Instructional design
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Thursday, February 24, 2011
Tuesday, February 22, 2011
Instructional Design
My working definition of Instructional Design is the formulation or design of instructions that will allow teachers to teach Instructional Technology effectively. Although there are many definitions that will define instructional design, the website Instructional Design Central states, “Instructional design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.” I believe this is a good definition that best describes what instructional design is today. http://www.instructionaldesigncentral.com While gathering research on Instructional design using Google search techniques, I found that instructional design has four main principles that help to make it effective. The four principles of instructional design are identifying the learner, the objective of the instruction, method of instruction and evaluation. http://www.about-elearning.com/instructional-design-principles.html
The first principle of instructional design is to identify the learner. A learner can be anyone ranging from a child to an adult. When indentifying the learner it is important to note the age of the learner, the social background of the learner, and what types of learners are present in the class. Age plays a big part in instruction since you could not take a lesson designed for middle aged students and think that it would have the same effect on elementary aged students. Social background is also important, because in most lessons the instructor would like to incorporate everyday examples or topics that the students are familiar with or experience to help them understand better. Learner types are very important in identifying learners. Some students learn best through reading or seeing examples and they are considered visual learns. Other students learn through listening and they are considered auditory learners. The final group of learners is those who learn by doing or being hands on, and they are considered kinesthetic learners.
The second principle of instructional design is objective. When starting any lesson one of the most important tasks of the instruction is it to identify the objective or goal. An objective in instructional technology or any other course will be the basic skills and knowledge the students will be receiving from the lesson. Objectives are important, because it allows the teacher to set up a foundation for the learning process.
The third principle of instructional design is the method of instruction. I have found that methods of instruction include lecture, independent research, group research, demonstrations, etc. The key focus to any method of instruction is to assist the students in completing and understanding the objective of the course. Depending on the course work that will be discussed the teacher will decide on what the method of instruction will be and if it will be effective or not. The website Basic Instructor Training states, “Determining which Method of Instruction to use in a training program can sometimes be difficult, because there are many different instructional methods which may be used in a training environment”. http://www.tlcsem.com/bmoi.htm
The fourth and last principle of instructional design is evaluation. Evaluations are ways to check to see if the students understand what was just taught to them. Evaluations can be in the form of test, oral presentation or written presentations. Evaluations are an important step in the process, because it allows the instructor to see if the students understood the instruction and if the lesson will need to be re-taught.
Reference
About E-Learning. A Comprehensive up-to-date Guide for e-Learning and Accredited On-line Distance Education. Retrieved January 27, 2011, from http://www.about-elearning.com/instructional-design-principles.html
Basic Instructor Training. Retrieved January 28, 2001, from http://www.tlcsem.com/bmoi.htm
Instructional Design Central. Instructional Designer Resources & Community Collaboration. Retrieved January 27, 2011, from http://www.instructionaldesigncentral.com/
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