[MUSIC] Welcome back, everyone. Wherever you are, I hope that you are having a fantastic day. This is the first course of the Instructional Design Mastertrack. This module we're going to talk about some important foundations of instructional design. Particularly looking at some essential terminologies to understand instructional design. In this lecture, we are going to first look at the essential terminologies related to instructional design. Then we're going to talk about what instructional design is. Before we begin, I'm curious to know your most recent learning experience. Can you stop and think about it for a minute? And then in the following in video question, please share your learning experience in terms of when it was, where it happened, what the topic was about, who instructor was, how the learning was delivered, and why you're wanting to learn the topic. Okay, I hope that in-video question helped you to think about the important aspects of a learning experience, because instructional design is really about designing learning experiences. And we want what we design to be effective, efficient and appealing to the learners. Before taking this course, have you heard about the term instructional design? If I ask my friend or a family member what the instructional design is about, they would likely give an answer, but it would not likely to be an accurate one. Because instructional design can be a fuzzy term meaning a different thing to a different person, even an educational professional. Please note that instructional design is really two words, instruction and design, right? And there are different ways that we learn and there are also different types of learning. You have already thought about your most recent learning experience. So, we all learn. And we'll talk more about what learning really is about in another module but what is instruction? I think what makes instruction really unique and special from the overall learning experience is that instruction must be based on deliberated intentional arrangement of learning conditions to help learners achieve the learning goals. Those learning goals should be predefined in the instruction. And learning goals are basically what people will acquire. And they could be knowledge, skills, attitudes, or a mix of those. They can be as simple as recall of certain facts, concepts, and information, such as capital cities of all the countries in the world. Or the goals could focus on helping people to be able to execute a certain procedure such as hanging heavy mirrors and pictures on various types of walls. So levels and kinds of goals can be different. But instruction is a very goal-oriented activity. Then what are those learning conditions? Learning conditions could be pedagogical strategies, motivational strategies, technologies to support and deliver instructions and so forth. How about design? What perception do we have about designers? Designers really try to design solutions that are not only functional, but also attractive and appealing. How do we define design in this course? Series of decision-making that are guided by clear objectives, constrained by limited resources, centered on user experiences, situated in the context, and saturated with creativity and innovations in order to solve problems. In this case, of course, those problems would be educational and performance problems. Now let's look at more terms. Education, training, and teaching. Let's start with a broad concept. How would you describe what education is? Here's one definition of education. Education is any situation where conceptual, theoretical, and strategic knowledge and skills are acquired that might help people handle novel and unexpected future challenges and problems. As you can see, simply speaking, it refers to an all experiences wit people learn. What are some key terms here? To me, the important key terms here are any situation and might help. And it's pretty broad as you can read. Education is not necessarily intentional. It could be unplanned, incidental, and informal as well. Where do we have educational experiences other than traditional classroom environments or those kind of planned online courses. Museums, books, of course, I'm talking about non-textbooks, TV programs, online communities, social media. All of those, I mean, no one has specifically kind of range the learn experiences with intentional and specific learning goals, right? But it's possible that we all learn from those. What about training? First, training is instructional experiences helping individuals be prepared for job-related competencies. The key word here is job-related competencies. So for training, the purpose is more specific. It's for helping people to be more equiped for their job performance. Second, training is often given to teach new procedure. So demonstration, guided practice, and feedback are kind of widely used instructional approach. New procedure here does not mean that it will only include procedure learning related to skills. Because learning a procedure often requires learning associated intellectual skills and relevant attitudinal change. The third one talks about immediate application. Immediate application is certainly one distinguished aspect of training. Why would organizations invest their money and resources to develop and offer training is because they want the performance improvement of their employees. However, organizations sometimes offer both instruction and training. So for example, E-learning can be often use as a means to offer instruction to the employees without sacrificing too much of work hours. There would not be immediate application of those required knowledge and skills. But in the long run, such learning opportunities can be helpful for career and job performances of the employees. What about teaching? It's pretty simple. Learning experiences that are facilitated by a human being. Here, of course, the key words are facilitated by a human being. Now what are some examples of instruction that is not teaching? Right now I'm teaching, but many technology based learning environments, such as self-directed E-learning modules, using primarily use multimedia elements, online simulation, game-based learning environments. Those could be some good examples of instruction but not teaching. Now let’s think about the relationship among these four important terms, education, instruction, training and teaching. There will be an in video question. So please use a paper and pencil, and draw a relationship among these four terms. I'm curious to know your perspective and understanding of this. Sometimes people use these terms interchangeably. However, for educational professional, I think we need to know the meaning of these terms accurately. How does this look compared to yours? Again, let's start from teaching, teaching as a human being physically implementing instruction. Training, it's very skill specific of instructional activity intended for immediate transfer to performance environment. Instruction is very similar to training but it would be broader, encompassing curriculum in a larger set of learning goals. Education is situations that are designed that may help and prepare people for novel situations. So all instruction is certainly part of education. But not all education is instruction because many experiences leading to learning are not specifically developed and implement to ensure effective, efficient, and appealing experiences based on particular learning goals. Also not all teaching is considered to be an instruction. There are occasions in an educational environment in which teachers do not focus on experiences toward any particular learning goals. They would provide learning activities or materials but not necessarily do an intentional arrangement of those learning activities to pursue particular learning goals. Okay, let's transition to instructional design. Instructional design is process, it's discipline, and it's science. First for instruction of designers it's a systematic problem solving process. When performance problems are identified, we analyze the problems to understand their nature and to see if the problems are caused due to deficiencies in knowledge, skills and attitudes. And if instruction is the right solution to the problem, we design and develop instruction using the important theoretical principles of learning and instructions. In this course we'll be talking a lot about system. Because system's theory is one of the foundation of instructional design. Instructional design is a systematic process for developing education and training programs. Then what's system? A system is defined as a set of interrelated and interacting parts that work together toward some common goals. What are some examples of systems? Human body? Solar system? System is complex, and it consists of its part, sub-system that interact with each other, and they have important roles to make the system function effectively. So, instructural design can also be seen as a system. It's complex, it consists of different parts, and activities in different parts interact with each other and have important roles for instructional designers to design and develop the whole instruction effectively. Instructional design is also discipline. It deals with the research and theory on optimal instructional strategies and processes for developing and implementing them for desired learning outcomes. Instructional design is also linking science between learning theories and educational practices. So using the learning and instructional theories, it's the science of creating and providing detailed specification how to develop, implement, evaluate, and maintain optimal learning conditions to facilitate meaningful learning in any type, level, and content domain. Once again, instructional design is really about designing learning experiences. If you are in a situation to design an instruction, thinking about people's learning experiences through that instruction, there are four fundamental components that you need to think about. Those are learners, objectives, methods, and evaluations. First is learners, you need to know your learners. So for whom is the program developed? Knowing the characteristics of learners. So trainees, very important because we need to first identify their performance problems and determine whether the problem can be solved through an instructional solution. Also based on learner characteristics, you may choose different instructional design strategies. Second is objectives. So what do you want the learners or trainees to learn or demonstrate? You should know where you are going, right? So setting up instructional objectives is a very important step because they establish a focal point to make sure the strategies and assessments are appropriate. Third is the methods. How is the subject content or skill best learned? Designing creative and innovative instructional strategies contributes to students' effective and meaningful learning experience. And this is where knowledge about different learning and instructional theories and learning technologies are helpful. Fourth is evaluations. So how do you determine the extent to which learning is achieved? Instructional design is all about alignment. So you need to align objectives, methods, and evaluation. So think about how you evaluate your instruction and materials, as well as assess students' learning. Once again, these four fundamental components, learners, objectives, methods and evaluations, they form the framework for systematic instructional planning. The field of instruction design has been around for a long time. And an instruction design approach has been applied in various educational fields and settings. Instructional design process in models were formed in 1960s. Since then, there have been many different instructional design models have been developed and used. However, all those models share five essential phases which are analysis, design, development, implementation and evaluation. An ADDIE is used as an acronym for these five phases. As you can see, the first stage is analysis. As an instructional designer, what would you analyze here? You'll first need to analyze whether there is needs for developing an instruction. You need to understand the performance and also learning context. You need to understand the important characteristics of the target learners, as we talked about. You also need to analyze the learning goals and tasks. The second stage is design, based on the outputs of the analysis stage, you will need to design instruction by making design decisions. Such as how to organize and sequence content. With kinds of learning activities and exercises, you need to create what kind of learning technologies will assist or facilitate the learning. And what the delivery format would be. The third stage of development using design decisions, you actually begin to develop the instructional trails. Once the development is complete, now it's the time that you need to deliver the instruction. The fifth component is evaluation, and please note that the evaluation is located in the middle because reviewing and revising the plan instruction needs to happen throughout the instruction design process in a pretty iterative manner. Although ADDIE does not necessarily give a detailed, fully elaborated process, as some of other models do. ADDIE can be understood and used as a conceptual term or process that refers to a family of models sharing a common underlying structure of a systematic approach to instructional design. [MUSIC]
