Instructional Design

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Instructional Design by Mind Map: Instructional Design

1. Learning Approach Decisions

2. Definition

2.1. “Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.”(Retrieved from:http://www.umich.edu/~ed626/define.html )

3. Model

3.1. ADDIE

3.1.1. Analysis

3.1.1.1. Needs

3.1.1.1.1. Is training the right solution?(5 Dimensions)

3.1.1.1.2. Performance gap analysis

3.1.1.2. Learner

3.1.1.2.1. Target audience

3.1.1.3. Task

3.1.1.3.1. Concept knowledge

3.1.1.3.2. Procedure knowledge

3.1.1.3.3. Combination

3.1.2. Design & Development

3.1.2.1. Design skills

3.1.2.1.1. Design principles

3.1.2.2. Development skills

3.1.2.2.1. Develop video-based learning

3.1.2.3. Communication skills: Presentation

3.1.2.3.1. 1.Find a story to tell. (Start to tell basic human stories)

3.1.2.3.2. 2.Draw them in quickly.(1-3min to pull audience in and engage them.)

3.1.2.3.3. 3.Explain the threat.

3.1.2.3.4. 4.Outline the solution.

3.1.2.3.5. 5.Give them an action step.

3.1.2.4. Project management

3.1.2.4.1. Role clarification grid

3.1.2.5. Working in teams

3.1.2.5.1. Internal teams

3.1.2.5.2. External: Key stakeholder analysis

3.1.3. Implementation

3.1.3.1. Pilot

3.1.3.2. Train the trainer

3.1.3.3. Roll out

3.1.4. Evaluation

3.1.4.1. Why evaluate

3.1.4.1.1. To find out if the effort/investment in analysis, design, development, and implementation is worth it

3.1.4.2. What to evaluate

3.1.4.2.1. Whether the learning program has achieved its intended goals

3.1.4.3. How to evaluate

3.1.4.3.1. Kirkpatrick’s 4-level evaluation

3.1.4.3.2. The success case method

4. Learning Objectives

4.1. Three major components

4.1.1. Behavior:A description of what the student will be able to do

4.1.2. Conditions:The conditions under which the student will perform the task

4.1.3. Criterion:The criteria for evaluating student performance

4.2. Bloom’s taxonomy of learning

4.2.1. Three domains

4.2.1.1. Affective:learning of beliefs, attitudes, and values.

4.2.1.2. Psychomotor: learning of physical movements.

4.2.1.3. Cognitive:learning of information and the processes of dealing with that information.

4.2.2. Using Bloom’s Taxonomy(2001 revision) to write learning objectives.

5. Theories

5.1. Prescriptive theory

5.1.1. Learning theories(How people learn)

5.1.1.1. Behaviorism

5.1.1.1.1. Key factors

5.1.1.1.2. Implication for learning

5.1.1.1.3. Limitations

5.1.1.2. Congnitivism

5.1.1.2.1. Key factors

5.1.1.2.2. Implication for learning

5.1.1.3. Congnitivism

5.1.1.3.1. Implication for learning

5.1.1.3.2. Limitation

5.1.2. Instructional theories(How to design)

5.1.2.1. Robert Gagné’s Nine Events of Instruction

5.1.2.1.1. 1.Gain attention of the students

5.1.2.1.2. 2.Inform students of the objectives

5.1.2.1.3. 3.Stimulate recall of prior learning

5.1.2.1.4. 4.Present the content

5.1.2.1.5. 5.Provide learning guidance

5.1.2.1.6. 6.Elicit performance (practice)

5.1.2.1.7. 7.Provide feedback

5.1.2.1.8. 8.Assess performance

5.1.2.1.9. 9. Enhance retention and transfer to the job

5.1.2.2. First Principles of Instruction

5.1.2.2.1. 1.Problem-centered

5.1.2.2.2. 2.Activation

5.1.2.2.3. 3.Demonstration (Show me)

5.1.2.2.4. 4.Application Phase

5.1.2.2.5. 5.Integration Phase

5.1.2.3. Gamification

5.1.2.3.1. Goals

5.1.2.3.2. Rules

5.1.2.3.3. Rewards

5.1.2.3.4. Story

5.1.2.3.5. Conflict, competition, cooperation

5.1.2.3.6. Levels

5.1.2.3.7. Onboarding

5.1.2.3.8. Feedback

5.1.2.3.9. Replay, do-over