Instructional Design in Online

Course Development

Rose Bella T. Lacanilao

Computer Science Department
College of Computer Studies
Learning Outcomes:

Discuss and put in context the

principles of instructional design

Design an instructional plan for

online delivery
Introduction

The pervasive influx of the new ad emerging

technology in the educational arena has
prompted scholars, learning specialists and
educational technology practitioners to explore
and put in practice the principles of Instructional
Design
Teaching with technology calls for the
understanding of the key principles of
instructional design in the process of preparing
instructional plans and in developing
instructional materials intended for both
classroom-based and online delivery
 Definitions of Instructional Design
 The systematic development of instructional specifications using
learning and instructional theory to ensure the quality of instruction. It
is the entire process of analysis of learning needs and goals and the
development of a delivery system to meet those needs. In includes
development of instructional materials and activities and tryout and
evaluation of all instruction and learner activities.

 The systematic process of translating general principles of learning

and instruction into plans for instructional materials and learning.

 A systematic approach to planning and producing effective

instructional materials. It is similar to lesson planning, but more
elaborate and more detailed.
Definitions of Instructional Design

 Systematic approach to course development that

ensures learning goals are accomplished. It is an
iterative process that requires on-going evaluation and
feedback.

 The art and science of creating an instructional

environment and materials that will bring the learner
from the state of not being able to accomplish certain
tasks to the state of being able to accomplish those
tasks. Instructional Design is based on theoretical and
practical research in the areas of cognition,
educational psychology and problem solving.
Key Concepts on Instructional Design

A systematic approach which means that it follows

a procedural or sequential approach
It involves application of theories and principles in
learning; hence, it focuses on the act of learning
and the understanding of how people learn.
ID also includes the production and design and
development of instructional materials and the
technologies to support the delivery and the
achievement of the stated learning goals and
outcomes
Instructional Design Models
 The ADDIE Model

Most popular and

widely accepted ID
model
The best known ID
model and commonly
used in education
 Hannafin and Peck Design Model

One outstanding
feature is that the
evaluation is
continuous throughout
the designing process
 Hannafin and Peck Design Model
Phase 3:
Phase 1: Phase 2:
Development and
Needs Assessment Design
Implementation
Where the designer Where the designers Where the program or
formulates the create ways to the plan is out into
program’s objectives achieve the stated place
goals and objectives
Where the designers
Challenges the make decision as to
creativity of the whether or not to
designers continue or revise the
program, although this
is not the final revision
that will be
undertaken by the
designers
Dick and Carey Design Model
Dick and Carey Design Model

Prescribes a methodology for designing instruction

based on a reductionist model of breaking
instruction down into smaller components

Instruction is specifically targeted on the skills and

knowledge to be taught and supplies the
appropriate conditions for the learning of these
outcomes
 ASSURE Model

 Primary goal is to produce

and effective teaching
and learning approach
 Serves as a guide for
teachers in planning and
conducting instruction
using instructional
technology
ASSURE Model
• Understand the learning styles and know their prior knowledge of the subject matter
A you are about to teach

• When the designer states learning goals and objectives

S
• Selection of instructional materials that will support the delivery of content
S
• Utilization of the instructional materials in teaching and learning process
U
• Requiring learner’s participation and creates engaging learning activities
R
• Final measure as to the extent of learning on the part of the students and the evaluation
E as to whether or not the teacher achieved the stated learning goals and objectives