Instructional design

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ADDIE
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Rapid prototyping

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( ) Behaviorism :
) Social learning ( ) Constructivism
( ) Cognitive (
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1. Instructional Design as a Process:
Instructional Design is the systematic
development of instructional specifications
using learning and instructional theory to
ensure the quality of instruction. It is the
entire process of analysis of learning needs
and goals and the development of a delivery
system to meet those needs. It includes
development of instructional materials and
activities; and tryout and evaluation of all

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instruction and learner activities.

Instructional Design as a iscipline:

Instructional Design is that branch of
knowledge concerned with research and
theory about instructional strategies and
the process for developing and
implementing those strategies.
Instructional Design as a Science:
Instructional design is the science of
creating detailed specifications for the
development, implementation, evaluation,
and maintenance of situations that facilitate
the learning of both large and small units of
subject matter at all levels of complexity.
Instructional Design as Reality:
Instructional design can start at any point in
the design process. Often a glimmer of an
idea is developed to give the core of an
instruction situation. By the time the entire
process is done the designer looks back
and she or he checks to see that all parts of

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the "science" have been taken into account.

Then the entire process is written up as if it
occurred in a systematic fashion.
Instructional System:
An instructional system is an arrangement
of resources and procedures to promote
learning. Instructional design is the
systematic process of developing
instructional systems and instructional
development is the process of
implementing the system or plan.
Instructional Technology:
Instructional technology is the systemic
and systematic application of strategies and
techniques derived from behavioral,
cognitive, and constructivist theories to the
solution of instructional problems.
Instructional technology is the systematic
application of theory and other organized
knowledge to the task of instructional
design and development.
Instructional Technology = Instructional

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Design + Instructional Development

Instructional Development:
The process of implementing the design
plans

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)(Flowcharts

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:
General Systems Theory
Communication Theory
Instructional Theory
Learning Theory
Behavioral Learning Theory
Cognitive Learning Theory
Theory Constructivism
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design Instructional
: instructional systems design

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"instructional "
technology .

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Behaviorism :
Constructivism ) Social learning
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)( instructional development
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:
Analysis stage
Strategy making stage
Evaluation stage
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Instructional design
instructional systems design :

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technology .

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Instructional design models:

ADDIE
:
1- Analyze - analyze learner characteristics, task
to be learned, etc.
2- Design - develop learning objectives, choose
an instructional approach
3- Develop - create instructional or training
materials
4- Implement - deliver or distribute the

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instructional materials
5- Evaluate - make sure the materials achieved
the desired goals
1. ( Analyze ) :

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 : Dick & Carey

and Kemp ISD
Rapid prototyping


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Youcantprovideasolution until you know
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4


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( : Behaviorism )
( Constructivism ) Social learning (
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:
A History of Instructional Design
and Technology:
Part II: A History of Instructional
Design
By: Robert A Reiser
Educational Technology
Research & Development Journal
(ETR&D), Vol. 49, No. 2, 2001, pp.
57-67

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.(Reiser, in press)
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(systems approach)
instructional systems design )
(ISD(instructional development)
(instructional design)

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)*(Dick,1987

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)(

Dick, )
(1987
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Miller, )
( 1953, 1962
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Programmed)
( Instruction
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( e.g., Skinner, 1958)

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& cf. lumsdine )

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 (Glaser, 1960
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( 1962

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(Gagn'e, 1965)

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(Eisenberg,1972 & Wallbesser )

. (Borich, 1980;Taylor, 1975)

"" )Bloom
(Krathwohl, 1956 & Engelhart, Furst, Hill

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) (Dale, 1967 ()
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& Glaser)
( Klaus, 1962

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.
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" The Conditions of Learning

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events
of instruction

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). (Gagne'e, 1985

a, e.g., Gagne'e)
1985; Gagne'e, Briggs, and Wager, 1992,
(Medsker, 1996 & Gagne'e

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) (

formative evaluation

summative evaluation
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)(.()
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Carey, 1978; & e.g.' Dick)

Ely & Briggs, 1974; Gerlach & Gagne'e
( Kemp,1971

)(Goodson, 1980 & Andreson

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.

(Branson et al., 1975)

) .( Bratton, 1984 & Gaff, 1975; Gustafson

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)Tennyson, 1979 & Partridge& Redfield

( Dick, 1984; Silber, 1982

cf. )
(Mager. 1977; Miles, 1983

) ( Chadwick,1986; Morgan. 1989

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)( Brwsher, 1989; Galgan, 1989

Chevalier, 1990; Finch, 0987 )

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McCombs, 1986(.

e.g. Spady )
(
& Reiser, 1989; Gerlach & e.g Dick)
( Higgins, 1983 & Ely, 1980; Sullivan

Grow, 1987; & Branson)

Garbosky, & Burkman, 1987; Rossett
(1987e.g. )
(Dimond,1989

Bratton, & Gustafson )

(1984 (Buekman (1987a, 1987b

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e.g. )
Boner, 1988Rieber, 1987; " & Divesta
Interview with R.M. Gagne'e, 1982, low.
( 1980

.( Gustafson, 1993; Dick, 1987)

Dick , 1987; )
(shorck,1995

)( a, 1990bJones&Merrill, Li

) (.(Merrill & Li, 1989 )

Performance technology movement

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analysis front- end

Rosenberg, 1988; Rossett, )
.(1990
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( ( Dean,1995
.

Constructivism
Theory
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(Dresscoll) :
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) authentic
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.( Dick, 1996)

e.g. Coleman, )
Schwen, 1997; Dick, 1996; Lebow&Perry
.( Lin et al., 1996

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:(Wager McCey, In Press)

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).(Rosenberg, 2001

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& Gustafson)
(Branch, 1997a

Gustafson)
& .( Richey, 2000 & Branch, 1997a Jones

Van Buren, 1999; & Bassi )

and Green, Lewis, Snow, Farris, Levin
( 1999

)
Education Policy, Institute for Higher
(2000

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Van Eck, in Press; & Dempsey)

.( in pressHawkridge

(Rossett (1999

(Rosenberg (2001

(and Donello (1999 Rossett

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e.g. Clark, 1994; Kozma, 1994; )

Morrison, 1994; Reiser, 1994; Shrock
(

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