INSTRUCTIONAL INSTRUCTIONAL DESIGNDESIGN

WHY?WHAT?HOW?

HAJI MUHAMMED FAUZI BIN OTHMAN

Mengapa latihan?Mengapa latihan?

Kejayaan sesebuah organisasi bergantung kepada para pekerjanya

Justeru pembangunan sumber manusia (HRD) merupakan suatu pelaburan penting ke arah pembangunan sesebuah organisasi

Kaedah paling utama adalah melalui latihan dan pembangunan (T&D)

Cuba anda fikirkan 3 cara bagaimana T&D dapat membantu pembangunan sesuatu organisasi

Manfaat LatihanManfaat Latihan

Menurut Buckley and Caple (1992) dalam Ibrahim (1999)

Kepada Organisasi•Peningkatan keuntungan•Peningkatan produktiviti•Meningkatkan imej

organisasi•Mengurangkan kadar pusing-

ganti•Pembentukan budaya kerja positif, mampu menangani

perubahan

Kepada ahli organisasi•Kepuasan kerja•Peluang merealisasi [otensi diri•Membantu pembelajaran, peningkatan KSA•Peningkatan kerjaya, pangkat dan gaji

Teori-teori PembelajaranTeori-teori Pembelajaran

UNTUK MEMASTIKAN OBJEKTIF LATIHAN DAN PEMBELAJARAN DAPAT DIOPTIMUMKAN, KITA HARUS MEMAHAMI ASAS-ASAS TEORI PEMBELEJARAN

Education is what survives when what has been learned has been forgotten. - B. F.

Skinner

Types of Learning TheoryTypes of Learning Theory

Cognitive TheoryPp 350-355

Cognitive theorists focus on learning process inside our mind; how information received, processed, retained, and retrieved.

CONTRUCTIVISM

Learning Theories

Behaviorism Cognitivism Constructivism

proponents

B.F. Skinner

Jerome Bruner

Lev Vygotsky

John Dewey

Knowles

applications

training, e.g. flight simulators

any deep processing: exploring, organizing, synthesizing content

Collaborative learning

instructional design focus

Instructor designs the learning environmment.

Instructor manages problem solving and structured search activities, especially with group learning strategies.

Instructor mentors peer interaction and continuity of building on known concepts.

view of learner

basically passive, just responding to stimuli

Learners process, store, and retrieve information for use. (Bruner's Discovery Learning) 

Learners create their own unique education because learning is based on prior knowledge.

assets

integrating complex muscular and cognitive activities

Vygotsky's Zone of Proximal Development (ZPD) focuses on interactive problem solving.

Learning is interactive, dialogic.

implications

Climate for Learning: Does the environment have the right stimuli to promote learning?

Readiness: Students will learn concepts that are maturing.Opportunity: ZPD = area between what a learner can do individually vs. assist by peer interaction, research and teaching.Learners Customize Their Learning: Provide a range of learning activities and concepts for core course objectives.

Prior Knowledge: Design learning to assist students to build on what they know. Inquirey Learning: Adult learners have a mutual vested interest in their learning and want to involve real experience; teachers are not the sole possessors of knowledge and perspective but co-learners and guides. (Knowles' andragogy)

Applications to Instructional Design

Presentation vs. Participation Designing Instruction

Moore: Inducing knowledge results from student participation sparked by the right questions. Instructors mentor students, consult on content, motivate, help students integrate and contextualize learning, and run classes through participatory management principles.

Robert Gagne originated systematic instructional design, analyzing learners and course goals to make objectives, sequence instructional experiences, set the medium of instruction, and assess student performance and the course.

Behavioral objectives are the basis of performance assessment--for the students and for the course.

Learning activities engage the learner by providing chances for interaction with information sources (instructor, other experts, peers).

9 Events of Instruction (Gagne):  Each portion of instruction should engage learners, make them aware of objectives, trigger relevant prior knowledge, put students with material to be learned, guide students as needed, get students to use their learning and give feedback before assessing performance, and then help students to retain and transfer concepts.

Actually, cognitive and affective learning interact complexly in modern course goals and objectives.

Learning may involve "just-in-time" database access in addition to sequenced study.

Applying instructional technology requires applying up-to-date findings in communications, computer science, and learning theory.

Applying instructional technology also requires faculty to balance the interaction of students with content, instructor, and peers, along with selecting appropriate learning and assessment strategies specific to particular technologies.

I never teach my pupils; I only attempt to provide the conditions in which they can

learn. - Albert Einstein

WHY YOU NEED ID?WHY YOU NEED ID?

TO PROVIDE A GUIDE TO EFFECTIVE TRAINING◦LEARNING EFFECTIVELY◦STRATEGY

TO HELP COURSE DEVELOPER AVOIDING DESIGN MISTAKES BY CREATING GOOD & CLEAR OBJECTIVES, GOOD EVALUATION ETC.

WHAT IS ID?WHAT IS ID?ID is a set of rules or procedures for creating

training that does what it is supposed to do (Piskurich, 2000)

ID is associated with analyzing employee performance problems systematically, identifying the root cause(s), considering various solutions to address the causes, and implementing the solutions in ways designed to minimize the unintended consequences of corrective action (Rothwell & Kazanas, 1992)

ID is the science of creating detailed specifications for the development, evaluation, and maintenance of situations which facilitate the learning of both large and small units of subject matter (Richey, 1986 in Rothwell & Kazanas).

ID is based on learning theories, information technology, systematic analysis, educational research, and management methods.

(look at pp 6-7, 13)

More definition and concept…More definition and concept…ID focused on establishing and maintaining

efficient and effective human performance.◦What is performance?

◦What are efficiency and effectiveness?

ID is guided by a model of human performance

A Comprehensive Model of Human Performance in Organization

ORGANIZATIONAL PERFORMANCE

INDIVIDUAL PERFORMANCEJob context

Motivation

Knowledge

Skills

Attitudes

Abilities

Aptitude

WORK GROUP PERFORMANCEStructure

Leadership

Cohesiveness

Roles

Norms

Status

ENVIRONMENTSTRUCTURETECHNOLOGYSTRATEGYCULTURE

ENVIRONMENTSTRUCTURETECHNOLOGYSTRATEGYCULTURE

A Situation-Specific Model of Human Performance

Job Individual Response Consequences

Situation Performer (Action or of Action or

Decision) Decision to

by Performer

Performer

FEEDBACK

SYSTEMATIC

ID is a process for examining problems & identifying solutionsA planned process : needs are identified, problems

are selected, solutions are identified, methods & means are obtained and implemented, results are evaluated revisions are made.

Based on Open System Theory

Open system receives inputs from the environment, transform them thru operations within the system, submits outputs to the environment, and receives feedback.

ENVIRONMENT

INPUTS OPERATIONS OUTPUTS

FEEDBACK

Basic Components of an Organization as an Open System

Training Process

Need Analysis Phase

Design Phase

Development Phase

Implementation Phase

Evaluation Phase

Process Evaluation

Summative evaluation.

Fundamental components of ID

Learners Methods

Objectives Evaluation

INSTRUCTIONAL INSTRUCTIONAL OBEJECTIVESOBEJECTIVES

PURPOSE OF IOIO DOMAINS

HOW TO WRITE SMART OBJECTIVE

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Look like a spiral?

OBJECTIVES OF THIS CHAPTEROBJECTIVES OF THIS CHAPTER

After this session you will be able to:1.Explain the function of instructional

objective2.Write set of instructional objectives based

on the guidelines on writing good objective

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ActivityActivity

Read “getting started, Chapter 5”

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Now, answer this question;“Why do instructional designers need instructional objectives?”

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Function of ObjectivesFunction of Objectives

It offers means for the instructional designer to design appropriate instruction, specifically to select and organize instructional activities and resources that facilitate effective learning.

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Function of ObjectivesFunction of Objectives

It provide a framework for devising ways to evaluate student learning.

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Function of ObjectivesFunction of Objectives

It guide the learner.

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OBJECTIVE DOMAINSOBJECTIVE DOMAINS

COGNITIVEPSYCHOMOTORAFFECTIVE

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LEVEL OF COGNITIVE DOMAINLEVEL OF COGNITIVE DOMAINHighest level

Lowest level

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Assessing the value of ideas, things. Etc.

Assembling a whole from parts

Disassembling a whole into parts

Using what has been previously learned

Knowing what a message means

Remembering/recalling terms, facts, and so on.

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LEVEL OF PSYCHOMOTOR LEVEL OF PSYCHOMOTOR DOMAINDOMAIN

Highest level

Lowest level

Complex overt response

Mechanism

Guided response

Set

Perception

Performing automatically

Acting without assistance

Performing a task with assistance

Getting ready to perform

Observing behaviours involved in task.

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LEVEL OF AFFECTIVE DOMAINLEVEL OF AFFECTIVE DOMAINHighest level

Lowest level

Characterization

Organization

Valuing

Responding

Receiving

Adopting a new way of life or outlook

Developing/acquiring a new value system

Accepting values/beliefs

Participating

Paying attention.

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Interrelation of DomainsInterrelation of Domains

Single objective can involve learning all three domains

Attitudinal development may precede successful learning of other domains

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Writing Instructional Writing Instructional ObjectivesObjectives

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PERFORMING GOAL ANALYSIS

To perform goal analysis, instructional designers should carry out five simple steps:

Identify the goal, the warm fuzzy, and write it down. Clarify the vague goal that instruction intends to achieve.

  Write down examples of what people are saying or doing when they are

behaving in a way corresponding to the goal. In short, identify behaviors associated with the goal.

Sort out unrelated items and polish the list developed in Two Step. Eliminate duplications not clearly associated with achieving the goal.

Described precisely what learners should be doing to demonstrate goal achievement. Statements of this kind become performance objectives.

Test the performance objectives to ensure that they are linked to the goal and, when enacted, will lead to the desired instructional results.

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What should workers know or do to perform

competently?

What should workers know or do by the end of instruction,

how can their performance be judged, and what assumptions must be made about condition

for performance?

Step 1Establish instructional

purpose

Step 2

Classify learning tasks

Step 3Analyze learning tasks

Results of task analysis

Performance objectives

STEP FOR CONVERTING RESULTS OF TASK OR CONTENT ANALYSIS INTO PERFORMANCE OBJECTIVES

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STATING OBJECTIVES IN STATING OBJECTIVES IN PERFORMANCE TERMSPERFORMANCE TERMS

Classify the type of performance objectives that must be written and then state performance objectives that are directly or indirectly linked to work requirements.

The objectives should thus clarify, in measurable terms, what learners should be able do to at the end of instruction, how well they should be able to do it, and what condition have to exist or equipment has to be available for them to exhibit the performance.

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Classifying the Classifying the ObjectivesObjectivesKNOWLEDGE

SKILLS

ATTITUDES

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Explaining a procedure…

Typing letters…

Serving customers courteously…

Verbs associated with objectives Verbs associated with objectives (learning outcomes) for cognitive (learning outcomes) for cognitive domaindomain

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Verbs associated with objectives (learning outcomes) for cognitive domain

Analysis:• Analyze• Appraise• Calculate• Categorize• Compare• Contrast• Criticize• Discriminate• Examine • etc

Synthesis:• Arrange• Assemble• Collect• Compose• Construct• Create• Design• Formulate• Manage• etc

Evaluation:• Appraise• argue• assess• attack• choose• compare• estimate• evaluate• Judge• Etc.

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