The Systematic Process of Translating General Principles of Learning and Instruction - Essay Example

March 7, 2006 Instructional Design Instructional design, simply put, is the process by which a learner’s needs and learning goals are analyzed, and the development of a delivery system that would meet them. It is a “systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.” (McNeil, par. 1) Developed during the World War II, when the United States military was to train a large number of personnel to perform complex technical tasks, it was based on the research and theories by psychologists and educators who were called to task. Robert A. Reiser (p. 58) wrote that “many of the psychologists responsible for the success of the military training programs continued to work on solving instructional problems. Organizations such as the American Institute for Research were established for this purpose… Psychologists working for such organizations started viewing training as a system, and developed a number of innovative analysis, design, and evaluation procedures” through the years. As a matter of fact, nowadays, instructional design is an “emerging profession because people can, and do, enter jobs as instructional designers and work in that capacity for their entire careers.” (Rothwell, p. 4) A wide range of organizations, business entities, industries and schools utilize systematic instructional design for training and learning efficiency today. For example, a business organization that is planning to introduce a new application may implement an instructional design for its employees. To do this, they may opt to conduct post-implementation surveys to identify critical functions that require reinforcement. This extra step can be the difference between merely informed employees and a work force that uses application skills effectively. There are several models to choose from when utilizing instructional design. One of the most common is the ADDIE Model. ADDIE stands for the five phases of the model, which are: Analyze, Design, Develop, Implement, Evaluate. (Strickland, p. 1) This model had been the basis of several other models with some modifications and variations. Another popular model is the Dick and Carey Design Model, which “uses a systems approach for designing instruction. One of the best-known models, its approach to designing instruction is similar to that of software engineering. The design model describes all the phases of an interactive process that starts by identifying instructional goals and ends with summative evaluation. This model is applicable across a range of context areas (e.g., K-12 to business to government) and users (novice to expert).” (Selecting, par. 6) There are three basic things to remember in order to utilize the systematic instructional design to its fullest – 1) full review of learning theories; 2) follow instructional design procedures; and, 3) be creative. Instructional Design Procedures In his book, Principles of Instructional Design, Robert M. Gagne (1992) outlined nine procedures in instructional design. It was popularly called as "Nine Events of Instruction". They are: gain attention, inform learner of objectives, stimulate recall of prior learning, present stimulus material, provide learner guidance, elicit performance, provide feedback, assess performance and enhance retention faster. (Robert) These steps had been adapted for use in many educational settings including classroom teaching. In some instances, there are slight modifications to suit a specific learning environment. Advocates of other instructional design procedures all agree that solid instructional design is anchored on maintaining some basic elements – pre-instructional activities, information presentation, learner participation, testing and follow-through. (Klauer) Classroom Setting In his book, A Systematic Approach to Instructional Design,” Clifford H. Edwards (1995) stated that the “schools should aid in the development of intellectual processes, social and domestic skills, and personal identification. Translating these goals into specific instructional objectives within the rubric of courses of study is the major curriculum task of the schools. In many cases, the whole task is left up to individual teachers.” Thus, individual teachers, in turn, become instructional designers by themselves. To illustrate: When a teacher contemplates on a new teaching strategy, technique, activities, materials or tools to use in a future lesson, basing from the result of a quiz she has just given her students, she is practicing a technique of an instructional designer. Patricia L. Smith and Tillman J. Ragan (2004) teach us that “an instructional designer is somewhat like an engineer. Both plan their work based upon principles that have been successful in the past… Both try to design solutions that are not only functional but also attractive or appealing to the end-user. Both… have established problem solving procedures that they use to guide them in making decisions about their designs.” (Smith&Ragan, 2004, p. 5) Instructional Design in Elementary Schools According to Jean Piaget, a noted Swiss psychologist, learners are categorized into four stages: Sensorimotor stage (birth-2 years), Preoperational stage (2-7 years), Concrete Operational Stages (7-11 Years) and Formal Operational Stage (11 Years and Beyond). In his Cognitive theory, it is assumed that “the thinking process will develop through each of the stages until a child can think logically.” (Piaget’s) Therefore, to implement an instructional design to a particular level in education, one must understand this development in order to arrange and produce appropriate learning environment. The application of cognitive psychology to instructional design is deemed important and has gained many adherents in the public school sector. If elementary school level falls under the Concrete Operational and Formal Operational Stages according to Piaget’s theory, instructional design in elementary grade levels, is to provide learning environments, which are associated with personal experience in concrete situations and not in abstract manipulations. “While the learners of the final levels of elementary school are now more matured in the cognitive development and have an ability to think abstractly. They can solve complex and hypothetical problems involving abstract operations.” (Piaget’s) Instructional designers are encouraged to implement curricula and lessons plans, as well as employ methods, tools and techniques on the premise of the aforementioned learners’ description. Emerging Issues Since 1980s, systematic instructional design has been revolutionized by the advent of technology. Computer-based instructions have continuously been designed due to their amazingly interactive capabilities. It was surmising how some of the instructional design procedures can be skipped due to the computer automation of the instructional designing tasks, thus speeding up the achievement of the instructional design goals and objectives. (Reiser, p. 62) The integration of technology promises outstanding results in the public school education performance, more specifically in the elementary grade. Research shows that the correlation of textbooks and technology as a tool of education result in greater knowledge gains and higher test scores. (Navis) References Edwards, Clifford H. (1995). A Systematic Approach to Instructional Design (Second Edition). Illinois: Stipes Publishing LLC Gagne, Robert M. (1992). Principles of Instructional Design 4th edition. Wadsworth Publishing Klauer, Karl Josef. (1997). Instructional Design Theory: A Field in the Making”. In R.D. Tennyson, F. Schott, N. Seel & S. Dijkstra (Eds.), Instructional Design: international perspectives. Mahwah, N J: London 447-455 McNeil, Sara. Instructional Technology Program. Retrieved March 6, 2006, from http://www.coe.uh.edu/courses/cuin6373/whatisid.html Navis, David. Integrating technology with results. Retrieved March 6, 2006, from http://coe.sdsu.edu/eet/ Piaget’s Developmental Stages. Encyclopedia of Education Technology. Retrieved March 7, 2006, from http://coe.sdsu.edu/eet/articles/piaget/index.htm Reiser, Robert A., A History of Instructional Design and Technology : Part II A History of Instructional Design. 62. Retrived March 06, 2006, from http://72.14.207.104/search?q=cache:zlWpoyXTutcJ:sage.sdsu.edu/compswiki/uploads/CompsWiki/History_of_Instructional_Design.pdf+instructional+design+history&hl=tl&gl=ph&ct=clnk&cd=6 Rothwell, William J. & H.C. Kazanas (1998). Mastering the Instructional Design Process: A Systematic Approach (2nd edition). 4 Selecting Design Models. Learning Technologies Service. Retrieved March 7, 2006, from http://lts.ncsu.edu/guides/instructional_design/selecting_models2.htm Smith, P., & Ragan, T. (2004) Instructional Design(third edition), John Wiley & Sons, 5 Read More