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Advanced Instructional Design
Dr. Karen Rasmussen
EDG 6335
Contacting Me
M/R (2-5)
 M (online) 8-10
 W (online) 8-10
 krasmuss@uwf.edu
 474-3372

This Class

Investigation into ID
– Models
– Case Studies

Access to Internet/WWW
– Web Resources
– Communication
– Case Study Review
Class Topics
Define ID
 Create a Theoretical Basis for ID
Theories and Models
 Apply ID Theories and Models

Class Assignments
Class Activities and Participation
 Paper

– Class Topic
– Theoretical, with Application Examples
Short Discussions (2)
 Individual Difference Study
 Case Study (Group)

Text and Resources
Gustafson & Branch: Survey of
Instructional Development Models
 Ertmer & Quinn: The ID CaseBook
 Web Resources

Tonight’s Agenda
Defining Instructional Design
 Taxonomies
 Reviewing Smith & Ragan

Saturday Classes

Case Analysis and Report
– Case 1: Group Practice and Individual
Response to Threaded Discussion (Date
TBA)
– Case 2: Group Report to KLR by 4/27
For Next Week
Send Dr. Rasmussen an e-mail
 Locate the Web Site
 Subscribe to the listserv
 Choose an Individual Difference

What is it?
discipline
 field
 profession
 art
 science

1986 Definition

science of creating detailed
specifications for the development,
evaluation, and maintenance of
situations which facilitate the
learning of both large and small units
of subject matter
AECT, 1986
1994 Definition

theory and practice of design,
development, utilization,
management, and evaluation of
processes and resources for learning
Seels & Richey, 1994
Of Instructional Design?
The Purpose of ID is to…..
create situations where
people can learn
Theoretical Basis of ID
Systems Theory
 Communication Theory
 Instructional Theory
 Learning Theory

What is a Theory?
set of related
propositions
 suggest why events
occur
 propositions consist of
concepts, linkages, or
relationships

Purposes of Theories
provide patterns for interpretation
 link studies together
 supply frameworks where concepts
and variables develop significance
 permit interpretation of larger
meanings of findings
 provide structure for interpretation
 ultimate role: Prediction

What is a Model?
representation of reality
 physical
 visual
 symbolic (using verbal descriptions)
 flowcharts, simulations

General Systems Theory
 ordered
 made
up of many components and
processes
 relationships between various elements
 relationships between attributes of
elements
 complete whole
 open, closed, natural, or contrived
 hierarchical (suprasystem, subsystem)
 structure determines function
General Systems Theory & ID
 order
 planning
 analysis
 synthesis
Communications Theory
 information
passed from one place to
another
 open systems
Transmission Model
Source
Sends Message
Channel
Encodes
Transmits
Field of Experience
Receiver
Accepts Message
Decodes
Determines Meaning
Noise
Environment
Field of Experience
Communication & ID
Message Design
 Interaction
 Active Learning

Learning Theory
 Behaviorist
 Cognitivist
 Constructivist
Behaviorist - Implications
 Reinforcement;
Motivation
 Retention
 Transfer
 Learner
Performance
Cognitivist - Implications for ID
 promotion
of retention
–practice
 techniques
for encoding, storing,
retrieving
–chunking
–mnemonics
–meaningful organization
–advance organizers
Constructivist - Implications for ID
Discovery Learning
 Student-generated goals
 High-level problem solving
 Ill-structured domains

Learning Theory & ID
Philosophy
 Learning Outcomes
 Activities

Instructional Models
Prescriptive
 Descriptive
 help determine “how” to create
 Smith & Ragan, Dick & Carey, Gagné,
CDT, Layers of Necessity,
Elaboration Theory, ARCS, ADDIE

Instructional Models & ID
Guides
 Plans

Mean to
Instructional
Designers?
Core Elements for Systematic
Design
 determine
learner needs
 determine goals and objectives
 construct assessment procedures
 design/select delivery approaches
 try-out instructional system
 install and maintain system
What are Domains/Taxonomies

Classification schemes
– ID (Seels & Richey)
– Learning Outcome Taxonomies
• Gagné
• Bloom
Domains of ID (Seels & Richey)
Design
 Development
 Utilization
 Management
 Evaluation

Domains of ID
Design
 ISD
 Message Design
 Instructional Strategies
 Learner Characteristics
Domains of ID
Development
 Print Technologies
 Audiovisual Technologies
 Computer-based Technologies
 Integrated Technologies
Domains of ID
Utilization
 Media Utilization
 Diffusion of Innovations
 Implementation and
Institutionalization
 Policies and Regulations
Domains of ID
Management
 Project Management
 Resource Management
 Delivery System Management
 Information Management
Domains of ID
Evaluation
 Problem Analysis
 Criterion-Referenced Measurement
 Formative Evaluation
 Summative Evaluation
Learning Outcome Taxonomies

Gagné
– Verbal Information
– Cognitive Strategies
– Attitudes
– Psychomotor Skills
– Intellectual Skills
• Discrimination, Concrete Concept, Defined
Concept, Rule, Higher-Order Rule
Learning Outcome Taxonomies

Bloom - Cognitive
– Recall
– Comprehension
– Application
– Analysis
– Synthesis
– Evaluation
Models
Smith and Ragan