EDU3105 T2 – INSTRUCTIONAL DESIGN

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TOPIC 2 Instructional Design

SYNOPSIS
This topic discusses the concept of instructional design and the importance of
instructional design. This topic also explains the ADDIE and ASSURE model and its
applications in teaching and learning and message design.

LEARNING OUTCOMES
By implementing learning activities in this topic, hopefully the teacher will be able to:
i. Identify the features and various types of instructional design.
ii. Two forms of major instructional design.
iii. Identify and describe the design of message.

TOPIC FRAMEWORK

Instructional Design

Concept of Instructional Instructional Design Message Design In

Design Model Teaching And Learning
Meaning ASSURE Process
Role and Importance ADDIE

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2.1 Concept of Instructional Design

2.1.1 Meaning
Delivery or teaching process is an important activity that must be implemented in
education and training. Each teaching process should have a clear goal and it is
achievable. This goal will be achieved if it has comprehensive and systematic
planning and measurable outcomes. Thus, instructional design is a complete record
indicates that teaching and learning can take place in a planned and orderly manner.

In particular, instructional design determines what shall be taught or measured and

tested, and how the learning process takes place until the objectives are achieved.
According to Dick & Reiser (Wah Wan Ali et al. 2008), instructional design is a
systematic process to design, develop, implement and evaluate teaching.
There are also other models of instructional design, such as:
• ASSURE
• ADDIE
• 9S Gagne Events
• Dick & Carey
• Water Fall
• ARCS Model of Motivational Design (Keller)
• Kemp Design Model
• Organizational Elements Model
•
Think

What is the purpose of instructional design? To what extent design is important in

teaching and learning? What is the process involved in designing teaching?

2.1.2 Role and Importance

The instructional design is a systematic process that encompass three important

stages, namely the determination of objectives, lesson planning and evaluation and
reflection of teaching and learning. It translates the general principles of teaching and
learning to design the planning and delivery of learning materials. In other words, it is

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a process that provides guidance for planning and conducting lessons that require
the use of instructional media.

Instructional design has been around for four decades and now there are many kinds
of models of instructional design. However, there are six basic things in the teaching
process, namely:
i. determine the needs of pupils
ii. determine goals and objectives
iii. building assessment procedures
iv. design and choose the delivery strategy
v. try out the teaching system
vi. evaluate the overall system

There are large and small scale instructional design. Gustafon (Wah Wan Ali et al.
2008) has divided the model into three focus:
i. school-oriented model
ii. product-oriented model
iii. system-oriented model

The main aim of the design is to produce an effective teaching and learning.
According to Dick and Reiser (Wah Wan Ali et al.2008), effective teaching enables
pupils to acquire knowledge and skills, apart from the expected behavior change. A
successful teaching can bring respect to teachers. Indirectly, it helps to produce
competent, dedicated and innovative teachers.

Discussion

What are the basics of a teaching process?

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2.2 Instructional Design Model
2.2.1 Model ASSURE

ASSURE model is a classroom-based design model. This model is pioneered by

Heinich et. Al (Wah Wan Ali et al.2008). It gets its name from the initial letter acronym
A.S.S.U.R.E.

It contains six steps that is analysis of student characteristics, state teaching and
learning objectives, select strategy, technology and appropriate media, use of
technology, materials and the media of teaching and learning, engage students in the
learning process, and value as well as review the effectiveness of teaching and
learning.

A Analyse
S State
S Select
U Utilise
R Require
E Evaluate

2.2.1.1 Analyse learner

Before embarking on a teaching and learning, teachers need to know the general
characteristics of the students such as age, degree / level, student background, socio-
economic level and others. Teachers can obtain the complete information about pupil
through student records and direct interaction with students. Through these methods,
teachers will able to use appropriate technology and provide teaching materials and
media based on past experience of students.

In countries such as the United States, teachers are expected to know the needs of
each pupil such as age, past knowledge so that they can plan appropriate
instructional design according to the level and various learning styles of students. In
other word the teacher needs to know the extent to which previous knowledge was
acquired by students. Teachers also could conduct pretest on previous knowledge of
students.

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Each student has their own learning style. Some students prefer to learn on their own,
some like to discuss with friends or in groups, some like to learn in a quiet and calm
place, some like to learn in the bright room, some like to learn while listening to music,
some like to learn by observation and research and so forth.

Learning style refers to the psychological traits of students in processing, interpreting,

collect information on knowledge and skills and in turn reacts with its environment. It
refers to the most effective way of learning. According to Dunn & Dunn’s model (Wah
Wan Ali et al., 2008), learning style refers to how a student processes information and
retain new information through the five stimulus such as environment, emotional,
social, physiological and psychological. According to model Honey & Mumford (Wah
Wan Ali et al. 2008), Learning style is a description of the attitudes and behaviors that
are practiced by a student to learn in their own way. Knowledge about students
learning styles allows teachers to conduct classes with more effective way and
successful in teaching and learning.

2.2.1.2 State objectives (teaching and learning)

Learning makes a difference in terms of mastery of the knowledge, skills and
behavior. In addition, what is learned should have clear objectives and concrete
learning objectives that can be measured at the end of the teaching and learning
stage. For example, ‘at the end of teaching and learning, students can list five
examples of vertebrates.'

Statement of learning objectives should be written in explicit and clear manner. It can
help teachers to evaluate to what extent the learning objectives or skills that have
been defined can be mastered by students. Modifications to the methods or
strategies can be done if the objectives are not achieved.

Statement of objectives helps teachers to measure changes in behavior of pupils and

students should know what the expectations of their teachers are. Among the right
words are: “to label, compare and contrast, lists, quotes, categorize, summarize,
solving the problem”.

Statement of objectives help teachers in the selection of methods, materials and

instructional media and technology that can be used in teaching and learning. What is
the minimum level of performance that can be used to measure changes in students
behavior?

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Minimum achievement level refers to the degree of accuracy, the quantity and quality
as well as the time frame. Writing achievement levels can be done in the form of
quantitative and qualitative. Writing quantitative form can be explained by the use of
figures, percentages and raw scores. For example, at the end of teaching and
learning, students can 'answer eight out of ten multiple choice questions’. Writing in
qualitative form is difficult to measure, because the criteria is difficult to specify.

Objectives of teaching and learning can be categorized into three main domains:
• cognitive domain (ability to think)
• effective domain (attitudes and feelings)
• psychomotor (physical skills) and interpersonal domains

ACTIVITY

Try to analyze teaching and learning objectives. Identify more explicit words that can
be used to measure changes in student behavior after learning process is
implemented.

2.2.1.3 Select technology, Strategies, media and materials

There are four steps in this process:

• determine the appropriate type of technology to use
• select appropriate methods for teaching and learning
• select appropriate media format on the method chosen
• select, modify and design of selected media

2.2.1.3.1 Determining the appropriate type of technology

The selection of technology should be based on students’ characteristics and their

learning styles. At the same time, teachers need to think about the accessibility of the
material / resources to be used. Criteria to consider technology flexibility based on
the activity to be undertaken. Computer technology is appropriate in project activity,
presentation, simulation and so on.

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2.2.1.3.2 Selecting method

There is no one single method used in the process of teaching and learning. There
are more than one method used in the learning process. For example, simulation,
role-playing can be used during set induction. Brainstorming method can be used
during question and answer session. Each answer will be accepted by teachers.
Drills method can be used to strengthen new skill that was presented by the teacher.
Selection of teaching method is be based on objectives, style of teaching, students'
prior knowledge, student characteristics and learning styles of students.

2.2.1.3.3 Selecting the media format and material resources

Media format refers to how forms of information displayed. Examples of media

formats are such as photographs, slides, maps, drawings, transparency, three-
dimensional materials such as puppet, shadow puppets, marionettes, aquarium,
video clips, audio, multimedia presentation packages and others. Selection of media
format shall be based on objectives, student groups, student experience, and the
form of feedback which will be produced. Teaching and learning resources refers to
the subject contents which becomes the focus of learning. This resource can be in
the form of quotes, text, articles and so on.

There are three types of resource selection criteria. They are

• making use of available resources
• modify an existing source material
• designing new resources

2.2.1.3.4 Selecting, modifying and designing the selected media

If you are facing a shortage of materials or unsuitable media for the process of
teaching and learning, you can then redesign the media or produce new media.

There are seven factors that should be taken into account, namely:
• objectives
• target groups of pupils
• time
• the cost
• facility

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• skills / technical expertise
• equipment required

Selection of available resources should follow some criteria such as.

• Suits curriculum
• Accurate, reliable and timely information
• Language is clear and easy to understand
• Attract and motivates pupils
• Attract student participation
• Have quality
• There is evidence of the effectiveness of the usage
• Free from bias
• Availability of user guide or manual

DISCUSSION

List the places or agencies that provides reference on the available resource
materials.

2.2.1.4 Utilize technology, media and materials (use of technology, materials

and the teaching and learning media)

Use of resource material has to be accurate, timely and at the right place.The
following steps have to be checked before using the the resource materials;
• check the resource material before using in the classroom.
• prepare materials for use in the classroom
• provide environment for optimal use
• prepare students emotionally and physically for maximum benefit
• provide learning experiences for students

2.2.1.5 Require learner participation

Teachers can plan teaching and learning sessions involving students through
student-centered methods. One example on student-centered activity is the project
work. This will motivate students and enable teachers to measure changes in student
behavior.

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2.2.1.6 Evaluate and revise

Evaluation during and after the teaching and learning enable teachers to make
improvements and corrections, and conduct appropriate follow-up action through the
practice of reflection.
Through reflection, teachers need to look at the effectiveness of planning, teaching,
objectives and behavioral change of students. Through this process, Teachers could
plan a more effective and quality teaching lesson in the future.

Internet Resources

1. http://www.instructionaldesign.org/
2. http://www.instructionaldesign.org/models/index.html
3. http://www.instructionaldesign.org/models/assure.html

2.4.1 ADDIE Model

This model is the basis for most of the design model. Benefit of this model is that
continuous improvements can be made based on the information collected. It also
saves time because the problem can be solved as soon as identified. It gets its name
from the initial letter acronym ADDIE.

A Analysis
D Design
D Development
I Implementation
E Evaluation

2.4.1.1 Analysis Phase

In this first phase, teachers need to identify target groups of pupils, the
characteristics of students’ learning, teaching objectives, the time frame, selected
instructional strategies and students' previous experience.

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2.4.1.2 Design phase

In this phase emphasis is given to the design of teaching and learning, determination
of learning objectives, content delivery, assessment tool to be used, the selection of
the appropriate media type and the enhancement and enrichment training will be
given to the students according to their level of skills acquired.

2.4.1.3 Stage Development

This stage involves the selection of the content and use of technology.

2.4.1.4 Level Implementation

It involves the entire learning process, from understanding of the curriculum, the
determination of outcomes, selection of teaching strategies, instructional media
selection, use of appropriate assessment tools and types of tests.

2.4.1.5 Level Assessment

It Includes two parts, formative and summative assessment. Formative assessment
is carried out throughout the process of teaching and learning and summative
evaluation is conducted at the end of the school term in the form of tests for cognitive
domain and also aims at getting feedback from students.

Internet Resources

1. http://www.instructionaldesign.org/models/addie_weaknesses.html
2. http://www.instructionaldesign.org/models/dick_carey_model.html
3. http://www.umich.edu/~ed626/Dick_Carey/dc.html

Discussion

Discuss with your learning partner the advantages of using ASSURE and Dick &
Carey’s instructional design.

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2.3 Design Message design in teaching and learning

Instructional media plays a very important role in instructional design. Media is act as
mediator between the presenter and recipient of the message. According to
Educational Communication and Technology ((AECT) 2004) (Wah Wan Ali et
al.2008), media are all forms or channel used to communicate a message. Media in
teaching and learning context focus on delivery of teaching and learning.
As such, all media in the form of audio, video, graphics, sound and language
presentation by teachers are classified as instructional media.
According to (Wah Wan Ali et al. 2008) The media can be divided into three
components:
• Messages
• Form of message
• Message channel

Messages

Form of message

Message channel

Figure 4: Torkelson Concept on Media (1972)

i. Message
Message is the content to be delivered by the presenter. Messages can be in the
form of information, motivation, reminder, sign language and others.

ii. Form of messages

Referring to the question of how the message is delivered. It can be in the form of
pictures, tables, charts, symbols, announcements, and so on.

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iv. Message channel
Refers to the physical devices used to convey message. Messages can be delivered
in the form of electrical, mechanical, digital, and other signal. Some of the tools used
as message channel are radio, television, Overhead Projector, LCD Projectors,
digital camera and video camera.

In the teaching and learning process, the message design plays an important role
because it ensures the message delivered by teacher is understood by the receiver or
pupil. Media used in teaching has to be based on students past experience in order to
accelerate the delivery of message.

According to Edgar Dale (Wah Wan Ali et al., 2008), students learn a new skill
through concrete experience. By having direct experience where students themselves
involved in the process of the act for example observing, students will eventually
interpret abstract information into concrete form.
On the other hand if pupils learn a new skill through verbal language only, then the
student will have less experience. In short, the media can be used in teaching and
learning ranging from direct experience to the verbal description. (Refer to Figure 5)

verbal
symbols
Visual
symbols
See a still picture

See moving pictures

Watching educational
television
Exhibition

Do action research

Demonstration

Enact

Designing real experience simulation

Get direct experience / actual

Figure 3: Edgar Dale’s Cone of Experience (Wah Wan Ali et al. 2008)

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Discussion

Assessment is one of the steps in the ADDIE model. Based on your experience as a
teacher, discuss with your partner about the form of assessment that can be
performed and describe the characteristics of each form of assessment with
example.

Summary

Teachers need to plan instructional design so that teaching will become more
organized and systematic. Selection of a teaching design is very important because it
will ensure the achievement of the lesson objective ultimately enable student to
master the skills and change in their behavior.

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BIBLIOGRAPHY

Mok Soon Sang (2006). Nota pengurusan pengajaran-pembelajaran. Multimedia-ES

Resources Sdn. Bhd.

Newby, T.J., Stepich, D.A., Lehman, J.D., Russell, J.D. (2006). Educational
technology for teaching and learning. Merrill Prentice-Hall.

Noriati A.Rashid, et. al. (2009). Teknologi dalam pengajaran dan pembelajaran. Shah
Alam: Oxford Fajar.

Wah Wan Ali et al. (2008). HBEM3103. Prinsip teknologi pengajaran. Kuala Lumpur:
OUM.

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