INSTRUCTIONAL DESIGN

WHY? WHAT? HOW?

HAJI MUHAMMED FAUZI BIN OTHMAN

Kejayaan sesebuah organisasi bergantung kepada para pekerjanya Justeru pembangunan sumber manusia (HRD) merupakan suatu pelaburan penting ke arah pembangunan sesebuah organisasi Kaedah paling utama adalah melalui latihan dan pembangunan (T&D) Cuba anda fikirkan 3 cara bagaimana T&D dapat membantu pembangunan sesuatu organisasi

Mengapa latihan?

Menurut Buckley and Caple (1992) dalam Ibrahim (1999)

Kepada Organisasi Kepada ahli organisasi
Kepuasan kerja Peluang merealisasi [otensi diri Membantu pembelajaran, peningkatan KSA Peningkatan kerjaya, pangkat dan gaji

Peningkatan keuntungan Peningkatan produktiviti Meningkatkan imej organisasi Mengurangkan kadar pusingganti Pembentukan budaya kerja positif, mampu menangani perubahan

Manfaat Latihan

UNTUK MEMASTIKAN OBJEKTIF LATIHAN DAN PEMBELAJARAN DAPAT DIOPTIMUMKAN, KITA HARUS MEMAHAMI ASAS-ASAS TEORI PEMBELEJARAN

Teori-teori Pembelajaran

Education is what survives when what has been learned has been forgotten. - B. F. Skinner

Cognitive Theory
Pp 350-355

Cognitive theorists focus on learning process inside our mind; how information received, processed, retained, and retrieved. CONTRUCTIVISM

Types of Learning Theory

Learning Theories Behaviorism proponent s applicatio ns B.F. Skinner training, e.g. flight simulator s Cognitivism Jerome Bruner Lev Vygotsky Constructivism John Dewey Knowles

any deep processing: exploring, organizing, synthesizing content Instructor manages problem solving and structured search activities, especially with group learning strategies. Learners process, store, and retrieve information for use. (Bruner's Discovery Learning)

Collaborative learning

Instructor designs instructio the nal design learning focus environm ment. basically passive, just respondin g to stimuli

Instructor mentors peer interaction and continuity of building on known concepts. Learners create their own unique education because learning is based on prior knowledge.

view of learner

assets

integrati ng complex muscular and cognitive activities Climate for Learning : Does the environm ent have the right stimuli to promote learning?

Vygotsky's Zone of Proximal Learning is Development interactive, (ZPD) focuses on dialogic. interactive problem solving. Readiness: Students will learn concepts that are maturing.Opportunit y: ZPD = area between what a learner can do individually vs. assist by peer interaction, research and teaching. Learners Customize Their Learning: Provide a range of Prior Knowledge: Design learning to assist students to build on what they know. Inquirey Learning: Adult learners have a mutual vested interest in their learning and want to involve real experience; teachers are not the sole possessors of knowledge and

implicatio ns

Applications to Instructional Design Presentation vs. Participation Moore: Inducing knowledge results from student participation sparked by the right questions. Instructors mentor students, consult on content, motivate, help students integrate and contextualize learning, and run classes through participatory management principles. Designing Instruction Robert Gagne originated systematic instructional design, analyzing learners and course goals to make objectives, sequence instructional experiences, set the medium of instruction, and assess student performance and the course.

Behavioral objectives are the basis of performance assessment--for the students and for the course. Learning activities engage the learner by providing chances for interaction with information sources (instructor, other experts, peers). 9 Events of Instruction (Gagne): Each portion of instruction should engage learners, make them aware of objectives, trigger relevant prior knowledge, put students with material to be learned, guide students as needed, get students to use their learning and give feedback before assessing performance, and then help students to retain and transfer

Actually, cognitive and affective learning interact complexly in modern course goals and objectives.
Learning may involve "just-in-time" database access in addition to sequenced study. Applying instructional technology requires applying up-to-date findings in communications, computer science, and learning theory. Applying instructional technology also requires faculty to balance the interaction of students with content, instructor, and peers, along with selecting appropriate learning and assessment strategies specific to particular technologies.

I never teach my pupils; I only attempt to provide the conditions in which they can learn. - Albert Einstein

TO PROVIDE A GUIDE TO EFFECTIVE TRAINING TO HELP COURSE DEVELOPER AVOIDING DESIGN MISTAKES BY CREATING GOOD & CLEAR OBJECTIVES, GOOD EVALUATION ETC.
LEARNING EFFECTIVELY STRATEGY

WHY YOU NEED ID?

WHAT IS ID? ID is a set of rules or procedures for creating training that does what it is supposed to do (Piskurich, 2000)

ID is associated with analyzing employee performance problems systematically, identifying the root cause(s), considering various solutions to address the causes, and implementing the solutions in ways designed to minimize the unintended consequences of corrective action (Rothwell & Kazanas, 1992)

ID is the science of creating detailed specifications for the development, evaluation, and maintenance of situations which facilitate the learning of both large and small units of subject matter (Richey, 1986 in Rothwell & Kazanas).

ID is based on learning theories, information technology, systematic analysis, educational research, and management methods. (look at pp 6-7, 13)

More definition and concept

ID focused on establishing and maintaining efficient and effective human performance.

What is performance?

What are efficiency and effectiveness?

ID is guided by a model of human performance

A Comprehensive Model of Human Performance in Organization

ORGANIZATIONAL PERFORMANCE INDIVIDUAL PERFORMANCE
Job context Motivation Knowledge Skills Attitudes Abilities Aptitude

ENVIRONMENT STRUCTURE TECHNOLOGY STRATEGY CULTURE

ENVIRONMENT STRUCTURE TECHNOLOGY STRATEGY CULTURE

WORK GROUP PERFORMANCE

Structure Leadership Cohesiveness Roles Norms Status

A Situation-Specific Model of Human Performance

Job Situation

Individual Performer

Response (Action or Decision) by Performer

Consequences of Action or Decision to Performer

FEEDBACK

SYSTEMATIC
ID

is a process for examining problems & identifying solutions

A planned

process : needs are identified, problems are selected, solutions are identified, methods & means are obtained and implemented, results are evaluated revisions are made.

Based on Open System Theory

Open

system receives inputs from the environment, transform them thru operations within the system, submits outputs to the environment, and receives feedback.

ENVIRONMENT

INPUTS

OPERATIONS

OUTPUTS

FEEDBACK
Basic Components of an Organization as an Open System

Training Process
Need Analysis Phase
Process Evaluation Design Phase

Development Phase
Implementation Phase Evaluation Phase Summative evaluation.

Fundamental components of ID

Learners

Methods

Objectives

Evaluation

INSTRUCTIONAL OBEJECTIVES
PURPOSE OF IO IO DOMAINS HOW TO WRITE SMART OBJECTIVE

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Look like a spiral?

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After this session you will be able to: 1. Explain the function of instructional objective 2. Write set of instructional objectives based on the guidelines on writing good objective

OBJECTIVES OF THIS CHAPTER

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Read getting started, Chapter 5

Activity
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Now, answer this question; Why do instructional designers need instructional objectives?

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It offers means for the instructional designer to design appropriate instruction, specifically to select and organize instructional activities and resources that facilitate effective learning.

Function of Objectives
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It provide a framework for devising ways to evaluate student learning.

Function of Objectives
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It guide the learner.

Function of Objectives
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COGNITIVE PSYCHOMOTOR AFFECTIVE

OBJECTIVE DOMAINS
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Highest level

LEVEL OF COGNITIVE DOMAIN

Evaluation Assessing the value of ideas, things. Etc. Assembling a whole from parts Synthesis

Analysis

Disassembling a whole into parts

Application

Using what has been previously learned Knowing what a message means

Comprehension

Knowledge Lowest level

Remembering/recalling terms, facts, and so on.

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Highest level

LEVEL OF PSYCHOMOTOR DOMAIN

Complex overt response Mechanism Performing automatically

Acting without assistance

Guided response

Performing a task with assistance

Set

Getting ready to perform

Perception Lowest level

Observing behaviours involved in task.

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Highest level

LEVEL OF AFFECTIVE DOMAIN

Characterization Adopting a new way of life or outlook

Organization

Developing/acquiring a new value system Accepting values/beliefs

Valuing

Responding

Participating

Paying attention. Receiving Lowest level

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Single objective can involve learning all three domains Attitudinal development may precede successful learning of other domains

Interrelation of Domains
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Basis for objectives:

Task Goal Writing Instructional analysis analysis Objectives
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PERFORMING GOAL ANALYSIS To perform goal analysis, instructional designers should carry out five simple steps:

Identify the goal, the warm fuzzy, and write it down. Clarify the vague goal that instruction intends to achieve. Write down examples of what people are saying or doing when they are behaving in a way corresponding to the goal. In short, identify behaviors associated with the goal. Sort out unrelated items and polish the list developed in Two Step. Eliminate duplications not clearly associated with achieving the goal. Described precisely what learners should be doing to demonstrate goal achievement. Statements of this kind become performance objectives. Test the performance objectives to ensure that they are linked to the goal and, when enacted, will lead to the desired instructional results.

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Results of task analysis

What should workers know or do to perform competently?

Performance objectives
What should workers know or do by the end of instruction, how can their performance be judged, and what assumptions must be made about condition for performance?

STEP FOR CONVERTING RESULTS OF TASK OR CONTENT ANALYSIS INTO PERFORMANCE OBJECTIVES

Step 1 Establish instructional purpose Step 2 Classify learning tasks Step 3 Analyze learning tasks

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STATING OBJECTIVES IN Classify the type of performance objectives PERFORMANCE TERMS state that must be written and then

performance objectives that are directly or indirectly linked to work requirements. The objectives should thus clarify, in measurable terms, what learners should be able do to at the end of instruction, how well they should be able to do it, and what condition have to exist or equipment has to be available for them to exhibit the performance.

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KNOWLEDGE Explaining a procedure

Classifying the Objectives

SKILLS ATTITUDES Typing letters

Serving customers courteously

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Knowledge:
Arrange Define Duplicate Name Repeat Memorize Order Reproduce Recognize

Comprehension
Classify Recognize Identify Report Indicate Sort Tell Explain Restate

Application
Apply Choose Operate Illustrate Interpret Practice Use Solve Prepare

Verbs associated with objectives (learning outcomes) for cognitive domain

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Verbs associated with objectives (learning outcomes) for cognitive domain

Analysis:
Analyze Appraise Calculate Categorize Compare Contrast Criticize Discriminate Examine etc

Synthesis:
Arrange Assemble Collect Compose Construct Create Design Formulate Manage etc

Evaluation:
Appraise argue assess attack choose compare estimate evaluate Judge Etc.

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