Educational Media & Technology

1. Educational Media &
Technology
:Design Process And Practice
The Instructional Design Process
Dr Joe Nicholls

2. A Traditional Approach To
Instructional Design
The five common phases of most instructional design models: ADDIE
Analysis
 The aim of this stage is to determine educational needs and
perform some form of assessment of needs
 Components include:
 Goal analysis, Performance analysis, Target population analysis, Task
analysis, Media selection, Cost analysis
Design
 The aim of the design phase is to develop a plan of how the
finished product will look, and to produce a storyboard and
flowchart of the whole structure of the finished product
 Design issues include:
 Interface design, Sequencing, Lesson design, Learner interaction

3. A Traditional Approach To
Instructional Design
Development
 This phase involves the programmers, graphic artists, writers and
subject matter experts filling out the specifications in the plan
 A working model is usually developed, and this is then formatively
evaluated, with the feedback being integrated into the ongoing
development process
 The outcome of this phase should be the full learning programme
Implementation and Evaluation
 The final two phases involve delivery of the completed programme to
the learners
 Evaluation of whether the goals as set out in the needs assessment
are met
 Strict controls are maintained in the delivery to facilitate a coherent
summative evaluation

4. Problems With The Traditional
Approach
 Rational versus creative approaches to design
 Rational
 typical of engineering not education
 emphasis on the need for clearly defined concepts and skills
 prescribes a systematic method for approaching problems
 Creative
 flexible, creative solutions to situations which are seen as unique
 a more creative methodology is necessary in education

5. Gagne - Systematic Instructional
Design
 Analysing learners and course goals to make objectives, sequence
instructional experiences, set the medium for instruction, and assess
student performance and the course
 Nine instructional events that make up the specific needs and methods
in media based learning:
1. Gaining attention
2. Stating lesson objective
3. Referring to prior learning or knowledge
4. Presenting stimuli with distinctive features
5. Guiding learning
6. Eliciting performance
7. Providing feedback
8. Assessing performance
9. Retention and learning transfer

6. Instructional Systems Design (ISD)
Conduct Conduct
Established
Needs Task
Overall Goal
Assessment Analysis
Develop
Specify
Select media Assessment
Objectives
Strategies
Conduct Conduct
Produce
Formative Summative
Materials
Evaluation Evaluation
Revise as required

7. Criticism Of ISD
 Even though ISD provides a planning basis there is a need
to be cautious
 ISD is oriented to prescriptive procedural sequences
 ISD does not cater for learning that is often more an
idiosyncratic and even unsystematic experienced based
construction
 Often not determined by instructional sequence
 ISD can lead to over prescriptive and mechanical

8. The ASSURE Model
 Analyse learners
 State objectives
 Select instructional methods, media, and materials
 Utilise media and materials
 Require learner participation
 Evaluate and revise
 The ASSURE model is an Instructional Design System process
 Teachers and trainers can use it to design and develop the most
appropriate learning environment for their students
 You can use this process in writing your lesson plans and in improving
teaching and learning
 The ASSURE model incorporates Gagne’s events of instruction to
assure effective use of media in instruction

9. Analyse Learners
Before you can begin, you must know your target
audience (your learners)
You need to find out the following information:
 General characteristics - grade, age, ethnic group, sex,
mental, emotional, physical, or social problems,
socioeconomic level, and so on
 Specific entry competencies - prior knowledge, skills,
and attitudes
 Learning styles - verbal, logical, visual, musical,
structured, and so on

10. State Objectives
 Once you know your students, you can begin writing the
objectives of the learning activity. Objectives are the
learning outcomes, that is, what will the student get out of
engaging in the activity
 The ABCD's of writing objectives are:
 Audience (who are your learners?)
 Behaviour to be demonstrated
 Conditions under which the behaviour will be observed
 Degree to which the learned skills are to be mastered

11. Select Instructional Methods, Media
and Technologies
Once you know your students and have a clear
idea of what they should get out of the
lesson, then you are ready to select the:
 Instructional method that you feel is most appropriate to
meet the objectives for these particular learners
 Media, materials, resources and technologies that would
be best suited to work with your instructional method, the
objectives, and your students

12. Utilise Media And Technology
 Offer the learning activity and use the media and
technology that you have selected or design and
developed
 You should always trial (pilot) the finished products before
using them in a real learning session
 Make sure that your instructional media and technology
are suitable and working in the given context / environment

13. Require Learner Participation
 N.B. people learn best when they are actively involved in
the learning
 The passive learner has more trouble learning whatever
learning opportunity they are presented with
 Whatever your teaching strategy, you can incorporate
questions and answers, discussions, group work, hands-
on activities, and other ways of getting people actively
involved to meet the learning outcomes
 Educators should create opportunities for everyone to
participate in the learning activities

14. Evaluate And Revise
 Anyone can develop a lesson and deliver it, but the last stage is the
most important one, but often neglected
 Good educators must reflect upon the learning activity, the stated
objectives, the instructional strategy, the instructional materials, and
the assessment and determine if these aspects of the lesson were
effective
 The media/technologies used might not have been appropriate for the type
of learner or the content might not have been very interesting/motivating
 The instructional strategy might not have got students interesting in
participation or the strategy might have been difficult to implement
 The assessment you used might have shown that students didn't learn what
you tested for
 Poor learning will continue to result if the educator doesn’t reflect upon
the instruction given and work on revising it until students become
successful learners

15. Usability Is Key To Good Design
 Central concept but hard to define:
 How well does the system meet the learner’s requirements
 Poor design can:
 create unacceptable user-interface learning times
 create unacceptable error levels
 increase learner frustration
 make intended learning outcomes more difficult to achieve
 lead to rejection of the learning activity by the learner
 Usability can be built in:
 good design practice – derived from instructional theory
 involving learners in the design process
 drawing on past experience (e.g. design rules and guidelines)
 evaluation (especially learner centred evaluation)

16. Design Is A Collaborative Activity
 Design is NOT a solitary activity – you can’t do everything!
 Designers collaborate with:
 each other, programmers, photographers, artists, content writers,
technicians, subject specialists, students, teachers…anyone
 Design:
 is conscious
 keeps concerns about people at the centre (or should do)
 is an interchange with media and materials
 is creative
 is communication
 has social consequences
 Good and consistent communication between all people involved –
especially with learners! – is essential