Introduction to Instructional Design

Before we begin this course let's review a few important concepts that we will eventually relate to design. Back in Module 1 you were introduced to the field of Instructional Technology and given a few relevant definitions. At that point we defined Instructional Technology as the theory and practice of the design, development, utilization, management, and evaluation of processes and resources for learning (Seals and Richey, 1994). We further stated that Instructional Technology is committed to the goal of improving the quality (effectiveness) of human learning environments. Remember that this goal focuses on learning and not teaching. Historically, the field of Instructional Technology has focused on three areas. Each of these three areas is relevant to the field of ID and will be addressed in this course:

1. The study of how different types of media (physical elements within the environment which communicate messages) can be used for instructional purposes.
2. The development and evaluation of systematic approaches to the design, development and implementation of instructional material.
3. Development of strategies and methods for individualized, personalized learning.

This isn't to say that IT has advocated complete individualized instruction; rather, IT continues to emphasize the importance of individual learner characteristics within the process of structuring effective learning environments. Instruction doesn't address "classes," though it may address groups of individuals who share relevant characteristics. In an ideal world each student would be presented with instruction that was geared toward their unique combination of learning styles, characteristics, and experiences. However, as anyone who has ever taught a group of people can probably tell you, this would require the development of many different versions of each unit of instruction - you would need as many versions as you have students - because each learner is completely unique.

And speaking of learning, back in Module 1 we defined learning as the acquisition of new knowledge, skills, or attitudes resulting from an individual's external interaction with his or her environment and/or "internal" interaction between new and previously existing information. Learning can be inferred by observing a persistent and permanent change in a person's behavior. Instruction was defined as the arrangement of the environment to facilitate this learning. One of your jobs as an instructional designer is to determine how to arrange the learner's environment to maximize the probability that they will acquire the skills that you want them to. In other words, you want to present instruction in a way that will facilitate learning. Within this process instructional designers have two primary roles:

1. Decide what is important for students to learn.
2. Effectively arrange the learning environment (media) to maximize the probability of individual student learning (permanent changes in behavior).

Assumptions Underlying Instructional Design

We’ll be addressing design in the ID process in greater detail later on. You will read about several approaches to Instructional Design, and learn about one particular approach in detail. Until then, here are some assumptions underlying instructional design that may be helpful for you review as you begin this course (Smith & Ragan, 1999). They will become clearer to you as you progress.

1. In order to design instruction, the designer must have a clear idea of what the learner should learn as a result of the instruction.
2. The "best" instruction is that which is effective (facilitates learners' acquisition of the prescribed knowledge and skills), efficient (requires the least possible amount of time necessary for the learners to achieve the objectives), and appealing (motivates and interests learners, encouraging them to persevere in the learning task).
3. Students may learn from many different media: A "live teacher" is not always essential for instruction.
4. There are principles of instruction that apply across all age groups and all content areas. An example is: Students must participate actively, interacting mentally as well as physically with material to be learned.
5. Evaluation should include the evaluation of the instruction as well as the evaluation of the learner's performance. Information from the evaluation of the instruction should be used to revise the instruction in order to make it more efficient, effective and appealing.
6. Learners should be evaluated in terms of how nearly they achieve the instructional objectives rather than how they "stack up" against their fellow students.
7. There should be congruence among objectives, learning activities, and assessment. The objective should be the driving force behind decisions about activities and assessment.

Here are a few more assumptions to consider:

1. There are alternative ways of presenting materials to different learners, some of which are better than others.
2. A trainer or instructor can manipulate the conditions of the learning environment to maximize learning.
3. There is no single correct way to instruct.
4. Learner's individual differences in abilities, background, and learning styles should be taken into account in the design of instruction.
5. Instruction is a process that can be planned and improved.
6. Both instruction and learning can and should be evaluated.
7. Learning objectives are viable and essential to a carefully constructed system design.

Keep these things in mind as you begin to delve into this course.