Topic: 1- Introduction
Any school, any teacher, any company, any organization interested in improving learning and/or performance, interested in moving from good to great, in meeting quality and productivity goals (p.16), needs Instructional Design!
Conducting a performance analysis, a needs assessment, or a job analysis, identifying problems, listing solutions, setting goals and reaching those goals, all those definitely lead to success! The key, however, is actually reaching those goals; and this is what this blog is about: the different steps that we need to take in order to reach our goals.
I created this blog because I know how useful it will be to anyone with high aspirations!
When is Instructional
Instructional Design is used in the development of instructional events such as:
- training units
- computer-based training
Those aforementioned events would serve to reach goals set in order to fill a gap identified through a front-end analysis.
Why are instructional events developed?
Instructional events are developed in order to provide learners with the required (SKAAs)
- Skills to accomplish a task
- Knowledge to accomplish a task
- Attitudes to accomplish a task
- Abilities to accomplish a task
How is an instructional event best measured?
An instructional event is best measured by
- its ability to assist learners in the mastery of the required SKAAs for the accomplishment of a given task +
- the application of those SKAAs and the value added to the organization by their application.
Systematic instructional design is:
- performance based
- learner focused
- data driven
=> for creating effective instructional events.
It is an effective way of facilitating and replicating the design and development of instruction that achieves results.
Components of Dick, Carey & Carey's systems approach model (p.6)
- Identifying instructional goals
- Conducting instructional analysis > step by step- how to reach the goal. Determining entry behaviors (skills, knowledge and attitudes) is required.
- Analyzing Learners & contexts
- Writing performance objectives
- Developing assessment instruments
- Developing instructional strategy
- Developing and selecting instructional materials
- Designing and conducting formative evaluation
- Revising instruction
- Designing and conducting summative evaluation
["As you begin designing instruction, trust the model. As you grow in knowledge and experience, trust yourself." (p.5)]
[What it means to practice a discipline > To practice a discipline is to be a lifelong learner. You "never arrive"; you spend your life mastering disciplines. (Peter Senge; 1990) (p.5)]