Designing+and+Planning+Instruction

 B. Designing and Planning Instruction-Stephanie Moats  Final Edit responsible by, and
 * 1)  What is Instructional System Design (ISD)? What are some different models? Provide sources and detail information on those different models.
 * 2)  What is the relationship between ISD and Educational Technology?
 * 3)  What are some different teaching strategies? How to use the technology to enhance teaching under those different strategies?
 * 4)  20 related Websites (URL + site descriptions)

**1) ** **__What is Instructional System Design (ISD)? What are some different models? Provide sources and detail information on those different models. __**   **Instructional design** is the practice of arranging media and content to help learners and teachers transfer knowledge most effectively. The process consists broadly of determining the current state of learner understanding, defining the end goal of instruction, and creating some media-based "intervention" to assist in the transition. Ideally the process is informed by pedagogically tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. As a field, Instructional Design is historically and traditionally rooted in cognitive and behavioural psychology. However, because it is not a regulated field, and therefore not well understood, the term 'instructional design' has been co-opted by or confused with a variety of other ideologically-based and / or professional fields. Instructional Design, for example, is not Graphic Design although graphic design (from a cognitive perspective) could play an important role in Instructional Design. (   [] ) The National Resources Conservation Service (NRCS) provides a 10-step process that covers the needs of assessment for instructional design: **Conduct a needs assessment** -The design of training begins with a series of assessments that provide the foundation for the development of the instruction itself. The first assessment determines if training is the appropriate solution to the identified performance problem. **Assess relevant characteristics of learners** - This step established who the targeted learners are and how their characteristics may affect the design of instruction. As instruction is prepared these differences must be taken into account if learning is to be accomplished efficiently and effectively. **Analyze characteristics of a work setting** - This assessment gathers information about the organization's resources, constraints and culture so that instruction will be designed in a way appropriate to the environment. **Perform job, task content or goal analysis** - Entire jobs, specific tasks and areas of training content are analyzed when appropriate to gather additional information about what people do, how they do it and to isolate single idea or skills units for instruction. **Write statements of performance objectives** - The development of performance objectives guides the rest of the process by describing precisely what the targeted learners should know, do or feel at the completion of a planned learning experience. **Develop performance measurements** - Performance measurements are various means, from observation to written tests, established to monitor learner achievement and to help ensure that training is efficient and effective. **Sequence instruction (performance objectives)** - This step ensures that learners are introduced systematically to what they must know or do to perform competently. **Specify instructional strategies** - This step establishes both the overall blueprint of how instruction will be delivered and the specific strategies for individual units of instruction. **Design instructional materials** - This step focuses on selecting, modifying or designing instructional materials. This includes both materials that are print-based and electronically-based. **Evaluate instruction** - Instructional design is not finished until it is apparent that targeted learners can learn what they need to know or do from the delivery methods and materials selected. [] There are many different models of Instructional System Design. The following are some of the most popular examples of ISD but there are many more available. 1. **ADDIE Model** The generic term for the five-phase instructional design model consisting of Analysis, Design, Development, Implementation, and Evaluation. Each step has an outcome that feeds into the next step in the sequence. There are probably over 100+ different variations of the generic ADDIE model. The five phases of ADDIE are as follows: //Analysis// //Design// //Development// //Implementation// //Evaluation// [] [] For more information, see: **2. RAPID PROTOTYPING** Rapid Prototyping (RP) can be defined as a group of techniques used to quickly fabricate a scale model of a part or assembly using three-dimensional computer aided design (CAD) data. Rapid Prototyping has also been referred to as solid free-form manufacturing, computer automated manufacturing, and layered manufacturing. RP has obvious use as a vehicle for visualization. In addition, RP models can be used for testing, such as when an airfoil shape is put into a wind tunnel. RP models can be used to create male models for tooling, such as silicone rubber molds and investment casts. In some cases, the RP part can be the final part, but typically the RP material is not strong or accurate enough. When the RP material is suitable, highly convoluted shapes (including parts nested within parts) can be produced because of the nature of RP. [] [] 3. **DICK AND CAREY** The Dick and Carey model prescribes a methodology for designing instruction based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes. [] [] 4. **MORRISON/ROSS/KEMP MODEL** The Morrison, Ross and Kemp Model, more commonly known as the Kemp Model defines different elements – not “step, stage, level, or sequential item” (Morrison, Ross & Kemp 2004, p.10) of an instructional design, and emphasizes the adoption of continuous implementation and evaluation through the instructional design process. These elements are independent of each other, in that they do not need to be considered in a linear fashion and there is no particular start- and end point. The oval shape of this model is constructed to convey the idea that the design and development process is an iterative cycle that needs constant planning, design, development and assessment to ensure effective instruction. [] There are nine key elements to instructional design: ** [] **  **2) ** **What is the relationship between ISD and Educational Technology? **  Central to any distance learning program are decisions about the design of instruction. As many people have discovered, even the most sophisticated technological system will not be successful if instruction is poorly designed. Decisions about instructional design involve selecting teaching methods and strategies that fit learning needs and instructional objectives. Such decisions not only require a basic knowledge of teaching methods but also an understanding of how to plan and design a learning experience when using distance education technology. [] **__3)__** **__What are some different teaching strategies? How to use the technology to enhance teaching under those different strategies? __**  Some instructional teaching strategies include but are not limited to the following:   Department of Staff Development, Instructional Strategies. Retrieved April 24, 2009, from Prince George's County Public Schools Web site:   []   **//  Ways to add Technology:  //**   http://www.worldofteaching.com/index.html   []  []
 * During analysis, the designer identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project.
 * A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.
 * The actual creation (production) of the content and learning materials based on the Design phase.
 * During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.
 * This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. Revisions are made as necessary.
 * Dick, W., & Carey, L. (1996). //The Systematic Design of Instruction// (4th Ed.). New York: Haper Collins College Publishers.
 * Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). //Instructional Design Strategies and Tactics//. Englewood Cliffs, NJ: Education Technology Publications.
 * 1) Determine instructional goal – what do you want learners to be able to do when they have completed the instruction
 * 2) Analyze the instructional goal – a step-by-step determination of what people are doing when they perform the goal and what entry behaviors are needed
 * 3) Analyze learners and contexts – context in which the skills will be learned and the context in which the skills will be used
 * 4) Write performance objectives – specific behavior skills to be learned, the conditions under which they must be performed and the criteria for successful performance
 * 5) Develop assessment instruments – based on the objectives
 * 6) Develop instructional strategy – identify strategy to achieve the terminal objective; emphasis on presentation of information, practice and feedback, testing
 * 7) Develop and select instruction – using the stated strategy produce instructional materials
 * 8) Design and conduct formative evaluation – testing of 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
 * 9) 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
 * 10) Summative evaluation – independent evaluation to judge the worth of the instruction
 * 1) Identify instructional problems//,// and specify goals for designing an instructional program.
 * 2) Examine learner characteristics that should receive attention during planning.
 * 3) Identify subject content, and analyze task components related to stated goals and purposes.
 * 4) State instructional objectives for the learner.
 * 5) Sequence content within each instructional unit for logical learning.
 * 6) Design instructional strategies so that each learner can master the objectives.
 * 7) Plan the instructional message and delivery.
 * 8) Develop evaluation instruments to assess objectives.
 * 9) Select resources to support instruction and learning activities.
 *  Developing Performance Assessment Tasks
 *  Classroom Management: A Game Plan for Success
 *  Portfolio Assessment
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Questioning to Promote Higher-Order Thinking
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Dimensions of Learning Reference Guide
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> A Guide to Cooperative Learning
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Equity in Response
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Reading Across the Curriculum
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Writing Across the Curriculum
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> PowerPoint Presentations
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Field Trips-Virtual Classroom Field Trip
 * <span style="font: 7pt 'Times New Roman'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;"> A field trip is a structured activity that occurs outside the classroom. It can be a brief observational activity or a longer more sustained investigation or project.
 * <span style="font: 7pt 'Times New Roman'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;"> Virtual Field Trips allows both students and teachers the opportunity to travel to areas of the world that would otherwise be out of reach Teachers can take their students on a field trip right in their own classroom. Students can gather information about areas in the world that would have been impossible for most of them to see.
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Atomic Learning
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Internet
 * <span style="font: 7pt 'Times New Roman'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;"> A valuable source of information and educational resources for research, investigation, acceleration, remediation, practice and enrichment. To learn about the Internet, how to use it and conduct effective searches, click on the links below.
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Resources
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Tutorials
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Wireless Lab
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Blackboard
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Digital Media
 * Cameras, Digital Video, Computers, Phones, Televisions, Movie Maker, Wiki, Photo Shop
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Word
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> SMART Board
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Excel
 * <span style="font: 7pt 'Times New Roman'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">A d ynamic   spreadsheet program that allows you to enter numbers and make calculations. Both teachers and students can use this software to create useful and informative databases, graphs, and charts.
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> WebQuests
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Web Cams
 * <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Graphics
 * Copyright free graphic files from the Internet may be saved and used in many different programs including PowerPoint, Word, Excel and on web pages. It is a good idea to document the copyright status of the graphic by printing a copy of the page where the graphic is found, as well as, the page that indicates that the graphic is free to use.