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NYARKOH CHRISTIANEBC 126- COMMUNICATION SKILLS
Amanda Achana Pinjo 200043287
Instructional Design as a Process
Instructional Design as a Discipline
ID is that branch of knowledge concerned with
Instructional Design as a Science
ID is the science of creating detailed specifications
for the development, implementation, evaluation
and maintenance of situations that facilitate the
learning of both large and small units of subject
matter at levels of complexity.
Instructional Design as Reality
Steps in Instructional Design
1.Analyze your learners and the learning context.
2.Define your learning outcomes (knowledge-attitudes-skills).
3.Structure the learning content.
4.Select the learning materials or resources.
5.Design the learning activities.
6.Determine the modes of assessment.
1)Who are our learners? What do they already know and how do they learn best?
2) What do we want our learners to learn? Why?
3) How do we structure the learning to achieve our learning objectives?
4) What learning resources are appropriate, effective, and available?
5) What strategies will we use to ensure that effective learning takes place?
What combination of activities will enable the learners to achieve the
6) How do we know whether the learners are learning/have learned what
they are supposed to learn? How do we assess learning?
1.Identify the performance problem
2.Determine the goals and objectives
3.Define your learners and their needs
4.Develop strategies to meet needs and goals
5.Assess learning outcomes
6.Evaluate if goals, objectives and needs are met
Characteristics of Instructional Design
According to Branch and Merrill (2002), there are characteristics that should be present in all instructional design models:
1.Instructional design is learner centered: Learner and his/her performance are the focal point.
A Useful Model for Designing Instructional Materials is the ADDIE MODEL
ADDIE Model : A = Analysis
ASSIGNMENT : Unit 2: Unit 2 Assignment MARKS : 20 DURATION : 1 week, 1 day