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Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning. The process consists broadly of identifying the current state and needs of the learner, defining the end goal of instruction and creating the "intervention" to assist in the transition.
Three Purposes of the Instructional Design Process
To identify the outcomes of the instruction.
To guide the developing the instructional content (scope and sequence)
To establish how instructional effectiveness will be evaluated.
History of Instructional Design
As a formal discipline, Instructional Design has been a long time in the making. The early contributions of thinkers such as Aristotle, Socrates and Plato regarding the cognitive basis of learning and memory was later expanded by the 13th century philosopher St. Thomas Aquinas who discussed the perception of teachings in terms of free will. Four hundred years later, John Locke advanced Aristotle's notion of human's initial state of mental blankness by proposing that almost all reason and knowledge must be gained from experience. Then, at the turn of the 20th century John Dewey presented several tenets of the philosophy of education which promoted the idea that learning occurs best when married with doing, rather than rote regurgitation of facts.
Much of the foundation of the field of instructional design was laid in World War II when the U.S. military faced the need to rapidly train large numbers of people to perform complex technical tasks. Drawing on the research and theories of B.F. Skinner on operant conditioning, training programs focused on observable behaviors. Tasks were broken down into subtasks, and each subtask treated as a separate learning goal. Training was designed to reward correct performance and remediate incorrect performance. Mastery was assumed to be possible for every learner, given enough repetition and feedback. After the war, the success of the wartime training model was replicated in business and industrial training, and to a lesser extent in the primary and secondary classroom. In 1956 a committee lead by Benjamin Bloom published an influential taxonomy of what he termed the three domains of learning: Cognitive (what one knows or thinks), Psychomotor (what one does, physically) and Affective (what one feels, or what attitudes one has). These taxonomies still influence the design of instruction.
Instructional Design Models
Modern Models (Behaviorist, Cognitivist, Prescriptive Models)
Seels, B. & Glasgow, Z. (1998). Making instructional design decisions. Columbus, Ohio: Merrill Publishing Company.
Teaching Tips: Instructional Design. Retrieved May 6, 2009, from University of Alabama Birmingham, Office of Educational Technology Web site: http://www.uab.edu/uasomume/cdm/id.htm.
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