3. BEHAVIORISM
Behavioral researches have been conducted on
animals but are
related to human behavior.
Cognitive Psychologists studied human
behavior.
Learning involves associations established
through contiguity
and repetition.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
4. BEHAVIORISM…
Based on observable changes in behavior which
can be measured.
Learning results from the classical conditioning
of simple reflexes.
Learning is the formation of a connection
between stimulus and response.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
5. COGNITIVISM
Cognitive Psychologists studied human behavior.
Theory is based on the thought process behind
the behavior.
Stressed on the role of reinforcement which
provides feed back
about the correctness of responses.
Learning involves subsuming new material to
existing cognitive structure.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
6. CONSTRUCTIVISM
Learners construct their own perspective of the
world, through individual experiences and schema.
Learners construct their own knowledge. Learners
are encouraged to search for other related
relevant information.
Prepare the learner to problem solving ambiguous
situations.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
7. CONSTRUCTIVIST VALUES
Collaborative learning
Personal autonomy
Generativity
Reflectivity
Active engagement
Pluralism
Personal relevance
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
8. CAN WE USE THESE THEORIES?
There is no one single theory which designers
keep in mind while designing the instructional
strategies and content.
Behavioural approach can effectively facilitate
mastery of the content.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
9. CAN WE…
cognitive strategies are useful in teaching
problem solving tactics.
constructivist strategies are suited for
dealing with ill defined problems
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
10. DESIGNS OF INSTRUCTION
A plan or blue print of concepts.
Designs the learning
environment and a specific
class room interaction.
Instructional Design is a process to make
your class fruitful and more interactive.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
11. CREATE LEARNING OBJECTS
Most powerful tool in
the hands of teachers
Exploration of very
short, single concept.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
12. LEARNING OBJECTS
Self learning helps.
Directly end product.
Final test and previous
test should be mentioned
in the analysis part.
Emotions are equally
important in all process.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
13. TAXONOMY OF LEARNING OBJECTS
Fundamental: One piece of information,
photo etc.
Combined-closed: Combination of two;
may be a picture and text.
Combined-open: Leads to open various
sources. eg: links
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
14. OUR LEARNING OBJECTS
Assets: photo/still visuals, audio, video,
animation, text, sound files, graphics.
Feedback: should motivate. In the form of
a question or the follow up activities
Duration:10-15 minuets.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
15. DESIGN
Entire letter writing.
Sequencing chunks-flow charts, maps
etc.
One or two objectives of Learning
Objects.
Evaluation strategy.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
16. ADDIE MODEL
The ADDIE model is the generic process traditionally used by
instructional designers and training developers.
The five phases
Analysis
Design
Development
Implementation
Evaluation
Analysis > Design > Development > Implementation > Evaluation
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
17. ANALYSIS PHASE
In the analysis phase, instructional problem is
clarified, the instructional goals and objectives are
established and the learning environment and
learner's existing knowledge and skills are identified.
* Who is the audience and their characteristics?
* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
18. DESIGN PHASE
The design phase deals with
learning objectives, assessment
instruments, exercises, content,
subject matter analysis, lesson
planning and media selection.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
19. DEVELOPMENT PHASE
The development
phase is where the
developers create
and assemble the
assets that were
created in the design
phase.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
20. IMPLEMENTATION PHASE
During the implementation phase,
a procedure for training the
facilitators and the learners is
developed.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
21. EVALUATION PHASE
The evaluation phase consists of two parts:
formative and summative.
Formative evaluation is present in each stage
of the ADDIE process.
Summative evaluation consists of tests
designed for domain specific criterion-
related referenced items and providing
opportunities for feedback from the users.
INSTRUCTIONAL DESIGN / RATHEESH KALIYADAN / SCERT
ID WORKSHOP
