a learning objective (Brown & Green, 2016). It is important to understand and to develop each in your instructional design process. A learning goal is a general statement about the purpose or intent of the instruction (Brown & Green, 2016). Below are examples of learning goals of the Pilot Problem.
2) To acquire knowledge and understanding of the Pilot feature of Grades
3) To acquire knowledge and understanding of the Pilot feature of Discussions
4) To acquire knowledge and understanding of the Pilot feature of Content
5) To acquire knowledge and understanding of the Pilot feature of Dropbox
A learning objective is more specific in nature and identify how the instruction will impact the learners (Brown & Green, 2016). Below are examples of learning objectives of the Pilot Problem.
2) Check their grade on Pilot
3) Submit an assignment through Dropbox
4) Post an original post and a reply to a discussion in Pilot
5) Access course content
It is very important in your process to make sure you include both in your process.
Once you have determined and completed the needs analysis, task analysis, and learner analysis you must then focus on the organization and delivery of the instruction your will provide and how the learning will take place (Brown & Green, 2016). This includes developing the learning objectives, learning goals, learning environments, and teaching strategies. Each will be discussed below.
Learning Objectives & Learning Goals
There is a difference between a learning goal and a learning objective (Brown & Green, 2016). It is important to understand and to develop each in your instructional design process. A learning goal is a general statement about the purpose or intent of the instruction (Brown & Green, 2016). Below are examples of learning goals of the Pilot Problem.
- The goals of this instructional program for the student will be:
2) To acquire knowledge and understanding of the Pilot feature of Grades
3) To acquire knowledge and understanding of the Pilot feature of Discussions
4) To acquire knowledge and understanding of the Pilot feature of Content
5) To acquire knowledge and understanding of the Pilot feature of Dropbox
A learning objective is more specific in nature and identify how the instruction will impact the learners (Brown & Green, 2016). Below are examples of learning objectives of the Pilot Problem.
- After completing this instruction, students will be able to
2) Check their grade on Pilot
3) Submit an assignment through Dropbox
4) Post an original post and a reply to a discussion in Pilot
5) Access course content
It is very important in your process to make sure you include both in your process.
Learning Environments & Learning Styles
The learning environment is the place where the instructor, content, and learners come together (Brown & Green, 2016). The learning environment is bigger than the physical setting, it is where the instruction takes place and is shaped by the attitudes of those who organize the instruction and operate the environment (Brown & Green, 2016).
There are four different types of learning environments (Bransford, Brown, and Cocking, 2003, as cited in Brown & Green, 2016). Each will be described below.
Learner-centered environment: This type of environment focuses on what the learners are bringing to the environment where the instruction will occur (Brown & Green, 2016). This includes: knowledge, skills, attitudes, abilities, and beliefs. All elements of the learners are considered when trying to promote new knowledge or change existing misconceptions. An example of when would be used is in a graduate course in leadership where prior knowledge, experience, skills would shape the course tremendously.
Knowledge-centered environment: This type of environment focuses on the understanding of subject matter (Brown & Green, 2016). The information provided and the activities used are key here to ensure learning of the new material. An example of when this would be used is in a large lecture course for Principles of Management where you are trying to build the foundation for all future management courses by providing key information.
Assessment-centered environment: This type of environment focuses on providing feedback and the opportunity for revision (Brown & Green, 2016). An example of when this would be used is during a cooking course when constant feedback is required.
Community-centered environment: This type of environment focuses on people sharing and learning through each other (Brown & Green, 2016). Learning is emphasized on the world outside the instructional setting to look more globally in nature. An example of when this would be used is in a course where service learning is emphasized such as where students work on real life problems for organizations.
Directed learning environment: This type of environment focuses on the specific learning objectives that have been determined (Brown & Green, 2016).. Activities used in this environment support these learning objectives. An example of when this would be used is in an online asynchronous course.
Open-ended learning environment: This type of environment focuses on learning goals that are pursued by providing learners with a complex problem to explore, a complex problem with specific tasks to accomplish, or where a personalized problem is explored (Hannafin, Land, & Oliver, 1999, as cited in Brown & Green, 2016). An example of when this would be used is a philosophy course.
The learning environment is the place where the instructor, content, and learners come together (Brown & Green, 2016). The learning environment is bigger than the physical setting, it is where the instruction takes place and is shaped by the attitudes of those who organize the instruction and operate the environment (Brown & Green, 2016).
There are four different types of learning environments (Bransford, Brown, and Cocking, 2003, as cited in Brown & Green, 2016). Each will be described below.
Learner-centered environment: This type of environment focuses on what the learners are bringing to the environment where the instruction will occur (Brown & Green, 2016). This includes: knowledge, skills, attitudes, abilities, and beliefs. All elements of the learners are considered when trying to promote new knowledge or change existing misconceptions. An example of when would be used is in a graduate course in leadership where prior knowledge, experience, skills would shape the course tremendously.
Knowledge-centered environment: This type of environment focuses on the understanding of subject matter (Brown & Green, 2016). The information provided and the activities used are key here to ensure learning of the new material. An example of when this would be used is in a large lecture course for Principles of Management where you are trying to build the foundation for all future management courses by providing key information.
Assessment-centered environment: This type of environment focuses on providing feedback and the opportunity for revision (Brown & Green, 2016). An example of when this would be used is during a cooking course when constant feedback is required.
Community-centered environment: This type of environment focuses on people sharing and learning through each other (Brown & Green, 2016). Learning is emphasized on the world outside the instructional setting to look more globally in nature. An example of when this would be used is in a course where service learning is emphasized such as where students work on real life problems for organizations.
Directed learning environment: This type of environment focuses on the specific learning objectives that have been determined (Brown & Green, 2016).. Activities used in this environment support these learning objectives. An example of when this would be used is in an online asynchronous course.
Open-ended learning environment: This type of environment focuses on learning goals that are pursued by providing learners with a complex problem to explore, a complex problem with specific tasks to accomplish, or where a personalized problem is explored (Hannafin, Land, & Oliver, 1999, as cited in Brown & Green, 2016). An example of when this would be used is a philosophy course.
Teaching Strategies
There are many different teaching strategies that one could choose from when designing instruction. Some examples are lectures, problem-based learning, simulations, lab exercises, games, and flipped instruction. It is important to make sure you choose the appropriate one based on the context of the situation you are dealing with (Brown & Green, 2016). Three specific strategies will be discussed below.
There are many different teaching strategies that one could choose from when designing instruction. Some examples are lectures, problem-based learning, simulations, lab exercises, games, and flipped instruction. It is important to make sure you choose the appropriate one based on the context of the situation you are dealing with (Brown & Green, 2016). Three specific strategies will be discussed below.
- Lecture - This is when the instructor provide direct information about a topic through conversation with the audience. This should be used when the information is critical and needs to be heard by the learners. An example of when this would be used would be in a Human Resource class where employment laws are being covered.
- Simulations - These are educational tools that provide the learners an opportunity to play out a situation that closely resembles real-life situations (Brown & Green, 2016). Learners make decisions that will impact their experienced outcomes but without the impact (positive or negative) on real life. An example of when this would be used would be in a strategy course where the students make decision and see their results of these decisions on the organization.
- Problem-based learning - This involves the use of open-ended learning situations (Brown & Green, 2016). Learners are given a problem to solve using various resources available to them. An example of when this would be used in any MBA level course or a capstone of an undergraduate program.
Evaluation
There are two separate areas to evaluate. The first area is the achievement of the learners. The second area is the ID project itself and its success. Each will be discussed in more detail below.
Learner Achievement
Your evaluation should be based on the instructional objectives you have developed. There are three different outcomes after the instruction is completed. These include a change in skill, knowledge, or attitude. The instructional designer should identify which type of outcomes is expected and then should develop an assessment device to use to see if the outcomes were reached (Brown & Green, 2016).
If you are evaluating a change in knowledge, then you should use objective tests or constructed response tests (Morrison, Ross, & Kemp, 2007 as cited in Brown & Green, 2016). An objective test may include true/false, multiple choice, matching. Each having one right answer. Constructed response tests include short-answers and essays. Objective tests are used when dealing with knowledge and comprehension, while constructed response tests deal with application, analysis, synthesis, and evaluation (Brown & Green, 2016).
If you are evaluating a change in skill, then you should use a direct test, performance ratings, observation, and portfolios (Brown & Green, 2016). You may find it useful to use more than one of these assessments.
If you are evaluating a change in attitude, then you should use an observations, surveys and questionnaires, self-report inventories, or interviews (Brown & Green, 2016).. You may find it helpful to use more than one of these assessment.
Success of the ID process/project
.To evaluate the success of an ID project, you should use both formative and summative evaluations. A formative evaluation is used throughout the ID process to ensure the instruction is being tested and being revised to meet the needs of the problem we are dealing with (Brown & Green, 2016). Summative evaluation is conducted at the end of the process to gauge the effectiveness and success (Brown & Green, 2016). Once you have gathered data from the learners' achievement, this will help you to understand the success of the instruction on the learners. I have attached the link to my evaluation report for the Pilot Problem. In this report you will also find to the survey I created for the learners.
There are two separate areas to evaluate. The first area is the achievement of the learners. The second area is the ID project itself and its success. Each will be discussed in more detail below.
Learner Achievement
Your evaluation should be based on the instructional objectives you have developed. There are three different outcomes after the instruction is completed. These include a change in skill, knowledge, or attitude. The instructional designer should identify which type of outcomes is expected and then should develop an assessment device to use to see if the outcomes were reached (Brown & Green, 2016).
If you are evaluating a change in knowledge, then you should use objective tests or constructed response tests (Morrison, Ross, & Kemp, 2007 as cited in Brown & Green, 2016). An objective test may include true/false, multiple choice, matching. Each having one right answer. Constructed response tests include short-answers and essays. Objective tests are used when dealing with knowledge and comprehension, while constructed response tests deal with application, analysis, synthesis, and evaluation (Brown & Green, 2016).
If you are evaluating a change in skill, then you should use a direct test, performance ratings, observation, and portfolios (Brown & Green, 2016). You may find it useful to use more than one of these assessments.
If you are evaluating a change in attitude, then you should use an observations, surveys and questionnaires, self-report inventories, or interviews (Brown & Green, 2016).. You may find it helpful to use more than one of these assessment.
Success of the ID process/project
.To evaluate the success of an ID project, you should use both formative and summative evaluations. A formative evaluation is used throughout the ID process to ensure the instruction is being tested and being revised to meet the needs of the problem we are dealing with (Brown & Green, 2016). Summative evaluation is conducted at the end of the process to gauge the effectiveness and success (Brown & Green, 2016). Once you have gathered data from the learners' achievement, this will help you to understand the success of the instruction on the learners. I have attached the link to my evaluation report for the Pilot Problem. In this report you will also find to the survey I created for the learners.
Assessment
Please complete the following quiz to gauge your understanding of the learning objectives of this workshop. Remember acquiring this information is critical to help you understand the systematic process of instructional design. This will also identify areas you may need to spend more time with. Good luck!
References
Brown, A., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd edition). New York, NY: Routledge.