An effective instructional design takes controls not only with subject matters, however various generic learning strategies and method of instructions with appropriate assessment plans play crucial elements. Check out the basic planning elements that might be helpful to begin your instruction design.
There is an old saying that if you don't know where are you going, any road will get you there. Instructional designs certainly provide appropriate destinations and the right path road prior to creating any curriculum or training. Somehow, we all went through some of the ineffective learning experiences in our life that were painful and wasted our training time that cannot be replaced. One study of State of Industry Report (2013) showed 5% of training expenditure was made of bad training of poor instructional designs. A good instructional design plan ultimately creates good objectives and guard against such basic mistakes in designing instructions.
Science of Planning, a competence tool in strategic planning, often closely associated with the instructional design process that addresses educational theories and technological aspects in a parallel arrangement in the teaching context. This means, education theories technically being translated into practices during the educational planning phase and that could be a challenging task without knowing the essence of the outcomes. An effective instructional design takes possesses not only with subject matters, however various generic learning strategies and method of instruction with appropriate assessment plan play a crucial element in designing. Thus, understand the desired outcomes of a destination would certainly help us to analyse the steps reaching the goal with well planned which will direct us to backward design.
Backward Design Process
According to Harris (2009), planning learning events can be described as five basic instructional decisions as follows;
1. Choosing instructional goals
2. Making a practical decision on the learning experiences including conducting analyses, design & develop instructions
3. Selecting and sequencing appropriate activities to form great learning experiences
4. Planning assessments (formative/summative) to reveal students content understandability and learning progress
5.Selecting tools and resources that help in providing the planned learning experiences
Comprehensive ID Process
In a nutshell, instructional design in practice is a combination of instructions objectives, contents, resources and organizational constraints that were part of need analysis with regards to learning objects planning, organizational planning, instruments planning and implementation planning distinguishes by the level and scopes. To put things into a simple structure, level of planning refers to defining objectives, strategies and instruction planning while scopes deal with the subcomponents of the level of planning in accordance with a more comprehensive model of planning.
The basic assumption is that each decision with regard to a particular subcomponent (scopes) is connected with decisions concerning other components. Therefore, all decisions must be compatible. The figure on left illustrates a general view of the major components of instructional design.
ADDIE MODEL
The figure below depicts in Instructional System Design (ISD) model developed by the military in the 1940s which is iterative by practical. The acronym ADDIE covers the phase of generic instructional design: Analyse, Design, Develop, Implement, Evaluation.
The analyse phase of the instructional design process identifies what the learner is to learn including content, methods, activities and assessment derived from need analysis. The focus is on what the learner should be expected to know at the end of a course and be able to know to perform. The design phase cores on activities and knowledge to support the achievement of intended learning outcomes which intertwined with the development of the plan on how the learners can achieve the objectives defined. Planning is considered as a creative process in which instructional designer envision what the instructional will look like in the following criteria;
Theme
Learning skills hierarchy
Activities plan and scaffolding method
Development phase concern instructional materials and learning tasks allocations. In many cases, the starting point of material development was on buying or build-in decision. The evaluation of collected information on the course material should be viable to learning objectives, targeted group and needs of the group. To be precise, material evaluation should include;
The rate of appropriateness and usability
Time constraint to develop/purchase instructional materials
Cost efficiency and appropriate to budget
Technology requirement that doesn't exceed timeline and budget.
The implementation phase of instructional design involves the translation of activities to practice with a complete set of procedures for both facilitators and learners. Facilitators will have course curriculum, learning outcomes, method of delivery, and assessments procedures.
SUMMARY
In general, the practice of instructional design strives for a balance between long-term planning and the accomplishment of current tasks. Therefore, flexible planning is considered a vital element of instructional design in order to find a balance between global and detailed planning. Instructional design has its points in a technological tenor oriented to rational decision making through which objectives, conditions, methods and instruments are interrelated in form of well-tried prescriptions. Important issues of instructional design are the determination of the object of planning and its organization as well as the chose of appropriate instruments for planning and mastering a successful implementation. Since instructional design is a complex problem novice designer should rely on some model of instructional design.
