1. The systems approach
- Instructional systems design is an approach whose purpose is to recognize the teaching-learning process as a system and to design effective, efficient learning environments.
- A series of working processes that uses problem-solving techniques, taking into account the effect and influence that the elements, stages, and activities related to task achievement have on the overall system, so that the set instructional goals can be achieved.
- The environment needs to be structured so that each function can be brought out to its fullest.
2. The need for a systems approach: it lies in increasing efficiency, appeal, and effectiveness.
3. ADDIE
1) Analysis: learner analysis, analysis of community and student/parent needs, environment analysis
2) Design: development of evaluation tools, specification of objectives
3) Development: developing the learning program based on the designed content
4) Implementation: running the developed program
5) Evaluation: feedback on and revision of the implemented program
4. Dick & Carey; emphasizes the importance of performance objectives
- Provides direction for the design process and for the subsequent development of the instructional system.
- Enhances the effectiveness and efficiency of education and training
- Provides criteria for the content, procedures, and methods of evaluation
- Serves as a guideline for media selection and learning-strategy selection.
5. Keller's ARCS; methods for sustaining motivation
1) A; Attention: arousing perceptual attention, arousing inquiry-based attention, providing varied visual materials
2) R; Relevance: presenting familiar materials, emphasizing goal orientation, providing materials that match the learner's needs or motives
3) C; Confidence: presenting the prerequisites for learning, presenting opportunities for success, presenting opportunities to increase one's sense of self-regulation
4) S; Satisfaction: drawing out natural consequences by applying real knowledge, presenting positive outcomes using reinforcement and feedback, emphasizing fairness
6. Reigeluth's Elaboration Theory
1) Instructional condition variables: characteristics of the subject content, the aim of the subject, learner characteristics, constraints
2) Instructional method variables: organizing strategies (micro/macro), delivery strategies, management strategies
3) Instructional outcome variables: effectiveness, efficiency, appeal
4) Elaboration
- Conceptual elaboration: sequencing the instructional content in order from general, comprehensive concepts to detailed concepts
- Procedural elaboration: sequencing the process that must be gone through when trying to have a particular learning objective or learning content acquired
- Theoretical elaboration: sequencing in order from the basic and concrete to the detailed and complex principles
7. Merrill's Component Display Theory
- It explains teaching-learning objectives and the instructional methods for them as follows.
1) Content types: facts, concepts, procedures, principles
2) Performance levels: remember, use, find
- Primary presentation: as a basic way of presenting materials to achieve objectives, this includes generality, instances, expository, and inquisitory presentation
- Secondary presentation: elaboration
8. Functions of media
- Supporting the lesson content, conveying information, the instructional function, structuring the learning experience
- Contribution to the lesson: standardizing the lesson, arousing interest, shortening lesson time, improving the quality of the lesson, learning that transcends time and space
- Model; ASSURE: Analyze learners, State objectives, Select media and materials, Utilize media and materials, Require learner participation, Evaluate and revise
#pedagogy #ADDIE_model #ASSURE_model #component_display_theory #elaboration_theory #ARCS #systematic_instructional_design
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