Instructional Design in Teaching:

How Good Design Transforms Educational Research

http://blendedlearning.phhp.ufl.edu/phhp-instructional-design-helps/

George Hack, PhD, MEdClinical Assistant ProfessorCollege of Public Health & Health Professions

OBJECTIVES

• Advocate for teaching as a research activity.

• Advocate for instructional design as a faculty development activity.

Instructional Development Model

Needs AnalysisLogistics

Evaluation

Task Analysis

Instructional Design

Institutional Req.Management

Faculty Development

Curricular Goals

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Deliver &Get

Feedback

Analyze&

Revise

InstructionalDesignModel

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Deliver &Get

Feedback

Analyze&

Revise

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Deliver &Get

Feedback

Analyze&

Revise

Assess Needs

Statement of the Problem and Research Question

Assess Needs

Analyze Learners

Identify the Population and Sample

Assess Needs

Analyze Learners

StateGoals

Define the Construct

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

Assessing the Research Setting

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Deliver &Get

Feedback

Analyze&

Revise

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Operationalize the Construct

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

Determine the Research Design

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

Plan the Treatment

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Deliver &Get

Feedback

Analyze&

Revise

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Develop Instruments and Protocol

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Deliver &Get

Feedback

Administer Treatment & Collect Data

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Deliver &Get

Feedback

Analyze&

Revise

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Deliver &Get

Feedback

Analyze&

Revise

Analyze & Interpret the Data

Assess Needs

Analyze Learners

StateGoals

AnalyzeResources

DevelopObjectives

Blending&

Sequencing

DesignLearningActivities

DevelopAssessmentStrategies

Deliver &Get

Feedback

Analyze&

Revise

Educational Scholarship

Thank You!

WW II Team of

Researchers (1944)

Training seen as a system,

task analysis

developed (1953)

Programmed Instruction Movement: Skinner

proposes that instruction should occur in small steps (1954, 1958)

Procedures for specifying objectives described: Criterion

Referenced Testing emerges

(1962,1963)

Gagne describes

conditions for learning, events of

instruction, and

hierarchies (1965)

Formative and

summative evaluation

differentiated (1967)

Kemp develops

an instructional design

model (1971)

Gerlach and Ely develop

an instructional design

model (1971)

Gagne and

Briggs develop a

model (1974

)

Dick and Carey

develop an instructional design

model (1978)

Instructional design’s impact

upon public schools not

realized: The field declines

somewhat (1980’s)

With the rise in microcomputers,

many instructional

designers turn their attention to computer based

instruction (1980’s)

With the emphasis of

front-end analysis and

non-instructional solutions, the field expands

and instructional development

evolves (1990’s)

Contructivism influences lead

to the development of ID models that

are more compatible with this philosophy

(1990’s)

The increase in internet capabilities gives rise to more distance learning;

instructional designers are

needed to design instruction for the unique needs of

distance education (1990’s) Rapid

Prototyping becomes popular in

the developme

nt of instruction

al materials (1990’s)