1. Basics of e-learning
Introduction to Instructional Design
DAY I
Stijn Van Laer
Mariet Vriens

2. The program of this training
• During these 3 day
training we want to share
our vision on the
analysis of Learning
Situations and the design
of a new Learning
Environment. To do this
we will introduce example
methods and models.
• Important to know: they
are not the only truth!

3. To be precise (I) !
(Lee & Owens, 2004)

4. The program of today
• Today we will focus on:
– the use of Instructional
Design.
– the differences between
the Learning Situation and
the Learning Environment.
– the ADDIE-model as a
systematic approach of
Instructional Design.
– the Global scheme used at
the KU Leuven.
– The analysis of the
Learning Situations.
• Important to know
(again): It is not the
only truth!

5. To be precise (II) !
(Lee & Owens, 2004)

6. By the end of this day you are able to:
• … describe the importance of the Instructional Design
approach in Education.
• … describe the difference between a Learning Situation
and a Learning Environment.
• … describe the systematic approach of developing a
Learning Environment using the ADDIE-model.
• … describe the systematic approach of developing a
Learning Environment using the Global Scheme.
• … perform (apply), in group and guided by the
instructor, an analysis of the presented case.
• … describe the steps needed to work out your personal
project proposal.

7. Practical issues
• We will work with a very specific case.
• Groups for the next 3 days:
– Group 1: Katrina, Melaku, Paola, Innocent
– Group 2: Sheleena, Ahmed, Osmel, Le
– Group 3: Luisa, Kidus, Shabbir, Shallon
• Use all the resources available.
• Consult each other, work together,
collaborate, etc.
• We will have 2 times a short break (morning
and afternoon), remind me of that (in case I
forget. Cfr. last year).

8. THE IMPORTANCE OF
INSTRUCTIONAL DESIGN AND
SOME BASIC MODELS

9. Instructional Design
The process by which instruction is improved through
the analysis of learning needs and a systematic design
and development of learning environments and materials.
(Morrison, Ross, & Kemp, 2004).
Instructional designers often use technology and
multimedia as tools to enhance instruction.

10. Learning Situations & Learning Environments
• Learning Situation vs Learning Environment
What can / must be created …
What is at the moment …

11. Instructional Design

12. Different ID-models
• 4C-ID Model (Jeroen van Merriënboer)
• Algo-Heuristic Theory (Lev Landa)
• ARCS (John Keller)
• ASSURE (Heinich, Molenda, Russel, and Smaldino)
• Backward Design (Wiggins & McTighe)
• Conditions of Learning (Robert Gagne)
• Component Display Theory (David Merrill)
• Criterion Referenced Instruction (Robert Mager)
• Integrative Learning Design Framework for Online Learning
(Debbaugh)
• Spiral Model (Boehm)
• Rapid Prototyping (Tripp & Bichelmeyer)
• Kemp Design Model (Morrison, Ross, and Kemp)
• Organizational Elements Model (OEM) (Roger Kaufman)
• Transactional Distance (Michael Moore)
• …

15. http://www.elearninglearning.com/instructional-design/
http://www.instructionaldesign.org/

16. ADDIE: a general ID model
Analysis
Design
conceptualization
Theory specification
prototyping
Technology
Development
Implementation
Evaluation

17. Brief description
• The ADDIE model is the generic process traditionally
used by instructional designers and training developers.
• The five phases—Analysis, Design, Development,
Implementation, and Evaluation—represent a dynamic,
flexible guideline for building effective training and
performance support tools.
• Most of the current instructional design models are
spin-offs or variations of the ADDIE model.

18. Phases in Instructional Design
(Lee & Owens, 2004)

19. Our example of good education
GLOBAL SCHEME

20. Exercise
• Sit in groups.
• Describe the critical factors when
designing a learning environment.
(15 minutes)
• Present plenary per group (max. 5
minutes)

21. Instructional design @ KU Leuven Instructional design @ KU Leuven
Context
Objectives
Evaluation
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning
Environment
Student
Characteristics

22. student characteristics
Context
Objectives
What are the
characteristics of
Evaluation
my students?
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics

23. objectives
Context
Objectives
Which knowledge
and skills students
Evaluation
have to acquire?
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics

24. learning activities
Context
Objectives
Which learning
activities students
Evaluation
have to perform to
Support
reach the
Learning Activities
Contents
Teaching Methods
Materials
objectives?
By whom
Learning Environment
Student
Characteristics

25. context
Context
Objectives
In which context
does the
Evaluation
educational
Support
practice take
Learning Activities
Contents
Teaching Methods
Materials
place?
By whom
Learning Environment
Student
Characteristics

26. learning environment
Context
Objectives
a learning
environment
Evaluation
consists of support
Support
and evaluation
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics

27. student support
Context
Objectives
Evaluation
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment WHAT
Student
Characteristics
HOW
WHO

28. evaluation
Context
Objectives
How will be
evaluated if
Evaluation
students reached
Support
the objectives?
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics

29. alignment
Context
Objectives
Coherence and
consistency
Evaluation
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning Environment
Student
Characteristics

30. Context
Objectives
Evaluation
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning
Environment
Student
Characteristics

31. ADDIE & GLOBAL SCHEME

32. Context
Objectives
Evaluation
Support
Learning Activities
Contents
Teaching Methods
Materials
By whom
Learning
Environment
Analysis Student
Characteristics
Design

33. THE CASE…

34. Case Fabrics Inc. (I)
• Fabrics Inc., a state of the art weaving factory, once a small
organization, recently experienced an incredible growth. Only
two years ago, the owner was also the supervisor of 40
employees.
• Now it is a firm that employs more than 200. The fast growth
proved good for some, with the opportunity for advancement.
• The owner called a consultant to help him with a few
problems that emerged with the fast growth. "I seem to have
trouble keeping my mold-makers and some other key
employees," he said. They are in demand, and although I am
competitive regarding money, I think the new supervisors are
not treating them well. Also, I received some complaints
from customers about the way supervisors talk to them.
• The supervisors were all promoted from within, without any
formal training in supervising employees. They know their
stuff regarding the work the employees are doing, so
they are able to help employees who are having
problems.
CASE: Blanchard, P. N. and J. W. Thacker (2007). Effective Training: Systems, Strategies, and Practices, Pearson Prentice Hall.

35. Case Fabrics Inc. (II)
• However, they seem to get into arguments easily, and I
hear a lot of yelling going on in the plant.
• When we were smaller, I looked after the supervisory
responsibilities myself and never found a reason to yell at the
employees, so I think the supervisors need some training in
effective ways to deal with employees. I only have nine
supervisors.
Could you give them some sort of training to
be better?

36. The Basics of Instructional Design
ANALYSIS

37. Phases in Instructional Design
(Lee & Owens, 2004)

38. Analysis
(Lee & Owens, 2004)

39. The Basics of Instructional Design
FRONT-END ANALYSIS (LEE & OWENS, 2004)

40. Audience (Student Characteristics)
Analysis
Identify the background, learning characteristics, and
prerequisite skills of the audience.
1. Analyze audience demographics and special
requirements.
2. Determine attitudes toward content and education.
3. Analyze the critical skills of the audience (language, IT,
…).
4. Document the results.

41. Exercise
• Sit in groups.
• Describe your audience (target
group) in detail. (30 minutes) Try to
come up with a possible profile.
• Present plenary per group (max. 5
minutes)

42. (Learning) Objective Analysis
What are the objectives for the course?
An objective must be:
1. Specific (This means the goal is clear and
unambiguous; without vagaries and platitudes.)
2. Measurable (Need for concrete criteria for measuring
progress toward the attainment of the goal.)
3. Attainable (The goals are neither out of reach nor below
standard performance.)
4. Relevant (choose goals that matter.)
5. Timely (A commitment to a deadline helps focus
their efforts on completion of the goal.)
Document the results!

43. Verbs according to Domain

44. Examples of Learning Objectives

45. Task Analysis
Describe the job-related tasks performed as a result of
the training or performance support.
1. Define the position title.
2. Identify all job-related duties.
3. Identify all tasks.
4. Order the tasks.
5. Document the results.

46. Example of a Task Analysis

48. Exercise
• Sit in groups.
• Describe the learning objectives in
detail. (30 minutes) Try to come up
with 5 possible learning objectives.
• Present plenary per group (max. 5
minutes)

49. CONTEXT - Technology Analysis
Identify existing technology capabilities.
1. Analyze available communication technology.
2. Analyze the technology available for reference or
performance support.
3. Analyze the technology available for testing and
assessment.
4. Analyze the technology for distribution.
5. Analyze the technology for delivery.
6. Analyze the expertise.
7. Document the results.

50. CONTEXT - Situational Analysis
Identify environmental or organizational constraints that
may have an impact on goals and multimedia design.
1. Analyze the learning environment.
2. Analyze delivery environment.
3. Document the results.

51. CONTEXT - Pedagogical Analysis
1. Analyze the methodology.
2. Analyze the degree of autonomy versus control (role of
the coach) Individual / collaborative.
3. Analyze the teaching and learning method, tasks and
assignments include: structuring and phases.
4. Analyze the evaluation forms.
5. Document the results.

52. CONTEXT - Extant-data Analysis
Identify existing training materials, manuals, references,
and syllabi.
1. Identify likely sources of information.
2. Collect information and existing course materials.
3. Document the results.

53. Exercise
• Sit in groups.
• Describe the context in detail. (30
minutes) Try to come up with a
possible description of the context.
• Present plenary per group (max. 5
minutes)

54. Analysis  Design
• Extant - Data Analysis  CONTEXT
• Pedagogical Analysis  CONTEXT
• Situational Analysis - CONTEXT
• Technological Analysis  CONTEXT
• Task Analysis  OBJECTIVES
• Learning Objective Analysis  OBJECTIVES
• Audience Analysis  STUDENT CHARACTERISTICS
Makes a long list of REQUIREMENTS

55. DESIGN-TIME!!