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Mde-412 Instructional Design MDE-412 INSTRUCTIONAL DESIGN Indira Gandhi National Open University Staff Training and Research Institute of Distance Education Block 1 FOUNDATIONS OF LEARNING Unit-1 Learning and Instruction Unit-2 Behaviouristic School of Thought Unit-3 Cognitivist School of Thought Unit-4 Constructivist School of Thought M.A. (Distance Education) 1st Year Course Course MDE-412 : INSTRUCTIONAL DESIGN BLOCK - 1 FOUNDATIONS OF LEARNING Unit-1 Learning and Instruction Unit-2 Behaviouristic School of Thought Unit-3 Cognitivist School of Thought Unit-4 Constructivist School of Thought BLOCK - 2 INSTRUCTIONAL DESIGN: THEORIES AND MODELS Unit-5 Instructional Design: An Overview Unit-6 Component Display Theory (CDT) Unit-7 Elaboration Theory Unit-8 Cognitive Load Theory (CLT) and Cognitive Flexibility Theory (CFT) Unit-9 Theory of Multiple Intelligence Unit-10 The 4C/ID (The Four Component/ Instructional Design) Model BLOCK - 3 INSTRUCTIONAL DESIGN PROCESSES Unit-11 Unit-11 The ADDIE Approach (Analyze, Design, Develop, Implement and Evaluate) Unit-12 Learners’ Characteristics and Learning Styles Unit-13 Designing Learning Unit-14 Development of Learning Resources Unit-15 Evaluation of Learning BLOCK - 4 INSTRUCTIONAL DESIGN IN PRACTICE Unit-16 Instructional Design in Classroom Unit-17 Instructional Design in Training Unit-18 Instructional Design in Distance Education Unit-19 Instructional Design in Multimedia Unit-20 Instructional Design in e-Learning BLOCK - 5 MEANING AND PURPOSES OF PORTFOLIOS Unit-21 Portfolios: A Review Unit-22 Design and Development of Portfolios MDE-412 INSTRUCTIONAL DESIGN Introduction to the Course Dear Learner! Rapid advances in information and communication technology have led to a tremendous increase in the number of courses and programmes offered through open and distance learning for diversified groups of students. This has resulted in the great need for designing and developing courses and programmes in a dynamic way which are offered to distance learners based on the philosophy of open learning. In recent years, many Open and Distance Learning (ODL) institutions have started offering programmes through computer based instruction with other media such as online, print, audio, video, and multimedia. Consequently the need for designing instructional materials in varied formats for meeting the demands of the distance learners is growing. It is to meet the need that this Course MDE-412 ‘Instructional Design’ has been prepared by STRIDE of IGNOU as an M.A. (Distance Education) course. The mechanisms to design courses and programmes in ODL institutions are continuously evolving and are as dynamic as the philosophy of open learning and are changing with the development of ICT. Many innovations in the process of course/programme development and delivery have now been evolved and been incorporated, and now we have a systematic approach to the process of designing courses and programmes in ODL. The purpose of this course ‘Instructional Design’ is to help you to meet the demanding task of designing instruction and facilitations student learning in distance education. This course is developed to offer you a knowledge base for designing instruction starting from print media to design multimedia and e-learning for effective distance teaching. In this course we offer a structure and rationale to underpin all aspects of designing instruction by maintaining a balance between sound theory and model as well as practical implications. The influences of Information and Communication Technologies (ICT), trends and drivers over the last few decades, as well as current imperatives and initiatives have been presented in this course. In other words, this course aims at identifying the steps in the instructional design process and implementing them to create learning materials and environment. This course begins with the ‘Foundations of Learning’. first block provides a basic idea of what learning is and how we learn. This unit also focuses on specific terms, ‘instruction’, learning, and the dominant theories of learning: (i) Behaviouristic School of Thought (ii) Cognitivist School of Thought, and (iii) Constructivist School of Thought. In this block we look at the theories of learning in its broadest sense in order to give a framework for the more detailed discussion that follows in consequent blocks. In Block 2 ‘we focus on several Instructional Design: Theories and Models’, and introduce you to a number of reference points that must be considered for designing programs. There are two important threads that emerge from this block: the use of instructional technology and the need for inclusively in the design process where we believe that design is a process of reflection in action. The six units presented in this block represent a combination of the published work on instructional design and the research on best practices of teaching, learning and testing strategies. Although there are a variety of models, but this block emphasizes that instructional design is not a one-size- fits all model. It is a process that takes its shape and substance from the unique features of the learning that comes, learner and the context. Block 3 ‘Instruction Design Processes’ provides a detailed discussion on ADDIE approach that asks ‘what are our students supposed to learn and be able to’. Therefore, this block begins with assessing what learners need to learn. It signals the start of the ‘Analysis phases of the ADDIE approach’. The block reviews the learner characteristics and learning styles and the implications for designing instruction that meet different learning preferences. Unit 13 designing learning gives guidance on writing learning outcomes and matching your content the to outcomes. Unit 14 – developing learning resources for diverse learners and supporting our distance learners – relate to the learning environment aspect of the design cycle. Matching student’s needs through learning resources that we provide (handouts and web resources) while keeping in view the copyright laws is the issue for Unit 14. Unit 15 discusses evaluation of learning – how we can find out whether learners have learned or not. We look at the why? What? When? And how? aspects of assessment. A vital aspect of this unit is ‘Kirkpatrick’s levels of evaluation’. Block 4 ‘Instructional Design Practices’ – Considers a few best practices in classrooms, distance teaching, training, multimedia and e-learning. A comprehensive structure for lesson planning, course design, unit design, use of ADDIE in multimedia and e-learning strategies, etc. are presented for providing knowledge and insight that we will use while designing instruction at various levels. Block 5 – This Block provides basic information pertaining to: What is Portfolio, components of Portfolio, purpose of using Portfolio, and how to develop an instructional design e-portfolio We hope you will find that this course, underpinned by sound theory, is a practical guide that helps you to design, develop and deliver courses / programmes for distance learners. We are grateful to the content editor, various unit writers, language editor and colleagues at STRIDE and distance learners for readily cooperating in completing this course. Good luck!! Block 1: Foundations of Learning Introduction to the Block Welcome to Block 1 of Course MDE-412 ‘Instructional Design’. The purpose of this block is to help you to think about ‘how distance learners learn’ by providing you with a concept of learning and discussion on theories that seek to explore ‘how students learn’ and ‘what facilitates distance learning’, and the implications that these theories have for designing instructional materials. This block includes the perspectives and theories of learning, i.e., behaviourism, cognitivism and constructivism which provide a platform for all the different types of learning and designing instruction. What is learning? Your answers to this question depends as much as on the orientation as a distance learner and also on the nature of learning. For some learners; learning is acquiring facts or procedures that are to be applied; for others learning as an increase in knowledge, developing skills and attitudes. There are many sources to know about learning which may help you to write your conceptions of learning. We have discussed the perceptions of what behaviourist, such as cognitive psychologist, humanistic psychologists and constructivist say about tearing. For a behaviourist, learning is the modification of behavior brought about by experience. For cognitive psychologists, learning is the study of how information is sensed, stored, elaborated and retrieved. Cognitive psychologists also focus on the importance of learning to learn, or reflection on experience as well as experience. Humanistic psychologists insist on personal growth and development as the indicator of learning, while constructivists argue that learning is primarily concerned with how you construct knowledge and develop different conceptions and constructions of reality. These different views of learning are themselves examples of constructivism, of how different people perceive learning and construct their knowledge for better learning. Each view leads to a different conception of learning. Each view has different implications for designing learning, instruction, course/programme, construction of learning tasks and methods of assessment. Therefore, this block would serve as a complete manual, guide and resource material for distance teachers/ course developers/ subject experts/instructional
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