INSTRUCTIONAL DESIGN MODEL

 Instructional Design is the practices of creating “instructional experience” which

make the acquisition of knowledge and skills more efficient, effective, and
appealing.
 Instructional Design is a systematic development of instructional specifications
using learning and instructional theory to ensure the quality of instruction.

Role of instructional design?

Systematic process of instructional design enables you to:
 Identify a performance problem
 Determine the goals and objectives
 Define your learner and their needs
 Develop strategies to meet needs and goals
 Assess learning outcomes
 Evaluate if goals, objectives, and needs are met

Instructional design models

Merrill’s first principles of instruction

 Created by M. David Merrill, these principles are used to identify good instructional
design, regardless of teaching strategy.

DICK AND CAREY SYSTEMS APPROACH MODEL

 Originally published by Walter Dick and Lou Carey in 1978
 The approach to this model is to see instruction as an entire system (as opposed to
looking at it as the sum isolated parts)
It focuses on the interrelationship between:
 Context
 Content
 Learning
 Instruction

Kemp’s instructional model

 Developed by Jerold Kemp
 Define 9 different components of instructional design and a continuous
implementation/evaluation model
 The key to Kemp’s model is that it is a continuous model that requires planning,
design, development and assessment
 The 9 components are:
 Identify instructional problems and specify goals
 Examine learner characteristics
 Identify subject content and analyze task components related to goals
 State instructional objectives for the learner
 Sequence content within each instructional unit
 Design instructional strategies so each learner can master content
 Plan instructional message and delivery
 Select resources to support instruction and learning activities
 Develop evaluation instruments to assess objectives

THE ADDIE MODEL

 The A.D.D.I.E Model is thought to the one of the most commonly used model for
creating instructional materials (lesson or units)
 It contains 5 phases:
 ANALYSIS
 DESIGN
 DEVELOPMENT
 IMPLEMENTATION
 EVALUATION

 There are 4 parts to the Analysis Phase

1. Development of Instructional Goals: What is it you want your student to learn?
2. Instructional Analysis: What are all of the steps needed to carry out the objectives
and meet the goals?
3. Learner Analysis: What do your students already know how to do? What
knowledge on the subject do they already have that doesn’t need to be taught?
Surveys and questionnaires can be given to determine this.
4. Learning Objectives: What should your students be able to do when instruction is
complete? “ By the time my students finish this lesson they should be able to_____”.

A.D.D.I.E DESIGN PHASE

 The Design phase is the second phase in the A.D.D.I.E Model. It has 3
components:
 DESIGN ASSESSMENT: It’s important to know how you will assess if your
instruction was effective
 CHOOSE A COURSE FORMAT: What delivery system(s) will you use to deliver
your instruction?
- Examples include:
In class lecture
Online module

 INSTRUCTION STRATEGY: How will you deliver your instruction?

- Examples include:
Lectures
Readings

 The Development phase is where you will create and assemble your content

 While the implementation phase is where you will deliver instructions are
some tasks that need to be complete in order to do so
1. Train the Instructor: in most instances the teacher will be developing and
implementing the content. If this isn’t the case, this is when you would train the
person delivering the instruction.
2. Prepare learners: make sure your student are ready for instruction. Are there
prerequisites they need? Do they need to attend any orientation before they receive
your content?
3. Arrange the Learning space: gather any materials you will need to complete your
instruction.

 There are two parts to evaluation: Formative and Summative

1. Formative Evaluation: You should be evaluating your instructional materials and
objectives as you go. Is everything you are doing planned toward meeting the goal
objectives?
2. Summative Evaluation: Test that show whether content was mastered. There are
different areas to be evaluated

UNDERSTANDING by design (Ubd)

 Developed by Grant Wiggins & Jay McTighe
 Also known as “Backward Design”
 A “framework” for designing curriculum units (not individual lessons), performance
assessments, and instruction that leads to greater understanding by students.

Three stages of backwards design

 STAGE 1: IDENTIFY DESIRED RESULTS
 What should students know, understand, and be able to do?
 What knowledge do we expect students to have when this unit ends?

 STAGE 2: DETERMINE ASSESSMENT EVIDENCE

 How will we know students meet their goals?
 What will we accept of evidence of transfer of knowledge?
 “6 FACETS OF LEARNING”-If students understand they can:
 Explain their own words/ justify positions/show reasoning

 STAGE 3: PLANNING LEARNING EXPERIENCES AND INSTRUCTION

 What knowledge and skills do students need to achieve the desired result?
 What activities, sequence, and resources are best suited to accomplish the goals
 Theories and Principles in the Use and Design of Technology-Driven Lessons

CONE OF EXPERIENCE
The Cone of Experience is a learning model introduced by Edgar Dale that
illustrates the concreteness levels of learning experiences based on the medium.
 Is a visual model, a pictorial device that presents bands of experience arranged
according to degree of abstraction and not degree of difficulty.

Direct Purposeful Experiences

 These are the first hand experiences which serve as the foundation of our learning.

Contrived Experiences
 In here, we make use of a representative models or mock ups of reality for practical
reasons and so that we can make the real life accessible to students’ perceptions and
understanding.

Dramatized Experiences
 By dramatization, we can participate in a reconstructed experience, even though the
original event is far removed from us in time.

Dramatized Experiences
 By dramatization, we can participate in a reconstructed experience, even though the
original event is far removed from us in time.

Demonstration
 These are visualized explanation of an important fact, idea or process by the use of
photographs, drawings, films, displays, or guided motions.

Study Trips
 These are excursions, educational trips, and visits conducted to observe an event that
is unavailable within the classroom.

Exhibits
 These are displays to be seen by spectators.
 They may consist of working models arranged meaningfully or photographs with
models, charts, and posters.
 Sometimes exhibits are “for your eyes only”.

Television and motion pictures

 These can reconstruct the reality of the past so effectively that we are made to feel
we are there.

Still Pictures, Recordings, Radio

 These are visual and auditory devices which may be used by an individual or group.
 Still pictures lack the sound and motion of a sound film.

Visual Symbols
 These are no longer realistic reproduction of physical things for these are highly
abstract representations.
 Examples are charts, graphs, maps, and diagrams.

Verbal Symbols
 They are not like the objects or ideas for which they stand.
 They usually do not contain visual clues to their meaning.
 Written words fall under this category.

Harvard psychologist, Jerome S. Bruner, presents a three-tiered model of learning

where he points out that every area of knowledge can be presented and learned in
three distinct steps.

First, Through a sequence of actions—ENACTIVE

Second, Through a series of illustrations—ICONIC
Third, Through a series of symbols—SYMBOLIC
 It is highly recommended that a learner proceeds from the ENACTIVE to the
ICONIC and only after the symbolic.

TPACK
 It is a framework that teachers can use to help them identify knowledge they might
need to focus on to be able to teach effectively with technology.
 The TPACK Framework was introduce by Puny Mishra and Matthew J. Koehler of
Michigan State University in 2006.

Three Primary forms of Knowledgep

1. Technological Knowledge (TK)
 Knowledge about technology
 This is the knowledge and mastery of technology so that an educator can use and
confidently plan use of technology in the classroom including when it is not
required.
2. Pedagogical Knowledge (PK)
 Knowledge about the processes and practices or methods
 This is the knowledge and practices of teaching and learning that an educator can
use such as classroom management, taxonomies, planning, and assessment.
3. Content Knowledge (CK)
 Knowledge about the subject matter to be learned or taught
 This is the knowledge of subject content such as concepts, theories, ideas,
framework, evidence and proof and established practices including ways to develop
such knowledge.
 TECHNOLOGICAL CONTENT KNOWLEDGE
-Refers to knowledge about how technology may be used to provide new ways of
teaching content.
-Knowing how the digital tools available to you can enhance and transform the
content, how it’s delivered to students, how your student can interact with it.

PEDAGOGICAL CONTENT KNOWLEDGE

-It is knowledge about how to combine pedagogy and content effectively.
-Understanding the best practices for teaching specific content to you specific
students.

PEDAGOGICAL CONTENT KNOWLEDGE

-It is knowledge about how to combine pedagogy and content effectively.
-Understanding the best practices for teaching specific content to you specific
students.

TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE

-Is an understanding of how teaching and learning can change when particular
technology are used in particular ways.
-Understanding how to use your digital tools as a vehicle to learning outcomes and
experiences you want.

TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK)

 This is truly meaningful, deeply skilled teaching with or without (because
sometimes this can be the best choice) technology. It differs from three
individual concepts because to embrace all three simultaneously requires a
deep understanding of how all three can work together to bring about the
best technologically and pedagogically sound learning based upon a deep
understanding of subject matter.

THE ASSURE MODEL

 Is an ISD (Instructional Systems Design) process that was modified to be used by
teachers in the regular classroom. The ISD process is one in which teachers and
trainers can use to design and develop the most appropriate learning environment
for their students.
 Is a guide in crafting an instructional flow that can guide teacher in integrating
appropriate technology and media into the instructional process.
 It also refers to a systematic approach that the teacher can use when writing an
instructional plan.

Step 1: Analyze Learners

• Learner as the center of instructional process
• Learners learning style
• Age level
• Interest or Preference
• Special needs
 • Cultural diversity
Step 2: State Objectives
• Main instruction guide that will direct the flow to reach the target
• Known as learning outcomes expected of the lesson
• Statement describes what the learner would be able to perform as a result of the
instruction
Step 3: Select Method, Media and Materials
• Selecting appropriate way of delivering the lesson and using the applicable media or
technology can effective make learners acquire understanding of lesson or gain
competence desired.
Step 4: Utilized Method, Media and Materials
• Teacher decides which part of the instructional flow will particular materials or
technology be employed and the manner on how it will be more effective to achieve
the learning outcome.
Step 5: Require Learning Participation
• Student engagement is an important element.
• The learners have to be made to understand their role in taking accountability of
their own learning.
Step 6: Evaluate Student Performance
• Assessing learners performance can take place across phase of lesson.
• Evaluation should be congruent to the learning outcome of the lesson.

“The ASSURE process is really just a matter of common sense. Any effective
teacher knows that perfection of their technique does not come overnight, and there
is always room for improvement. By following ASSURE process, you will be sure
to improve your teaching for many years to come”.

DIGITAL LITERACY
SKILLS
• Digital literacies are the individual’s capabilities to be able to effectively and
responsibly function and perform in a digital society.
• The term ‘digital literacy’ was coined by Paul Gilster in 1997 and it came from the
discussion of the concepts on a
a. visual literacy when images and non-verbal symbols try to capture the knowledge;
b. technological technology requiring one to be able to use technology in addressing a
need;
 - Is an important competence. In school, it has become a buzzword which refers to
the ability to access, process, understand, utilize, create media and content using
information technologies and the internet(Hsieh,20120

MEDIA LITERACY
Is one ability to critically read information or content and utilize multimedia in
creatively producing communications.

INFORMATIVE LITERACY
Is locating information from the web and interpreting while evaluating its validity in order
that it can be shared

ICT LITERACY
Is knowing how to select and use digital devices, applications or services to accomplish task
requiring the use of the internet.

COMMUNICATON ANC COLLABORATION

Are one’s capabilities in being able to participate in the digital network in the teaching and
learning context

IDENTITY MANAGEMENT
Is being able to understand how to ensure safety and security in managing online identity
and foster a positive digital reputation

LEARNING SKILLS
Are ways of knowing how to study and learn in a technology in addressing the need to learn
effectively

DIGITAL SCHOLARSHIPS
Is being able to think and partivipate in personal and research practice

CENTURY SKILLS

CRITICAL THINGKING
Is learning how to solve pronlems. It is the ability to differentiate facts from opinoins and
not only just learn a set of facts or figures.

CREATIVITY
Requires students to think out of the box and take pride in what is uniquely theirs.

COMMUNICATION
Makes students express their ideas in the clearest and organized manner

COLLABORATION
Happens when students know how to work well with others to accomplish task or solve a
problem at hand

Lyn (2017) identified eight digital literecy skills needed to become digitally literate
1. CODING – Is a universal languange
2. COLLABORATIO – the use of google docs among others allow student to begin
experimenting with effective online collaboration.
3. CLOUD SOFTWARE – this is essential part of document management
4. WORD PROCESSING SOFTWARE – google, microsoft online drop box are
avilable for storage and management solutions
5. SCREENCASTING – is a video recording using the computer screen, and usually
includes photo and audio. When you take picture on the screen of your computer, it
is called Print screen.
6. PERSONAL ARCHIVING - students should be taught and concepts of metadata,
tagging, keywords and categories to make them aware how they are represented
online.
7. INFORMATION EVALUATION – critical thingking to weed out fake news is a
crucial 21st century skill.
8. USE OF SOCIAL MEDIA – social media serves different purposes depending on
the use, technology and the need.