Instructional Design: Concept, Significance , Process & Stages of Development of Instructional Design

INSTRUCTIONAL DESIGN 

The concept of instructional design has been described in many different ways, but in essence, it consists of solving instructional problems by systematically analyzing the conditions of learning and designing a satisfying learning experience based on this analysis. 

Therefore, instructional design refers to the systematic process of translating principles of learning and instruction into plans or specifications for instructional materials or activities. 

In other words, we can say that the sequence of events or teaching acts that a teacher plans, organizes, and carries out in order to create a learning environment is called Instructional Design ( Vanaja).

The systematic process of translating a plan of instruction into a set of activities, materials, information, and/or assessment procedures.

The term instructional design refers to the systematic and reflective process of translating the principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation. 

INSTRUCTIONAL DESIGNERS address three fundamental concerns, namely:

  • GOALS: What are the goals of the instruction? (What are we going?)
  • INSTRUCTIONAL STRATEGY: What are the instructional strategy and the instructional medium? (How will we get there?)
  • EVALUATION: How will we evaluate and revise the instructional materials for future improvement? (How will we know when we have arrived?)

👉 HISTORY & ORIGIN OF ID

Instructional design, and also instructional systems design (ISD), is not a totally new concept. Its origins can be found in numerous earlier efforts to improve instruction. It has even been suggested that its roots can be traced to the early Greek philosophers. Over the years, numerous experts in the fields of education and psychology have made significant contributions to the science of instructional design. 

👉1913 Instructional designers today consider the work of E.L. Thorndike, who introduced his instructional strategies in 1913, as very valuable. 

👉Thereafter, in 1924, Bobbitt introduced his work on job analysis, and 

👉Tyler followed in 1942 with his work on objectives and criterion-referenced testing (Briggs et al., 1991). 

👉During World War II, the US Military made extensive use of technological devices for training. 

👉During the 1960s, the focus turned to work on the systematic application of behavioral psychology to the design of instruction (e.g., Skinner) with particular emphasis on self-paced individual interaction. 

👉From 1965 to the early 1990s, behaviorist thinking gradually gave way to cognitive psychology and constructivist theory. 

👉J.S. Bruner, R.M. Gagné, and C.M. Reigeluth made valuable contributions to this field. The emphasis was on new forms of assessment as well as on instructional systems development, the steps of instruction, and the elaboration of the theory of instruction. 



CHARACTERISTICS OF INSTRUCTIONAL DESIGN 

  • Instructional Design is learner-centered.
  • It is more of Goal-Oriented.
  • ID focuses on real learning outcomes that can be measured in a reliable and valid way.
  • The instructional design focuses is empirical that is based on experiences that are observed.
  • Instructional Design is typically a team effort/collaborative effort.
  • ID is Cyclic, not static.
The major characteristics of a system are that it is 
  • Interdependent-  means no element can be separated from the system as they depend on each other.
  • Synergistic- means all the elements together can be achieved more than the individual alone.
  • Dynamic- means the system (ID) can adjust as per the changing conditions and constantly monitors its environment; and 
  • Cybernetic- means that elements efficiently communicate among themselves, an essential condition if the system is to be interdependent, synergistic, and dynamic.

SIGNIFICANCE OF ID

Following are the significance of the instructional designs or instructional system designs:
  •  The instructional design helps in facilitating learning so that learners are able to apply their newly acquired knowledge, skills, and attitudes in a range of situations. 
  • The ID allows the systematic and sound application of learning theories and principles to produce functional learning materials that fundamentally support a learner-centered and outcomes-based approach. 
  • The instructional systems design (ISD) significantly helps in a systematic decision-making process of finding a solution to an instructional problem. In other words, it can be said it will translate learning problems into instructional plans so that the quality of the instruction is assured.
  • ID focuses on achieving set learning outcomes and, therefore, the instructional objectives show all stakeholders (e.g., learners, learning facilitators, administrators, employers, and parents) what the actual intentions of the learning materials are.
  •  Promotes effective, efficient, and appealing instruction 
  • Promotes learner involvement and motivation.
  • Helpful in providing feedback to both Instructor as well as to the learner. 


PROCESS & STAGES OF DEVELOPMENT INSTRUCTIONAL DESIGN  

Instructional design can be regarded as both a science and an art: a science because it is rooted in learning theories which in turn draw their principles from psychology, sociology, philosophy, and education; and an art because the designing of instructional materials is a highly creative process. It is, therefore, understandable that no two designers will design learning materials in exactly the same way. 

The common concern of instructional designers, though, is the facilitation of successful learning experiences from which learners can demonstrate their newly acquired knowledge, skills and attitudes.

It is an entire process of analysis and identifying the learning needs and goals and the development of a learning system or strategy to meet those objectives. 
For an Instructional Designer (ID), it becomes important to follow certain sets of general guidelines or a framework that can guide the course design and development process to achieve the learning objective. This is achieved by following an Instructional design model which guides the designers with a set of rules, guidelines standards, and frameworks, etc.

Models of the ID are as follows:
  • ADDIE Model
  • ASSURE Model
  • The Kemp Instructional Design Model
  • Gagne’s Nine Events of Instruction
  • Merrill’s Principles of Instruction

ADDIE MODEL:




Source: https://www.shiftelearning.com/hs-fs/hubfs/B7__1_ID-Theories-1.png?width=1200&name=B7__1_ID-Theories-1.png 


Since ADDIE was one of the first Design Models, there is much debate and discussion about its effectiveness and appropriateness for meeting the current needs of learners. However, the truth is that most designers still use ADDIE as a process for creating eLearning courses. 

ADDIE instructional design model is possibly the best-known Instructional Design Model. It provides a step-by-step process that helps instructional designers plan and creates training programs with a framework in order to make sure that their instructional products are effective and that their processes are as efficient as they can possibly be.


👉The ADDIE model refers to :  

  • Analysis
  • Design
  • Develop
  • Implement and
  • Evaluate


  • Analysis -  There is usually a great deal of uncertainty at the start of designing and developing learning programmes or instructional materials. The designer’s job is to collect all relevant information and then make sense of a variety of contradictions, inconsistencies, and ambiguities. Following Analysis can be on the part of the designer: 
  • Instructional Goals, 
  • Instructional Analysis, 
  • Learners Analysis and 
  • learning Objectives

  • Design - Information from the analysis phase provides the basis for the design phase. This phase is strongly supported by research findings from the fields of psychology, communications, education, and technology.

In other words, designers need a sound knowledge of learning and instructional theory in order to translate the results from the analysis phase into specifications for the design. These specifications are recorded in documents, sometimes referred to as a blueprint, and contains solutions to questions such as: 

  • What is the purpose of the instructional programme and materials?
  • What are the learning outcomes and objectives?
  • How will we assess the learners’ newly acquired knowledge and competencies?
  • What content matter should be taught? 
  • What teaching and learning strategies can we implement to achieve the set outcomes and objectives?
  • What delivery systems will best suit the training needs and characteristics of the target audience
  • What strategy will we implement to evaluate the effect and effectiveness of the instructional programme and materials?

  • Develop-  The output from the design phase is used here to start developing the course. The course is released/rolled out, delivered, to the learners, and its impact is monitored. The development phase entails the process of authoring, reviewing, producing, and validating the learning materials. Thus, it Includes the following activities:
  • Make a Sample/ Update the existing material
  • Create Course material and Assessments (PDFs, Audio, Video, PPT, Print Material etc)
  • Conduct a Trial Run with the sample learners.

  • Implementation- During the implementation phase, a procedure for training the facilitators and the learners is developed.
  • The facilitators’ training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures.

  • Evaluation - Review and evaluate each phase (analyze, design, develop, implement) to ensure it is accomplishing what it is supposed to. 
  • Perform external evaluations, e.g. observe that the learner on the job can actually perform the tasks that were trained. 
  • Revise the training system to make it better.
Evaluators are concerned with issues such as:
  •  What is the impact of the new learning materials on the institution/organization?
  •  How are grades and graduation rates or job performances affected?
  • Are the learning objectives relevant? 
  • Are the materials being used correctly? 
  • Is the course content relevant? 
  • What aspects need to be changed or updated? 





References 
 Mishra and Bartram (2002). PERSPECTIVES ON DISTANCE EDUCATION: Skills Development through Distance Education. The Commonwealth of Learning. 71-82.
https://elearninginfographics.com/brief-history-instructional-design-infographic/ 

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