INSTRUCTIONAL DESIGN

&
DEVELOPMENT
Presentation by Tracy Montgomery

What is
Instructional
Design?
And, how did it
come be?

Instructional Design is defined as a

systematic process that is employed to
develop education and training programs
in a consistent and reliable fashion.
Reiser, Dempsey, 2007

Purpose of Instructional Design:

Ever see those t-shirts that are sized as One-SizeFits-All? Just like the truth about those t-shirts,
educational instruction cannot be a one-size-fits-all
type of ordeal.
Just as each group of students in any learning
situation is unique, so is each individual that
makes up that group of students. Its impossible to
find one set way to teach, that would be applicable
to all, and at all times, thus, the PURPOSE OF
INSTRUCTIONAL DESIGN.

Instructional Design (cont.)

Instructional Design is the art of choosing which
learning theory (or multiple theories) would fit best
for the students and context at hand in order to
provide best instruction possible, and to enhance the
learning experience for all involved (Merrill, Drake,
Lacy, Pratt, 1996).
There are many different instructional design
theories in existence, but we are only going to be
focusing on a few for this presentation.
But, first, a little history

Where did it come from?

The History of Instructional Design

In 1905, St. Louis housed the 1st museum of items that served the
purpose of visual learning.
During World War II, in just a matter of a couple of years, U.S. armed forces
literally used millions of videos for training and instructional purposes.
Around the same time frame, in 1946, Edgar Dale developed the Cone of
Experience, a visual model that acknowledged life experiences as a
major factor in learning.
All of these elements combined, along with the studies that came about
after psychologists observed how instructional techniques used for training
during World War II was vastly different from that used for children.
Acknowledging the need for different teaching methods based on age,
experience, and even learning styles, opened up a whole new door of
study- thus, the birth of INSTRUCTIONAL DESIGN.

Reiser, R.A., Dempsey, J.V. (2007). Trends and Issues in Instructional Design (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Lets Talk Specifics

ADDIE

More than just a pretty name;

Example of a common process for Instructional Design

ADDIE:
A-Analysis D-Design D-Develop I-Implement E-Evaluate

The acronym serves a sort of

checklist for instructional design.
Originally inspired as instructional
designed to used for the U.S.
Armed Forces, it has evolved from a
linear, waterfall model, to one that
is more complex as it interconnects
and overlaps in many places of the
5 general areas, as shown in the
pictures.

Schlegel, M.J. (1995). A Handbook of Instructional and Training Program Design. ERIC Document Reproduction Service ED383281.
Department of the Air Force (1993). Instructional System Development. AF Manual 36-2234.
Department of the Army (2011). Army Learning Policy and Systems. TRADOC Regulation 350-70.
U.S. Air Force (1970). (Instructional System Development (ISD). AFM 50-2. Washington, DC: U.S. Government Printing Office.

Want to get to
know ADDIE a
little better?
Check out the video for more detail

https://youtu.be/jiLLz1SaxGc

UbD
Sometimes, it may just be best to begin
at the end

UbD a.k.a.
The Backwards Design

1st- Start at tne end by figuring out what the learning

outcomes are. What skill or knowledge should be
mastered?
2nd- What assessments can be used to measure
whether or not the learning outcomes were achieved?
What criteria can be used to judge students
performances of standards?
3rd- What learning instruction would be best to meet
the learning outcomes discussed in the 1 st step, and
can be adequately assessed using methods from 2 nd
step
2002 ASCD and Grant Wiggins & Jay McTighe (2002) ASCD:
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf

Can be as simple or as complex as one

makes it, but in spite of overall design, it is
NOT a linear method

Too much of a forward

thinker?
Need to know more about
Backwards Design?
Click on the following link for a great video
about Understanding by Design:
https://youtu.be/6Cagh0H7PPA

How are institutions held

accountable for delivering
good instructional design
to ensure best practices?
After all, its great to learn about instructional design,
but when speaking of higher education, how do we
know that it matters to people responsible for higherlevel education??

Introducing the solution:

https://www.qualitymatters.org/higher-education-program

Facts about Quality Matters:

Over 900 higher education institutions subscribe to

Quality Matters
Its the top accountability program that measures
the quality and effectiveness of online course
designs and programs
It uses a specific rubric for higher education,
consisting of 8 general standards, but one element
that QM focuses on is ALIGNMENT.

Alignment is emphasized within and among 5 of

the 8 general standards
https://www.qualitymatters.org/higher-education-program

Quality Matters(cont.)
More than just providing an internationallyrecognized rubric for measuring quality of an online
course or program, QM also started a COMMUNITY of
professionals who are dedicated to ensuring quality
education
Not only does QM provide accountability so that
students can gain a greater education, it also
provides opportunities for professional development.
Its so much more than just a gold star or
accountability checker; its a commitment to best
practices.
https://www.ohiohighered.org/ed-tech/quality-matters

QUALITY MATTERS
OVERVIEW:
https://youtu.be/yQm_WbRxOGU
Watch the video above to learn more
about everything Quality Matters stands
for, and for more specific information
about their rubrics.

HOLD UP!
Speaking of
RUBRICS...
Lets clarify a basic understandig of rubrics!

What is a RUBRIC?
And, why use them?
Ever received feedback on an
assignment that did not help at
all?
It was confusing? Maybe the
instructor never told you that it
was even a requirement?!?
Worst of all, you have no idea how
to fix it or WHAT TO EXPECT!!!!

Why Rubrics Matter

Rubrics serve as a great communication tool, since ALL
EXPECTATIONS should be accounted for within the rubric.
Rubrics serve as a great self-evaluation tool for students to
measure the quality of their project, or can be used for peerevaluation as well.
Rubrics also help to ensure grading efficiency. No more
wondering if someone only received an A because he or
she was a teachers pet. Again, accountability.
Instructors can also use it for instructional measures, taking
note of what areas commonly tend to be the weakest, and
figure out if and how adjustments should be made for now or
for the future.
Reddy, Y. M., & Andrade, H. (2010).
A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4)

f
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How about the accountability of
ACCESSIBILITY, especially

ONLINE ACCESSABILITY?!
After all, shouldnt standards of quality be
measured by quality for ALL?

Online Accessibility
Web accessibility is the measurement of how well
people with disabilities are able to use online
resources.
In other words, in spite of their disability, are they
able to access, interact, and benefit from online
activity the same way as people without disabilities?
Not only is it important for institutions to check their
accessibility for all people because of the LEGALITY
ISSUES involved, but mostly because access to a fair
education is a
BASIC HUMAN RIGHT
W3C: Web Accessibility Initiative: https://www.w3.org/WAI/intro/accessibility.php

Accessibility

(cont.)

The LEGAL SIDE: If you live in the United States,

applicable laws include The Americans with Disabilities
Act (ADA)- specifically Title II & Title III, and the
Rehabilitation Act of 1973 (Section 504 & Section 508)
Institutions usually do not intend to leave people with
disabilities out of the picture, but it happens. Intentional
effort must be made to guarantee web accessibility.
A powerful video to put anyone in the shoes of someone
with a disability, this 11 minute video is well worth the it:
Keeping Accessibility in Mind
For a link to Web Content Accessibility Guidelines, Click
HERE

Web Accessibility helps ensure the rights of

those with disabilities to enjoy the FREEDOM of
education the same as anyone else.
But speaking of

FREEDOM........

The freedom of sharing,

especially for the purpose of
education.
After all, shouldnt ALL PEOPLE have access to all the
wonderful knowledge that is out there?

Open Education Resources

(OER)
share the same belief.

Open Educational
Resources (OER):
According to United Nations Educational, Scientific
& Cultural Organization (UNESCO), the technical
definition of OER is any type of educational
materials that are in the public domain or
introduced with an open license
This means that anyone can use, edit, share,
etc. these sources without asking permission
of the author.which EQUALS

FREEDOM OF KNOWLEDGE

OER are continuing to grow, and are quite possibly the future
of education.
These free resources change the education game quite
significantly, allowing free access to materials that could
only be found in costly materials, or from people who would
share their knowledge, but only if you could afford to listen to
them speak (aka college professors).
Now, with OER, people can access college courses for free.
They can learn the same material as the student paying to
get the credit. (Receiving official credit is the only difference.)
If freedom of knowledge and expression and education is
something that should truly exist, instead of treating such
things as a business, always trying to gain monetary profit,
then OER provide that.
Educause http://net.educause.edu/ir/library/pdf/ELi7061.pdf

Final thoughts about

OER:
One way that authors can express their beliefs for an
education for all, is to share their products as an OER.
Authors can do this, and still ask to receive credit for their
work, which is completely understandable.
How can this be done?

CREATIVE COMMONS
I highly encourage clicking on the link to find out more
about creative commons, and all that it has to offer the
world at large.

REFERENCES:
Merrill, M.D., Drake, L., Lacy, M.J., Pratt, J. (1996). Reclaiming Instructional Design. Educational Technology, 36(5), 5-7. Note: may be
found at: http://mdavidmerrill.com/Papers/Reclaiming.PDF
Reiser, R.A., Dempsey, J.V. (2007). Trends and Issues in Instructional Design (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Reiser, R. A.. (2001). A History of Instructional Design and Technology: Part I: A History of Instructional Media.Educational Technology
Research and Development, 49(1), 5364. Retrieved from http://0-www.jstor.org.library.uark.edu/stable/30220299
Schlegel, M.J. (1995). A Handbook of Instructional and Training Program Design. ERIC Document Reproduction Service ED383281.
Department of the Air Force (1993). Instructional System Development. AF Manual 36-2234.
Department of the Army (2011). Army Learning Policy and Systems. TRADOC Regulation 350-70.
U.S. Air Force (1970). (Instructional System Development (ISD). AFM 50-2. Washington, DC: U.S. Government Printing Office.
Authentic Education: Understanding by Design- https://www.authenticeducation.org/ubd/ubd.lasso
2002 ASCD and Grant Wiggins & Jay McTighe (2002) ASCD: http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf
Ohio Department of Education: https://www.ohiohighered.org/ed-tech/quality-matters
Quality Matters Overview YouTube Video: https://youtu.be/yQm_WbRxOGU
Reddy, Y. M., & Andrade, H. (2010).
A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448.
WebAIM: Web Accessibility in Mind: http://webaim.org/articles/laws/usa/
UNESCO: http://
www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-reso
urces-oers/
Educause http://net.educause.edu/ir/library/pdf/ELi7061.pdf
Creative Commons: https://creativecommons.org