OMDE607 - Course Development Project
The ISD Process
MODULE 1
Summary of Readings
Highlighted Reflection for Prototype Class Development
| Logan, R. | |||||
| Perspectives on Instructional Systems Development. |
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Kemp, J. Instructional Design for Distance Education. Education at a Distance, 14(10), United States Distance Learning Association.
In this article Kemp identifies the importance of instructional design for distance learning. He starts off by explaining that as the field of distance education continues to expand educational opportunities, the increase in planning DE instruction will also change the process of teaching and learning. His perspective for educational planning relies upon MCBeath’s model of educational transformation (Agricultural period, Industrial Period, and Information Age) and reflect on the principles and practices of these educational outcomes (** this illustration can offer practical advice in deciding on the goal of the program we will do for our final project). Moreover, he emphasizes the importance of a systematic approach to ISD where each component can be broken down, but all processes and functions work together to produce a quality design. As part of that design plan, Kemp identifies five major phases to the planning procedure: 1.) Analysis, 2.) Development, 3.) Implementation, 4.) Evaluation, 5.) Revision. (Each phase includes a list of questions to follow ** use for final project). He concludes with some suggestions on how to manage the planning process by using questions and applying MCBeath’s stage 3 Model for transformational change. Kemp encourages instructional designers with a motivational thought on three stages of personal involvement: readiness, support, and success.
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Logan, R. (1982) Chapter 1: Perspectives on Instructional Systems Development. In Instructional Systems Development New York: Academic Press, 1-18.
In this chapter Logan explains several ways to create an instructional systems. Each way relies on a different perspective such as 1.) the master teacher, 2.) the student’s internal characteristic, and 3.) the master expert (Logan, 1982). He first defines ISD as a process which consists of a set of parts- each relating to each other- and serve as a purpose both individually and as a whole. These "multiple components mean both the things through which instruction is developed and delivered and the procedures that allow these things to occur (Logan, 1982, p. 4). There are many ISD models that have been developed but Logan identifies a common theme. Most models consist of the following steps: 1.) Input 2.) Process, 3.) Output, and 4.) Feedback, and represent either a job-based approach or a systems-based approach. Logan illustrates both models.
Figure 2: System-Based Approach
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Moore, M. & Kearsley, G. (1996). Distance Education: A Systems View. Wadsworth: Belmont, CA.
This chapter places a strong emphasis on the process of strategic planning for instructional design, addresses many questions when developing and designing a course, and provides a general summary of design principles. Although the methods described depend on the nature of the course, its learners, the content, and the DE organization, there are recognized procedures that Moore and Kearsley refer to in the development of a good and well-structured design. As a planned approach the instructional systems design ISD process is divided into several stages including analysis, design, development, implementation and evaluation. Each stage is linked together into a system which continues, and affects all steps, throughout the planning process (Moore and Kearsley, 1996). Furthermore, Moore and Keasley suggest that designing DE courses, typically, involves a team effort, either in an author-editor model or a course team model including graphic designers, producers, design experts and media/technology specialists. Strengths and weaknesses are given for each approach. The chapter discusses various formats for communication and identifies some specific tasks that must be carried out before course delivery. Examples are provided for planning print materials, study guides, audio conferencing, teleconferencing and computer conferencing (** a breakdown is shown for all components above -pages 114-120- will provide good example for final project in terms of sample layouts and creating units) and explains various data collection methods that can be used as a tool to assess instructional quality and design.
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Schiffman, S. (1986). Instructional Systems Design: Five Views of the Field. Journal of Instructional Development, 9(3), 14-21.
Because there are many perceptions in the field of Instructional Systems Design, this article presents the field of ISD from five different viewpoints. 1.) The media view of ISD is observed through the process of media selection. These ISD professionals specialize in the characteristics and affects of different kinds of media and are primarily referred to as the technological experts. 2,) The Embryonic Systems View is similar but places an emphasis more on media production and creative and artistic development. 3.) Narrow Systems View includes the systems approach of establishing a goal and task analysis with specific objective along, media selection and production; however formative evaluation is not present. 4.) The Standard Systems View includes most ISD representation in a step by step arrangement. 5.) The Instructional Systems Design View is a researched related process including human perception of stimuli, how information is transmitted, the concept of interrelation factors affecting outcomes, and management of how all processes come together as a whole. Schiffman explains that although no single designer usually has the knowledge or skill for all steps, a design team comprising of all skills will create the best instruction. "Designers’ knowledge and skill in one area support their work in other areas." Educational Theory and Research of ISD is based on an understanding of the following principles:
General Education Psychology- the understanding of the physical, emotional, social and mental growth and development of an individual including several factors such as socioeconomic status, IQ, sex differences, cognitive styles, creativity, and background information of target populations.
Specific Theories of Learning- cognitive sciences
Task, Content, and Learner Analysis
Test and Measurement
Media Selection and Production
Diffusion (relationship, analysis, resources, key personnel)
Evaluations
Systems Analysis (data collection and data analysis)
Consulting/Interpersonal relations
Project Management
Schiffman concludes by defining ISD as:
A systematic approach to the planning and development of a means to meet instructional needs and goals; all components of the system are considered in relation to each other in an orderly but flexible sequence of processes; the resulting delivery system is tried out and improved before widespread use is encourages.
Furthermore, an ISD professional at work is always translating definition into practice and juggling many sources of information and many kinds of skills with the needs and characteristics of their client.
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Schreiber, D. (1999). Instructional Design of Distance Training. In Schreiber, D. & Berge, Z. Distance Training. San Francisco: Jossey Bass, 37-65.
Schreiber starts her article by distinguishing the difference between a distance training event (independent course) and a distance training program (curriculum of courses). In order to realize the full potential of either, designers and developers need to apply an analytical approach to design, selection and learning media. She emphasizes that a strategic plan helps an organization determine the areas for improvement. She follows with a discussion on the ISD model for Distance Training which is represented in an eight step process: a). analyze business need, b) identify strategic distance training event, c) apply framework of learning, d) develop and accommodate technology plan, e) correlate distance learning instructional materials to technology, f) secure implementation support, g) implement roll out strategy, and h) evaluate distance learning process and measure transfer. Each task is broken down into further characteristics of the ISD process.
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Seels, B. & and Glasgow, Z. (1998). Making instructional design decisions: Second edition. Prentice Hall: Columbus, Ohio, Chapter 1.
In the first chapter of Seels & Glasgow, the authors set the stage for the instructional designer to start the process of decision making. Based on a generic ISD model, they elaborate on a 5 step process (used for assignment). The principle benefit of using a systematic decision-making process brings objection and orderliness to the process of planning instruction so that the quality is better. Seels & Glasgow provide a case study which outlines the process an instructional designer followed to develop a course. (This is a good example to for project p. 20-23). The chapter concludes with a comparison of interests and goals of ISD researchers and ISD practitioners.
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