Jump to content

Instructional design: Difference between revisions

From Wikipedia, the free encyclopedia
Content deleted Content added
Line 31: Line 31:
* [[educational technology]]
* [[educational technology]]
* [[evaluation]]
* [[evaluation]]

==External links==
* [http://tc.eserver.org/dir/Instructional-Design EServer TC Library: Instructional Design]

Revision as of 09:11, 4 April 2005

Instructional Design

Instructional Design, also known as Instructional Systems Design, is the analysis of learning needs and systematic development of instruction. Instructional designers often use Instructional technology as a method for developing instruction. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction.

Much of the foundation of the field of instructional design was laid by Robert M. Gagné and his research at Florida State University. His identification of the "Nine Events of Instruction" developed in the 1970s and influences theory and practice of the field today.

Instructional Design Models

Perhaps the most common model used for creating instructional materials is the ADDIE Model. This acronym stands for the 5 phases contained in the model:

  • analysis - analyzing learner characteristics, task to be learned, etc.
  • design - choosing an instructional approach to addressing the task.
  • develop - creating instructional or training materials.
  • implement - delivering or distributing the instructional materials.
  • evaluate - checking to make sure the materials met the desired goals.

Most of the current instructional design models are spin-offs or variations of the ADDIE model. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.

Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, and cognitivism help shape and define the outcome of instructional materials.

Currently there is a movement in the field that defines the purpose of instructional design as providing help for the users. Dr. Dillon Inoue from Brigham Young University along with others are leading this movement.

Since instructional design deals with creating useful instruction and instructional materials, there are many other areas that are related to the field of instructional design.