ASSUMPTIONS

THE BASIC
SUMMARY PROCESS:THE
ADDIE MODEL
DESIGNING
INSTRUCTIONAL
SYSTEMS

THE ISD
PROCESS
VERSUS OTHER TYPES
REPRESENTATI OF MODELS
ONS OF THE
PROCESS
 Instructional system defined as an
arrangement of resource and procedure
used to facilitate learning.

Referred to as training systems when

their goals are primarily on skill
development and educational systems
when they focus more on generalized
intellectual development and personal
competence.

Characteristic-can reside within many Web-based virtual classrooms & self- Instructional systems design (ISD)-
types or combinations of delivery systems, directed learning environments, print- process for creating instructional
such as face-to-face classrooms based to technology-based. system.

ISD requires creativity in
identifying and solving
instructional problems.
ISD include systems theory &
problem-solving methodology
Describing & producing learning
environments for training &
education.
Analysis, design, development,
implementation and evaluation.
ISD incorporates knowledge of
the principles of learning &
instruction from learning science
& instructional psychology.
Design appears at two levels
general=central concept in the
overall process of ISD
Specific=phase within the
process.
In school settings – micro-level
usage(preparation of individual
achievement plans for students
with special need.
- Macro-level(plan major
educational systems for entire
countries).
 Instructional system – learning environment
because both phases refer to a set of
elements that interact in the process of
promoting & supporting learning activities.

ISD is a special case of Instructional

a larger process called
human performance
Assumptions system are more
technology (HPT) instructivist

ISD does not imply a particular

pedagogy or learning theory
 Determine what
Conduct an Analyze the time
skills the
instructional available & how
entering
Determine the analysis to much might be
students are
needs for which determine the accomplished in
expected to
instruction is the target cognitive, that period of
have & which
solution. affective & time (context or
will impact
motor skill goals resources
learning in the
for the course. analysis).
course.
• Instructional problem clarified
• Identify the learning problem
• Instructional goals and objectives established
• Learner's existing knowledge and skills identified.
• Analysis also considers the learning environment, any constraints, the
delivery options, and the timeline for the project.
Translate course goals into performance outcome, major course objectives
(unit objectives).

Determine the instructional topics or units to be covered & how much

time will be spent on each.

Sequence the units with regard to the course objectives.

Flesh out the units of instruction, identifying to be achieved during each

units.

Define lessons & learning activities for each unit.

Develop specifications for assessment of what students have learned.

 Determine learning objectives
● Content and subject matter analysis
● Create storyboards
● Media selection
● Design the look and feel, graphic design
and user-interface
● Assessment instruments and exercises
determined
Make decisions regarding the types of learning activities & materials.

Prepare draft materials &/ activities.

Try out materials & activities with target audience members.

Revise, refine & produce materials & activities.

Produce teacher training @ adjunct material.

Designers and developers create and assemble the content
assets that were blueprinted in the design phase
● Content is written
● Based on the results of the Design phase
● Programmers work to develop and/or integrate
technologies.
Market materials
for adoption by Provide help @
teachers @ support needed.
students.
 Develop procedure for training the facilitators
● Prepare learners with training on tools, enrollment &
strategies for learning
● The facilitators' training should cover the course curriculum,
learning outcomes, method of delivery & testing procedures
● Put all course materials, including workbooks, CD-ROMs, and
software in place & making sure any external links are live &
functional
● Scheduling and arranging outside elements (speakers,
presenters)
Implement plans
for student
evaluation.

Implement plans
for program
evaluation.

Implement plans
for course
maintenance &
revision.
 Formative evaluation: present in each stage of the ADDIE
process
● Summative evaluation: consists of tests designed for domain
specific criterion-related referenced items and providing
opportunities for feedback from the users which were
identified
● Evaluation can (and should) be both formative (done to
impact the process as it is happening) and summative (done at
the completion of the process)
 Represent the concept
about how ISD should be
conducted @ an approach
Generalized Models that can apply broadly
across a variety of contexts,
delivery systems @ ISD
environments.

Other Types Of Models

Developed by an
organization specifically to
guide & control its ISD
process, not published
because they are
Situated Models
proprietary or are specific
to the requirements of an
organization & are not
adaptable as the published
models.
ISD process is highly complex & cannot likely be reduced to single
structural, logical @ dynamic representation.

ISD process comment on the fact that it combines linear, parallel &
iterative aspects.

Each type of representation has benefits in terms of assisting in

communicating the overall process.

There is no doubt that some representations are more effective than

others.

Each representation to be fully effective, must tied to the

nomenclature, roles & tasks performed by ISD experts in a given
organization.