BEST PRACTICES GUIDE FOR INSTRUCTIONAL DESIGN By: Earl Kenyon

Introduction User guides are extremely important because productivity and profitability are linked to the efficiency in which individuals can perform needed tasks (Champaneria, 2008). By reading through and working with this user guide, you will have a starting point for your own instructional design practices regardless of the learning format that you choose. The ADDIE model of instructional design, outlined throughout this guide will help your with your instructional design.

Overview of Instructional Design Before considering how to convert a program into an online format, it is important to take time to consider a brief overview of instructional design so that the learning experience is the most effective. Instructional design refers to the systematic process by which instructional materials are designed, developed and also delivered (Instructional Design Central, 2012). According to Simonson, Smaldino, Albright, and Zvacek (2012) say instructional design is considered the intellectual technique of the professional who is responsible for appropriate application of technology to the teaching and learning process. In order to have effective instruction, there must be effective instructional design. Effective instructional design is composed of the learners, the content, the method and materials, and the environment which includes technology. Through the interaction of these components, a learning experience is created that is necessary for successful student learning (Simonson et al., 2012)

The components outlined here need to interact efficiently and effectively to create quality learning experiences. There needs to be a balance with the components. None of them can be more important that another. Attempting to keep the components equally balanced while keeping their interaction is important for planning quality instruction (Simonson et al., 2012) The ADDIE Model of Instructional Design Over the years, various models of instructional design have been developed and effectively implemented to create and deliver courses both in the traditional classroom setting and online. The ADDIE model of instructional design is one model which has been used effectively over the years. ADDIE is a systematic instructional design model that is composed of five components (Learning Theories, 2012). These components are: Analysis: At this stage, the instructional designer identifies what the learning problem is, the goals and objectives for the course, learner needs, prior knowledge, and any other factors that may be important. The learning environment as well as delivery options should be considered during this stage. Design: During the design phase the learning objectives are specified. In addition, storyboards and prototypes are often created as well as the design graphics and user interface. Development: At the development stage, the actual creation of the content and learning materials based on the design stage take place. Implementation: Through the implementation stage, the course is actually put into practice. The learning materials reach the hands of the learner group. After implementation, the effectiveness of the learning materials is examined.

Evaluation: Evaluation is composed of both formative and summative assessment. Formative assessment takes place at each stage of the ADDIE process and helps to guide the process as new information is obtained and changes need to be made. Summative assessment occurs when criterion tests are designed and opportunities are provided for feedback from the users. With both forms of evaluation, changes to the course are made as needed.

http://www.addiesolutions.com/addie.htm Checklist Analysis The purpose of the analysis stage is to determine what the learning problem is, determine the learning objectives for the course, and consider other factors that may be important. The learning environment is also considered. Characteristics Has the target audience been established? Has an SME been identified to help with content development? Has data been obtained to develop the learning objectives? Has a budget been developed to guide course development? Have delivery options been considered? How much will be online and how much will be in a classroom? Evident? Yes/No Comments

Do the learners already know anything about the topic? Design At this point, the actual learning objectives are developed. Also, storyboards and prototypes are created. Characteristics Are learning objectives SMART? (specific, measureable, attainable, relevant, and time bound) Does the content match the learning objectives? Is a variety of interactivity provided? Have the different learning styles been taken into consideration? Has the content been broken down into smaller chunks that are in a logical sequence? Is the content appropriate for meeting the specified objective? Evident? Yes/No Comments

Development Development occurs when the actual course content and learning materials are created. Characteristics Is the media and other learning resources appropriate for meeting the objectives? Does the media and activities keep the learners engaged and motivated? Are there a variety of resources to support the learning objectives? Do the learners have the skills and resources needed to use the different media in the Evident? Yes/No Comments

course? Have delivery options been considered? How much will be online and how much will be in a classroom? Are alternate plans in place in the event of technology problems? Implementation Implementation takes place when the course is put into practice. This is when the learning resources reach the hands of the learners.

Characteristics Have the materials been made available to the learners? Have periodic instructor briefings been built into the course? Have periodic participant briefings been built into the course? Has the course been piloted? Has the instructor received guidance with classroom delivery and online delivery?

Evident? Yes/No

Comments

Evaluation As discussed previously, evaluation includes formative and summative assessments. Formative assessments take place throughout the entire ADDIE process and summative assessments take place when criterion tests are developed and opportunities for feedback from the participants are created. With both forms of evaluation, valuable information can be obtained so that the course can be changed as needed. Characteristics Is the course effective in achieving the intended results? Are changes in learner performance directly related to the course and its learning activities? Are there any ways that the Evident? Yes/No Comments

course can be made better? Preplanning Strategies for Distance Education When developing a distance education course, it is important to remember that a course that was once taught completely in a traditional classroom setting may not be the best to use in its original form for an online class. As a result, there is a lot of preplanning that must be taken into account to help ensure that the learning experience is effective and successful Planning and organizing for distance education is multifaceted and needs to take place in advance of the scheduled instruction. When preplanning, there are many factors that should be considered. These include: Realizing that courses once taught in traditional classrooms may need to be reconfigured. The focus turns to visual presentations which need to engage the learner and be judicious of time. Think of ways to present important information using various visual representations. Plan a variety of activities that encourage interactivity. Have alternative plans in case technical problems occur (Simonson et al., 2012).

In order for the instruction to be effective, it is also important to consider the learners that make up the target audience. When planning for a distance learning experience, the developer should ask: What are the students ages, backgrounds, interests and levels of education? How familiar are the students with the instructional methods and technology that may be used? In what ways will students apply the knowledge that they have learned (Simonson et al., 2012)?

In terms of the actual content, however, the following need to be considered for good instructional design: The target audience The content that will be delivered The desired outcomes or objectives (Simonson et al., 2012), Role of the Trainer For a long time, learning was very teacher-centered. This meant that students were provided with a passive learning environment where the teacher lectured and the students listened, took notes and completed tests (Simonson et al., 2012). With the increase of distance education, however, this has changed and now there is more student-centered learning that takes place. As

a result, distance education requires that students are engaged and active participants in the learning that takes place. With the transformation from teacher-centered to student-centered, the following changes take place: Lecturing to coaching Taking attendance to logging on Distributing requirements to connected learning Credit hours to performance standards Competing to Collaborating Library collections to network connections Passive to active learning Textbooks to customized materials (Simonson et al., 2012) Enhancing the Learning Experience and Online Communication By transitioning a course to a blended format, there are some aspects of a course that can be enhanced. One of these aspects is the idea of increased differentiated learning. Blended programs can help diagnose the learning level, style, and other characteristics of the learner and differentiate instruction. Instead of working through the course in a unified group assuming that everyone has the same skills and knowledge already, students can work at a customized level and pace (iLearn Project). In addition, different learning experiences can be created. With a blended approach, learners have access to more resources with videos and other online content not available in a traditional classroom setting. Also, students can take part in group activities, small groups, or even one on one instruction (iLearn Project). Communication is also important and the trainer should work to ensure that all students participate. It is important to note, however, that in order to create a learning community, the instructor and students need to work together. Early in a course, the trainer can start an icebreaker where the students get to know each other. These activities act as a positive experience in developing a learning community, especially in a distance learning environment. These experience help to humanize the learning environment and aids in developing a sense of trust among the group members. Discussion forums are also important for communication. When learners are provided with ample time to think about their responses, the thoughts that they express are generally more meaningful, or topic, and more organized than those in a traditional classroom environment (Simonson et al., 2012). It is important that the trainer remain involved in these discussion forums to further discussion as appropriate to help deepen understanding or clarify any misconceptions.

Resources

Centers for Disease Control and Prevention. (2012, November). CDCs E-Learning Essentials. Retrieved from http://www.cdc.gov/learning/local/pdf/ElrngEsstls.pdf Champaneria, R. (2008). Why are Manual, Work Instructions and Procedures Important?. Retrieved from http://www.businessmadesimple.co.uk/ArticleReview/tabid/79/ModID/0/ItemID/66351/ Default.aspx Click4it. (21 November, 2012). A.D.D.I.E. Model. Retrieved from http://www.click4it.org/index.php/A.D.D.I.E_Model iLearn Project. Advantages of Blended Learning. Retrieved from http://ilearnproject.com/online-learning/advantages-of-blended-learning/ Instructional Design Central. (2012). What is Instructional Design?. Retrieved from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesigndefinitions.htm Instructional Design Expert. (2009). ADDIE: The Implementation Phase. Retrieved from http://www.instructionaldesignexpert.com/implementation.html Learning Theories Knowledge Base and Webliography. (2012). ADDIE Model. Retrieved from http://www.learning-theories.com/addie-model.html Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.