Teaching Excellence
Workshop: Part 2-
The Instructional
Design Process
Cynthia S. Deale, Ph.D.
School of Hospitality Leadership
East Carolina University
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It is not so much what is poured into the
student, but what is planted that really
counts.
Think about learning and
teaching …
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Thinking back over your
entire life, what are 2
or 3 of the most
significant learning
experiences you have
ever had?
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That is, list 2-3
moments (or events) in
which you discovered
something of lasting
significance to your life.
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Now, ask yourself the following
about each one:
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1. Did it take place in a
classroom?
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2. Did it take place in a school?
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3. Was a professional teacher
instrumental in making the
learning experience happen?
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4. If the answer to #3 was yes,
then what did the teacher do
to help you learn?
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5. In general, what factors
were instrumental in bringing
about the learning?
Think about a course and how it is or
was planned and organized(not the
teacher’s style)
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Think
- Reflect on the best course you ever
completed.
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Why was it the best? What about its planning,
design, & delivery did you like and why?
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Pair
-Discuss the course with your neighbor
???
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Think-Pair-Share again…
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How do you do to design a course?
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What do you include in your course?
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Learning
Outcomes
Course
Learning
Outcomes
Course Goal
(Description)
What is instructional design?*
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Instructional Design is a way of planning instruction to
consider the
- learner
-end goal or product
-assessment
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We will consider ADDIE & UDL
*
O *Note: There are many models of instructional design and Multimedia tools are often used to improve instruction and increase student engagement (Culatta, 2011).
The ADDIE Approach to Instructional Design
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Think about Room Set-up
Hollow Square Schoolroom
12
More Room Set-ups
U-shaped Herringbone
Think carefully as you develop
the course
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Will you do your lessons by topic adding
resources as needed?
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Use the text chapters to guide each lesson?
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Use modules? By topic? By week?
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Etc.???
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Ask yourself the best way or ways to put all of
these materials together
Use Universal Design for learning
principles to…
Provide:
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Multiple ways of
learning
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Multiple ways to
demonstrate learning
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Multiple ways to
engage, challenge, &
motivate learners
As far as engaging students
(and teachers) goes…
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What do you think the enthusiasm of a
teacher typically looks like over time in a
semester or term long course?
16
ENTHUSIASM OF TEACHERS OVER TIME
TIME
TEACHERS
ENERGY
As far as engaging students
goes…
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What do you think the enthusiasm of a
student typically looks like over time in a
semester or term long course?
ENTHUSIASM OF STUDENTS OVER TIME
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TIME
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So think about
this when you
consider
multiple
means of
motivating &
challenging
students!
ENERGY
ENTHUSIAM
STUDENTS
We have looked at ADDIE and UDL…This is UNC’s
Adaptation of the Instructional Design Process*
To use a text or not?
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One major decision will be whether or not to
adopt a general text.
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It may be unlikely that any one book will meet all
your needs.
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Most students prefer, however, a textbook that
integrates the course for them…
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as long as it is understandable and fair-priced.
(Ideas from Guptill, et al, 2009)
Another area of importance is
technology
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Technology is wonderful…but remember
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If you are headed in the wrong direction, technology
won’t help you get to the right place.
O Steven Ehrmann
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Think about your use of low-tech, old-tech, high tech, new
tech and how it really helps students learn
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Think about online, hybrid or blended classes, and what
about MOOCS?*
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What are your favorite types of technology and why?
When organizing your course
sequence…
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Whatever you choose, try to make sure the
student learning builds on itself.
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Tie what you do and what you have students do to
learning outcomes
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Make sure that the sequence makes sense.
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Remember--The order of your topics should
support the development of key ideas and skills the
students are working to master in the course.
Implementing Instructional Design into Your Own
Teaching
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What further ideas or suggestions do you
have for implementing instructional design
into your own lessons and courses?
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If it is not now, yet it is to
be—the readiness is all.
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(
Based on Hamlet—and from Mrs. Perko—References-1
O Anderson, L.M., Evertson, C.M., and Emmer, E.T. (1980). Effective Classroom
Management at the Beginning of the School Year. The Elementary School Journal, 80 (5): 219-231 --Cartoon with funnel—
O CAST (2014). http://www.cast.org/about/index.html
O Culatta, 2011. Creating online social learning environments, Keynote Speaker, Florida
International University Miami FL, March 25.
O Crawford, C. (2004). Non-linear instructional design model: eternal, synergistic design and
development, Journal of Educational Technology, 35 (4),413–420.
O Fletcher, W. (2009). Universal design for learning, Spotsylvania schools. Presentation .
Retrieved 9/29/13 from
http://spotsyschools.us/itrt/Resources/ConferenceInformation/2009ConferencePresentatio ns/UniversalDesignforLearning/tabid/4404/Default.aspx
O Guptill, A., et al., (2009). How do college students use textbooks? Insights from the
literature, College at Brockport Teaching & Learning Day, March. Retrieved 7/1/13 from 27. http://www.bing.com/search?q=to+use+a+textbook+or+not%3F&src=ie9tr
References-2
O Instructional Design (2014)—ADDIE model—retrieved 1/9/2014 from http://sustained-
growth-leadership-development.wikispaces.com/Our+Business+-+Teaching+and+Learning#Instructional Design
O Instructional Design model—UNC-chapel Hill--School of Information and Library Science, UNC Chapel hill. Retrieved 4/24/2013 from
http://www.ils.unc.edu/daniel/242/InstructDesign.html
O Maribe, R. (2010). Instructional Design: The ADDIE Approach (3rd Ed.). New York: Springer.
O A Research Reader in Universal Design for Learning (2012) , Edited by Gabrielle
Rappolt-Schlichtmann, Samantha G. Daley, and L. Todd Rose, foreword by Chris Dede, Harvard Education Press.
O Rurark, B.E., (2008). The Year 2013:ARDDIE Is IN, ADDIE Is OUT, Training & Development, 44-49.
O Smith, P. & Ragan, T.J. (2005). Instructional Design. Hoboken, N.J.: John Wiley & Sons.
O Unger, Jim--Classic Herman cartoon
O Willis J (1995) A recursive, reflective instructional design model based on constructivist interpretivist theory, Educational Technology, 35 (6), 5–23.