Instructional design involves analyzing a learning environment, determining the learning needs of students, and developing a system to deliver what is needed. The ADDIE model, consisting of five phases, is one of the most important models. The theory of cognitive learning is an important part of instructional design. The advent of the computing age and the development of distance learning also impacted the development of instructional design.
Helping students learn as much as possible is an important goal that teachers and school systems have. Instructional design can be an important part of achieving this goal. Indeed, instructional design tends to be relevant at all levels of learning, whether students are in kindergarten, high school, college, or beyond. Specifically, instructional design, which was founded on the theories of various researchers, involves analyzing a learning environment, determining the learning needs of students in that environment, and developing a system to deliver what is needed through the learning process. use of instructional strategies, materials, learning theory, and instructional design models.
There are several instructional design models. One of the most important models is the ADDIE model, on which several other models are based. ADDIE is an acronym that refers to five specific phases involved in instructional design: the analysis phase, the design phase, the development phase, the implementation phase, and the evaluation phase.
The analysis phase involves analyzing the student’s characteristics and the tasks he must learn. Design is a phase that involves developing learning objectives and choosing a specific instructional method. The development phase refers to the creation of instructional or training materials. Implement refers to the phase where the teacher delivers or distributes the materials to be used for instruction. The evaluation phase is when it is ensured that the learning materials were able to achieve the desired objectives.
Instructional design was founded on the theories of various researchers. For example, in the 1800s, Hermann Ebbinghaus and Ivan Pavlov studied forgetting and classical conditioning. BF Skinner developed radical behaviorism and applied it to learning. Jean Piaget and Lev Vygotsky studied students’ developmental states and cognitive processes related to learning. Their work and that of David Ausebel helped to form the theory of cognitive learning, which is an important part of instructional design.
Then, in World War II, Robert Gagne gathered training materials to help the United States (US) military and later published a book called “The Conditions of Learning” (1965), which turned out to be an important textbook in instructional design. Robert Mager also published an important book called “Setting Objectives for Programmed Instruction” (1962) to help teachers write clear learning objectives. Benjamin Bloom continued the work and described learning objectives in more detail in his famous “Bloom’s Taxonomy of Learning”, where he emphasized that lessons should help students synthesize and evaluate information rather than just recall facts.
After that, instructional design models were developed by Walter Dick and Lou Carey and others. Each successive model addressed different aspects of instructional design. It is important to note that the advent of the computing age and the development of distance learning also impacted the development of instructional design.
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