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Instructional Design
OIT offers workshops that promote the use of well-known instructional design principles. Dick and Carey (1996) offer a highly-respected model of instructional design.
Assess Needs
Where are we? Where do we want to be?
Identify instructional goal
What will learners be able to do when they have completed the instruction?
Will the goal require the learner to utilize the psychomotor, verbal,
intellectual, or attitude domain to construct learning?
Analyze the instructional goal
List all skills needed to complete task, including subordinate skills
(task analysis).
Analyze
the needs of your audience
What are the factors that affect the learner? Utilize surveys, questionnaires,
observations, and existing records to gather information.
Write performance objectives
Specific behavior skills to be learned, the conditions under
which they must be performed and the criteria for successful performance
Develop assessment instruments
Develop assessment based on specific objectives - test what has been taught.
Develop instructional strategies
Identify strategy to achieve the terminal objective; emphasis on presentation
of information, practice and feedback, testing. e.g. Gagne's Nine Events
of Instruction
Develop and select instruction
Produce small chunks ofinstructional materials that have meaning for the
learner. Include interaction (discussions, case studies, scenarios, and
so on). Don't forget to consider:
Design and conduct formative evaluation
When the Chef Tastes the Soup. Test instructional materials in one-to-one,
small groups or field evaluations so that the materials can be evaluated
with learners and revised prior to distribution.
Revise instruction
Data from the formative evaluation are summarized and interpreted to attempt
to identify difficulties experience by learners in achieving the objectives
and to relate these difficulties to specific deficiencies in the materials
Summative evaluation
When the Client Tastes the Soup. In this case, the client will be the students
in your Web-based class. Get an independent evaluation to judge the worth
of the instruction. Use student evaluations to revise and improve the instructional
materials.
Dick, W. and Carey,
L. (1996). The Systematic Design of Instruction, 4th ed. New York: Harper
Collins Publishing.
Gagnè,
Robert M.(1985). The Conditions of Learning.Holt, Rinehart and Winston,
Inc. Sunders College Publishing.
Additional Design Tips
Identify Your Resources
Collect Resources
Create a Flowchart of Your Website
Map out graphically the flow of your website. Begin with the splash page - the first page of the lesson - and draw it on a piece of paper or create it in Word or use a flowchart software. Then, create the subordinate, connected pages that support that lesson. This visual will help you as you link together and upload the actual files of the web site. Look at an example of a flowchart.
Website Look and Feel
The web site of your course
should be a reflection of:
Usability Testing
Ask a student or co-worker to view the Web site before releasing it to students in a course. Make changes based on the feedback given. Then, get feedback from students on which lessons need clarification or expansion and make more revisions.
