Instructional Design
From ElateWiki
Instructional design refers to the purposive creation of a learning experience by combining pedagogical, psychological and technological information. This may refer to the creation of instructor-facilitated learning, automated learning, blended learning, or a combination of various types of technology-enhanced learning situations.
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Some Instructional Design Models
The ADDIE model is a popular one in industry. This model focuses on Analysis; Design; Development; Implementation, and Evaluation. More on this model may be found here: http://en.wikipedia.org/wiki/ADDIE_Model.
Clark & Mayer's "e-Learning and the Science of Instruction" offers powerful ideas regarding multimedia learning, with their integrative principles: the Multimedia Principle; Contiguity Principle; Modality Principle; Redundancy Principle; Coherence Principle, and Personalization Principle.
Bates & Poole offer a SECTIONS model for instructional design:
S “Students: what is known about the students—or potential students—and the appropriateness of the technology for this particular group or range of students?
E Ease of use and reliability: how easy is it for both teachers and students to use? How reliable and well tested is the technology?
C Costs: what is the cost structure of each technology? What is the unit cost per learner?
T Teaching and learning: what kinds of learning are needed? What instructional approaches will best meet these needs? What are the best technologies for supporting this teaching and learning?
I Interactivity: what kind of interaction does this technology enable?
O Organizational issues: What are the organizational requirements and the barriers to be removed before this technology can be used successfully? What changes in organization need to be made?
N Novelty: how new is this technology?
S Speed: how quickly can courses be mounted with this technology? How quickly can materials be changed?” (Bates & Poole, 2003, pp. 79 – 80).
There are models for the building of reusable learning objects, building games and simulations, and other types of learning.
Some thinkers offer ideas of how instructional design happens. Boutique course development (Harman & Truman-Davis, 2001) involves one-on-one support of a faculty member by an instructional design staff member. Collegial materials development involves team work around the creation of digital learning objects (Bates & Poole, 2003). A "project management" approach defines management processes for the evolution of online course trainings. A "lone ranger" approach involves the faculty member doing all his / her own instructional design.
What Do Instructional Designers Provide to Instructors?
Instructional designs provide support in a range of ways.
They may provide advisement on pedagogical strategies. They may provide support about digital captures such as video, audio, multimedia, screencasting, and screen captures. They may design e-learning. They may prototype a module or a segment of learning. They may support instructors in creating high-quality learning based on quality rubrics. They may support the creation of effective assessments. They may support the use of social technologies like blogs and wikis. They may conduct research to support instructor research and learning in the area of e-learning. They may support the research and writing for grant applications in the segments that relate to instructional design. They may create digital learning objects, too, and edit raw files as needed. They may assist faculty in transitioning from face-to-face (F2F) teaching and learning to online.
Instructional designers tend to be quite flexible in their work.
Continuing Refreshing of Curriculums
Instructional designers also may support the updating of an existing curriculum.
See Also
Instructional Design Support at K-State: http://www.k-state.edu/itac/
Instructional Design Open Studio: http://id.ome.ksu.edu/blog/
"An Instructional Design Approach to Updating an Online Course Curriculum" (Educause Quarterly): http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AnInstructionalDesignApproacht/219118
References
Bates, A.W., and Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco: Jossey-Bass Publishers. 79 - 80.