TEACHING

DESIGN
FAZLINDA BT AB HALIM
Agenda
Introduction

The concept of teaching design

Learning theories

Teaching design models

Introduction…

Teaching design refers to deliberate choices about what, when,

where and how to teach. Decisions need to be made about the
content, structure, timing, pedagogical strategies, sequence of
learning activities, and the type and frequency of assessment in
the course, as well as the nature of technology used to support
learning.
 An application of a pedagogical model for a specific
learning objective, target group, and a specific con-
text or knowledge domain. The learning
design specifies the teaching and learning process,

The con- along with the conditions under which it occurs and
the activities performed by the teachers and learners
in order to achieve the required learning objectives

cept of A description of a sequence

of learning activities that learners under-
teaching take to attain some learning objectives, in-
cluding the resources and support mecha-

design nisms required to help learners to complete

these activities and their temporary rela-
tions.
It means to design a learning environment
that is based on theories of learning and
aims to facilitate learning process and im-
prove learning quality.
 Learning
theories!!

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tle Here
Learning theory describes how students receive, process,
and retain knowledge during learning.
Cognitive, emotional, and environmental influences, as well
as prior experience, all play a part in how understanding, or
a world view, is acquired or changed and knowledge and
skills retained.
Learning theories
Consist of….

Cognitive Behaviorism constructivism

students actually
looks at the way how a student create their own
people think. behaves learning based on
their
Option A Option B previous experience
Option C
 Cogni-
tiveLearn-
ing the-
ory

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tle Here
 Founder of
cognitive learn-
ing

The theory is credited to Educational psychologist

Jean Piaget. He believed knowledge is something
that is actively constructed by learners based on
their existing cognitive structures.
 Components of cognitive learning

Comprehension Application
understand the reason Memory apply new information
why you are learning a or skills in life situations
specific subject in the Having a deep under-
first place. standing of a subject
improves your ability to
relate new knowledge
with previous experi-
ences or information.
Cognitive theory
Mental processes are an important part in understanding how we learn. The cogni-
tive theory understands that learners can be influenced by both internal and external
elements.

Plato and Descartes are two of the first philosophers that focused on cognition and
how we as human beings think. Many other researchers looked deeper into the idea
of how we think, spurring more research.

Jean Piaget is a highly important figure in the field of cognitive psychology, and his
work focuses on environments and internal structures and how they impact learning.

The cognitive theory has developed over time, breaking off into sub-theories that
focus on unique elements of learning and understanding. At the most basic level, the
cognitive theory suggests that internal thoughts and external forces are both an
important part of the cognitive process. And as students understand how their think-
ing impacts their learning and behavior, they are able to have more control over it.
 Benefit of cognitive learning
1. Enhances learning 4. Improves problem-solving
Cognitive learning theory enhances life- skills
long learning. students can build upon
previous ideas and apply new concepts equips students with. the skills they
to already existing knowledge need to learn effectively. They are
thereby able to develop problem-
2. Boosts confidence solving skills they can apply under
students become more confident in ap- Cognitive challenging tasks..
proaching tasks as they get a deeper
understanding of new topics and learn Learning
new skills.
Theories 5. Learn new things faster
will be able to recycle and use the
3. Enhances Comprehension .
same learning methods that worked
previously..
improves learners’ comprehension
of acquiring new information. They
can develop a deeper understand- 6. Think abstract
ing of new learning materials.
form a range of different concepts
such as easily perceiving and inter-
preting information that could boost
creativity and lead to innovations
Examples of cognitive learning
Meaningful Learning
Explicit Learning capable of acquiring new infor-
intentionally seek knowledge to mation and relating it to past ex-
attempt and learn a new skill or periences.
process that may be vital to your
work.
Discovery Learning
It happens when you actively
seek new knowledge by re-
searching new concepts, pro-
cesses, and subjects.
Implicit Learning
passively gain new knowledge
and learn some new skills…un-
aware of the entire process until Observation Learning
you Observing your friends works is
realize you have retained some- an efficient way to learn a new
thing new. skill.
Behaviorism
Learning
theory

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tle Here
 Founder of be-
haviorism learn-
ing

Watson is considered the founder of

the behaviorist theory. He was a
proponent of Classical Conditioning.
B.F. Skinner also did a lot of work with
the use of behaviorism in education
but was a proponent of Operant
Conditioning.
Behaviorisme theory
The idea that how a student behaves is based on their interaction with
their environment. It suggests that behaviors are influenced and learned
from external forces rather than internal forces.

Psychologists have been working on the idea of behaviorism since the

19th century. Behavioral learning theory is the basis for psychology that
can be observed and quantified. Positive reinforcement is a popular ele-
ment of behaviorism—classical conditioning observed in Pavlov’s dog ex-
periments suggests that behaviors are directly motivated by the reward
that can be obtained.

Teachers in a classroom can utilize positive reinforcement to help students

better learn a concept. Students who receive positive reinforcement are
more likely to retain information moving forward, a direct result of the be-
haviorism theory.
 How behaviorisme impacts learning
This theory is relatively Behaviorism is often seen in contrast
simple to understand because it to constructivism. Constructivists are
relies only on observable
more likely to allow for experimenta-
behavior and describes several
universal laws of behavior. Its
tion and exploration in the classroom
positive and negative reinforcement and place a greater emphasis on the
techniques can be very effective– experience of the learner. In contrast
such as in treatments for human to behaviorists, they feel that
disorders including autism, anxiety an understanding of the brain info
disorders and antisocial behavior. rms teaching
Behaviorism is often used by .
teachers who reward or punish
student behaviors.
Constructivism
Learning theory

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tle Here
 Founder of con-
structivisme learn-
ing
Social constructivism was developed by Lev
Vygotsky (1978, p. 57) who suggested that,
Every function in the child's cultural develop-
ment appears twice: first, on the social level
and, later on, on the individual level; first, be-
tween people (interpsychological) and then in-
side the child (intrapsychological)..

An author who has been for a

lifetime engaged in elaborating
a constructivist theory of knowl-
edge is John Dewey (1859-1952)
Constructivisme theory
Based on the idea that students actually create their own learning
based on their previous experience. Students take what they are
being taught and add it to their previous knowledge and experi-
ences, creating a unique reality that is just for them.

This learning theory focuses on learning as an active process,

personal and unique for each student.
Teachers can utilize constructivism to help understand that each
student will bring their own past to the classroom every day.

Teachers in constructivist classrooms act as more of a guide to

helping students create their own learning and understanding. They
help them create their own process and reality based on their own
past. This is crucial to helping many kinds of students take their
own experiences and include them in their learning.
Teaching
Design
Models

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tle Here
Teaching Design model
 The classic definition of teaching is the design and
creation of environments.
 Students learn by interacting with those environ-
ment and they study how to learn (Dewy, 1916).
 A model of teaching can be defined as the depic-
tion of teaching and learning environment, includ-
ing the behavior of teachers and students while the
lesson is presented through that model.
 Models of teaching enable the students to engage
in robust cognitive and social task and teach the
student how to use them productively.
 Models of teaching are the specific instructional
plans which are designed according to the con-
cerned learning theories.
 It provides a comprehensive blue print for curricu-
lum to design instructional materials, planning
lessons, teacher pupil roles, supporting aids and
so forth. .
INSTRUCTIONAL DESIGN

Instructional Design is the process of using

our knowledge of how people learn to guide
our choices of instructional sequences and
strategies to meet the needs of the learners
and desired learning outcomes.
Instructional Design model
 An instructional design model is used to
define the activities that will guide the
development of eLearning projects. It allows
you to communicate the purpose and reason
behind a strategy. A framework gives you the
birds-eye view of all the major components
that have to be included in the course.
 provides guidelines to organize appropriate
pedagogical scenarios to
achieve instructional goals. Instructional
design can be defined as the practice of
creating instructional experiences to help
facilitate learning most effectively. ... These
steps involve instructional design process.
 Instructional Design Models

HANNAFIN AND
ADDIE ASSURE WATERFALL PECK
Analyze, Design, Develop, Analyze learner, State, Se- Requirement analysis, Needs Access, Design,
Implement, and Evaluate. lect, Utilize, Require, Eval- System design, Implemen- Develop/Implement, Eval-
uation tation, Testing, Deploy- uation
ment, Maintenance.
 ADDIE

•ADDIE stands for Analysis, Design, Develop, Implement, and Evaluate. Each
phase of the model offers an opportunity for iterations and changes before moving to
the next one.
•Here is a brief description of each step of the ADDIE process:
•Step #1 Analysis — Why is the training needed? The instructional designers (IDs)
answer this question after exhaustively collecting information and profiling target
learners, and understanding the needs and expectations of the organization. Analysis
drives design and the development process.
•Step #2 Design —In this phase, IDs select the instructional strategy to follow, write
objectives, choose appropriate media and delivery methods.

Step #3 Development — IDs utilize agreed expectations from the Design

phase to develop the course materials.

Step #4 Implementation — The course is released/rolled-out, delivered, to the

learners, and its impact is monitored.

Step # 5 Evaluation — Is the course providing the expected results? IDs col-
laborate with the client and evaluate the impact of the course based on learner
feedback, surveys, and even analytics.
 ASSURE

A – Analyze Learners
The first step in the process is that the teacher should analyze the attributes of her learners. There
should be a focus on those learner characteristics which are associated with the learning outcomes de-
sired. The information gathered will help the teacher in the decisions that you make with respect to the
other steps in the process. When you determine the character of the learners, it will guide you in choos-
ing specific strategies and resources to aid the learning process.

The analysis of your learners should include:

•The general attributes of your learners, such as age, academic abilities, gender, interests, etc.
•Prior competencies
•Learning styles, such as auditory, visual, and tactile
S – State Standards and Objectives
After the analysis of the learner attributes, the
The mark of a good set of learning objectives is con-
teacher must state standards and objectives for
formity to the ABCDs of well-stated learning objectives.
the learning module. This statement consists of
They are as follows:
a specification of what the learners will be able
•Audience – For whom is the objective intended?
to do as a result of the instruction.
•Behavior – What is the behavior or performance to be
demonstrated?
To be more concrete about things, this state-
•Conditions – What are the conditions under which the
ment will focus on what the learner will know or
behavior or performance will be observed?
be able to do as a result of the instruction. An
•Degree – To what degree will the knowledge or skill be
example of this is with medical students. The
mastered?
learners will be able to name at least two data-
The objectives statement should be formulated with
bases and two search techniques that they can
verbs that pinpoint the learning objective. A useful
use to locate medical evidence for particular
guide to the appropriate verbs to use is contained in
cases.
Bloom’s Taxonomy. Remember that assessment can
The objectives can be used in assessing the
only be based on your learners’ behavior. A learner
success of the students, perhaps for the grad-
may know some material backwards and forwards but
ing process. Also, you can use them to let the
may not be able to perform well on a test.
learners know what they will accomplish
through the class.
S – Select Strategies, Technology, Media, and Mate-
rials
The second “s” in the acronym stands for select strate-
gies, technology, media, and materials. Given what
your learning objectives are, it’s necessary to pick in- Once you select your teaching strategy, then it’s
structional strategies, technology, and media that will time to figure out which technology, media, and
bring about the results that you want. materials best support the method of teaching
that you’re using. This ranges from simple tools
First, you should figure out what /which delivery such as chalk and blackboard to more sophisti-
method will be best for your instruction. For instance, cated ones such as power-point presentations.
what proportion of your instruction will be instructor- What must be remembered is that the instructor
centered and what proportion of will be student-cen- is the essential ingredient in giving over the ma-
tered? The first of these are strategies such as lecture, terial. Fancy tools are useful, but it ultimately
demonstration or showing a video. The second are boils down to having someone who knows more
strategies such as group discussion or cooperative than what the textbook contains.
group work.
U – Utilize Technology, Media, and Materials
This step in the ASSURE process concerns making a plan as to
how you will utilize the technology, media, and materials that you
have selected. As with all of the instructional steps, you must
make sure that your plans contribute towards producing the ob-
jectives that you have laid down.
It’s important to follow the “five p’s” process to achieve this:
Prepare the Learners
Preview the Technology, Media, and Materials First, you need to clearly inform the learners as to what the
This means that it’s important to plan ahead of time just how learning objectives are. This will help the learners create a
you’re going to use them. It’s good to do a dry run of your lesson mental map of what they need to absorb. Next, it’s impor-
before you actually teach it. Make sure that the whole lesson will tant to tell the students how they will be assessed. You
go smoothly and seamlessly. need to tell them what their assignments will be, how they
will be graded, if there are tests, etc. Also, you should ex-
Prepare the Technology, Media, and Materials plain to the students what the benefits of learning the mate-
You need to gather together all of the things that you will need to rial are.
teach your lesson. They must be working properly. For example,
if you are making a power-point presentation, then you’ll need to Provide the Learning Experience
create the text and graphics for each screen. You then actually carry out the lesson. This is where all of
your planning takes effect. You should be prepared to carry
Prepare the Environment out the lesson with every prior step of the process in mind.
There is some minimal preparation required to set up the learn- This will insure your success as a teacher.
ing environment. Simple things like making sure that you have
enough desks are important. Also, if you have control over the
situation, you should make sure that there are no sources of
noise that will disturb the students.
R – Require Learner Participation
This step actually belongs within earlier steps. It requires that
you make plans to how you are going to actively engage your
students in the material that you are teaching. This needs to
be figured out both at the class level and the individual level.
E – Evaluate and Revise
The final step in the ASSURE process is just as crucial as all of the others. In this step, you evaluate
the impact of your teaching on student learning. This includes an evaluation of your teaching strategies
and the technology, media, and materials that you used. The following questions are useful to ask dur-
ing this evaluation:
•Did your lesson meet the learning objectives that you planned? How will you determine whether the
students reach the objectives? Is your way of assessing the students in line with your learning objec-
tives?
•Can this lesson be improved? How? How are you going to assess the weaknesses in your presenta-
tion?
•Was your choice of media and materials a good one? How will you assess the effectiveness of these
tools?
•Is it possible that other technologies, media, and materials would have done a better job?
The final step in your evaluation should focus on feedback from your students. Was their experience
positive overall? Do they feel that they have reached your objectives and their own personal objec-
tives? How will you determine whether or not your performance was effective?
WATERFALL
The sequential phases in Waterfall model are −
•Requirement Gathering and analysis − All possible
requirements of the system to be developed are cap-
tured in this phase and documented in a requirement
specification document.
•System Design − The requirement specifications from
first phase are studied in this phase and the system
design is prepared. This system design helps in speci-
fying hardware and system requirements and helps in
defining the overall system architecture.
•Implementation − With inputs from the system de-
sign, the system is first developed in small programs
called units, which are integrated in the next phase.
Each unit is developed and tested for its functionality,
which is referred to as Unit Testing.
•Integration and Testing − All the units developed in the implementation phase are
integrated into a system after testing of each unit. Post integration the entire system is
tested for any faults and failures.
•Deployment of system − Once the functional and non-functional testing is done; the
product is deployed in the customer environment or released into the market.
•Maintenance − There are some issues which come up in the client environment. To
fix those issues, patches are released. Also to enhance the product some better
versions are released. Maintenance is done to deliver these changes in the customer
environment.

All these phases are cascaded to each other in which progress is seen as flowing
steadily downwards (like a waterfall) through the phases. The next phase is started
only after the defined set of goals are achieved for previous phase and it is signed off,
so the name "Waterfall Model". In this model, phases do not overlap.
 HANNAFIN & PECK
1. Requirements analysis phase
In this phase, a designer or developer to make an
assessment, particularly on the characteristics of the
target group.
These include determining:-
1.Who will use the software.
2. The user's prior knowledge.
3. What the desired behavior change.
4. The objectives to be achieved.
5.What hardware and software required and so on.

This is all to ensure that the design process thus

has a guidance and direction that can be followed
2. Design phase
Application design process begins with determining the objectives to
be achieved by the user after using the application.

Then, the process of determining the activities, training and testing of

the user when using the software to be developed will be determined
in this phase.

Designers also need to ensure that the method of delivery of the information
presented is understandable and appropriate to the user.
In this phase, the various elements, whether in terms of content, screen design,
system exploration and will also be determined.
3. Development and implementation phases.
Phase of development refers to the process of software production. In this phase
all the elements that were designed in the previous phase are translated into a
more practical either with the help of programming languages, authoring, and so
on.
•This phase is the phase that requires more highly skilled experts in
various fields such as programming, graphics, audio, video, etc.

The software has been fully developed later by the implementation or execution
refers to the process of using applications that have been completed in the situa-
tion or in a similar situation.

The aim is to see how it operates and also to evaluate consumer acceptance of
the software. From the feedback received, the process of renovation or repairs
will be undertaken to improve and enhance the quality of the software has been
developed.
 7 principles of teaching
Encourage contact
between students a
nd faculty.

Emphasize time on
Develop reciprocity task.
and cooperation
among students.
.

Encourage active Communicate high

learning. expectations.

Respect diverse
talents and ways
Give prompt of learning.
feedback.
 Thank you
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