Instructional Design Workshop
"SMART" Learning Objectives:
By the end of this section, you will be able to:
1) Describe the major steps of the instructional design process.
2) Justify following a systematic instructional process in designing instruction.
3) Outline a basic instructional plan using the systematic instructional design approach.
1) Describe the major steps of the instructional design process.
2) Justify following a systematic instructional process in designing instruction.
3) Outline a basic instructional plan using the systematic instructional design approach.
Introduction to the Systematic Instructional Design Process:
When creating a new project it is crucial to adopt a systematic design process to ensure a successful final product which addresses the needs of the organization and the learners. According to Brown and Green (2016), the initial steps of the instructional design process involve further defining the problem and the target audience by conducting a needs analysis, task analysis, and learner analysis. This is followed by setting goals and objectives for the instruction and planning learning activities suitable to the learning environment (Brown & Green, 2016). Finally, the designer should evaluate the success of the project, and assess the ability of learners to meet the instructional objectives (Brown & Green, 2016).
It is important to follow these steps to ensure that the designer truly understands the nature of the problem (needs analysis), the targeted learner population (learner analysis), and the specific tasks needed to meet the needs of the learners (task analysis) before designing instruction. These initial steps allow the designer to create learning objectives and plan instructional activities that are most effective for the learners in a specific instructional context (Brown & Green, 2016).
In the following sections we will discuss each step in the instructional design process in further detail. The human performance problem I will be addressing is the need for greater integration between the basic foundational sciences, which are currently taught in the first 2 years, and clinical medicine, which is mainly addressed in the final 2 years at the Boonshoft School of Medicine. The specific instructional goal for this project is ensuring greater integration between basic science concepts and clinical medicine for fourth year medical students. The proposed solution is a mandatory longitudinal asynchronous online curriculum during the fourth year with integrated modules emphasizing the relationships between basic science concepts and clinical practice. These online modules will be supplemented with problem-based and team-based learning activities and small group presentations to encourage application of basic science in daily clinical practice.
Description and Explanation of Needs Analysis:
Needs analysis refers to the process of determining the causes and components of a human performance problem from different perspectives (Brown & Green, 2016). It is important to start with a needs analysis to fully understand the nature of the problem from the perspective of all the major stakeholders such as program administrators, course directors, subject matter experts, and the learners themselves. This step allows the designer to fully define the problem before developing a solution.
For my instructional design project, I wanted to gather input from other faculty and students about the existing divide between the basic sciences and clinical medicine, their perception of the causes of the problem, their attitudes towards integration, and suggestions for implementing an integrated curriculum. I conducted a needs analysis by distributing a Qualtrics survey with both multiple-choice, and open-ended response questions to a subset of faculty and medical students. Data was also gathered by interviewing specific faculty members and students. Finally, I observed a fourth year medical student during the emergency medicine clerkship to further assess the nature of basic science instruction in the clinical clerkship. Please find details of the needs analysis I conducted below.
needs analysis example.docx | |
File Size: | 19 kb |
File Type: | docx |
Description and Explanation of Task Analysis:
Task analysis refers to the process of establishing the sequence and components of a specific instructional task (Brown & Green, 2016). After the human performance problem is better defined via a needs analysis, a task analysis is performed to allow the designer to lay out the specific sequence and major parts of the planned solution.
Below is an example of a task analysis document created for my project. My task analysis document is a faculty guide describing the steps and sequence for creating an online medical student module for integrating basic science concepts with the clinical practice of medicine.
task analysis example.docx | |
File Size: | 20 kb |
File Type: | docx |
Description and Explanation of Learner Analysis:
Learner analysis is the process of determining who the learners are in order to design instruction to best meet their needs (Brown & Green, 2016). This is a crucial step in the design process since understanding the needs and motivations of the learners allows a designer to create activities that best meet their needs. Learners may differ in their ability to understand English, their prerequisite knowledge, or their prior experiences, all of which need to be considered before designing instruction for the group (Brown & Green, 2016).
Below you will find a learner analysis document I created for my instructional design project. The analysis was conducted using an anonymous Qualtrics survey gathering demographic and attitudinal data from our target population of fourth year medical students at the Boonshoft School of Medicine. The learner analysis allowed me to identify similarities and differences between students, determine their motivation for learning, and define their needs and abilities. Based on my analysis of the learner population, I determined that our instructional modules should cover a range of topics applicable to students entering different medical specialties in order to be most relevant for each learner.
learner_analysis.docx | |
File Size: | 17 kb |
File Type: | docx |
How Learning Should be Organized & Delivered:
Learning Objectives and Learning Goals:
Before designing any learning activity, we must first determine the goal of the instruction. Learning goals are broad statements about what the instruction is meant to accomplish, and are not directly measurable (Brown & Green, 2016). Learning objectives, on the other hand, are specific and measurable actions learners should be able to demonstrate as a result of the instruction (Brown & Green, 2016). Learning objectives should help the learner achieve the learning goals. For example, a learning goal for my online module is that students will appreciate the relevance of basic science principles in clinical medicine. A specific objective is that by completing the module a student will be able to design a treatment plan for a patient with a fracture guided by the basic science principles of wound healing and repair.
Before designing any learning activity, we must first determine the goal of the instruction. Learning goals are broad statements about what the instruction is meant to accomplish, and are not directly measurable (Brown & Green, 2016). Learning objectives, on the other hand, are specific and measurable actions learners should be able to demonstrate as a result of the instruction (Brown & Green, 2016). Learning objectives should help the learner achieve the learning goals. For example, a learning goal for my online module is that students will appreciate the relevance of basic science principles in clinical medicine. A specific objective is that by completing the module a student will be able to design a treatment plan for a patient with a fracture guided by the basic science principles of wound healing and repair.
Types of Learning Environments & Teaching Styles:
Brown and Green (2016) state that learning environments may be directed, where the focus is on covering the learning goals and objectives, open-ended, where the focus is on allowing students to discover answers on their own, knowledge-centered, where the focus is on the instructional materials, assessment-centered, where the focus is on feedback-based revision, learner-centered, where the focus is on the student's needs and involvement with the learning material, or community-centered, where the focus is on the impact of learning on the broader community. Each environment has its advantages and disadvantages and the appropriate learning environment should be determined based on the needs, knowledge, and skill level of the learners and the overall goals of instruction (Brown & Green, 2016).
Brown and Green (2016) state that learning environments may be directed, where the focus is on covering the learning goals and objectives, open-ended, where the focus is on allowing students to discover answers on their own, knowledge-centered, where the focus is on the instructional materials, assessment-centered, where the focus is on feedback-based revision, learner-centered, where the focus is on the student's needs and involvement with the learning material, or community-centered, where the focus is on the impact of learning on the broader community. Each environment has its advantages and disadvantages and the appropriate learning environment should be determined based on the needs, knowledge, and skill level of the learners and the overall goals of instruction (Brown & Green, 2016).
An example of a directed learning environment is a traditional classroom in which the instructor lectures in class with minimal input from the students. This approach is simple for instructors to create and repeat with minimal revision (Brown & Green, 2016). An open-ended learning environment is best suited for experienced learners who already have a basic understanding of the material to be addressed. An example is a problem-based learning situation in which students work on complex problems and generate their own learning objectives which they research to solve the problem (Brown & Green, 2016). An example of a knowledge-centered learning environment is an introductory algebra class where the emphasis is on getting through the designated instructional materials in a set amount of time. This approach is easier for designers to develop, but less engaging for students. An assessment-centered environment could be used when mastery of a specific skill is acquired through repetitive feedback and revision (Brown & Green, 2016). An example is a microbiology lab in which students learn to perfect their gram-staining technique through repetition and instructor feedback. An example of a learner-centered environment is using team-based learning in which the emphasis is on the learner's ability to apply knowledge in a clinical context. A community-centered environment is most appropriate when the learning goal is to consider the broader social impact of a condition (Brown & Green, 2016). An example is asking students to participate in a service learning project such as counseling patients on smoking cessation in a community medical center.
Brown and Green (2016) mention that teaching styles can be either direct, in which the instructor controls the pace and sequence of learning and determines the learning goals and objectives that should be achieved, or indirect, in which the instructor acts as a facilitator rather than primary transmitter of knowledge. Many instructional approaches represent a combination of these styles. An example of direct instruction is a typical classroom lecture with the instructor conveying important information to the students. This style is most helpful for beginning learners and to establish a framework for learning. An example of an indirect teaching style is facilitating a problem-based learning module in which students solve a complex patient scenario in teams with minimal facilitator input. This approach is best for more advanced learners who need minimal instructor guidance.
Different Teaching Strategies: After deciding the learning environment and teaching style, Brown and Green (2016) mention several teaching strategies that can be employed to suit the instructional context. Strategies that have been shown to be effective for learning include asking students to compare and contrast between ideas, summarize their understanding, complete practice problems, and work in teams to solve complex problems and test their hypotheses (Brown & Green, 2016). Other teaching strategies to consider include listing specific learning objectives for students, using visual representations like graphs and images in presentations, and building in advance organizers like concept maps and formative assessment questions throughout the instructional process (Brown & Green, 2016).
Teaching Strategy Example 1: Online asynchronous modules with assessment-questions.
An example of a teaching strategy used in my project is requiring fourth year students to complete online modules integrating basic science concepts with clinical medicine. The modules have periodic self-assessment questions providing immediate feedback. This activity allows students to practice learning independently and receive feedback via the self-assessment questions throughout the learning process (Brown & Green, 2016). An asynchronous online learning strategy is most helpful for learners who are more experienced with independent learning and in situations where learners may need more flexibility due to time or space limitations.
An example of a teaching strategy used in my project is requiring fourth year students to complete online modules integrating basic science concepts with clinical medicine. The modules have periodic self-assessment questions providing immediate feedback. This activity allows students to practice learning independently and receive feedback via the self-assessment questions throughout the learning process (Brown & Green, 2016). An asynchronous online learning strategy is most helpful for learners who are more experienced with independent learning and in situations where learners may need more flexibility due to time or space limitations.
Teaching Strategy Example 2: Team-based learning.
Another teaching strategy used in my project is a team-based learning module encouraging students to apply basic science concepts in a clinical context. In this setting, students work collaboratively to solve a complex real-world patient scenario and reach a specific conclusion. Students are randomly selected to explain their reasoning during a full-class discussion. This allows students to learn cooperatively in small groups, generate hypotheses about complex patient scenarios, and test them through discussion led by the facilitator (Brown & Green, 2016). Team-based learning modules are most helpful after learners have acquired a basic foundation of the material to be discussed through outside reading or short lectures. It is also helpful in learning situations where developing team-working and critical-thinking skills are important.
Another teaching strategy used in my project is a team-based learning module encouraging students to apply basic science concepts in a clinical context. In this setting, students work collaboratively to solve a complex real-world patient scenario and reach a specific conclusion. Students are randomly selected to explain their reasoning during a full-class discussion. This allows students to learn cooperatively in small groups, generate hypotheses about complex patient scenarios, and test them through discussion led by the facilitator (Brown & Green, 2016). Team-based learning modules are most helpful after learners have acquired a basic foundation of the material to be discussed through outside reading or short lectures. It is also helpful in learning situations where developing team-working and critical-thinking skills are important.
Teaching Strategy Example 3: Problem-based learning
Another teaching approach used in my project is problem-based learning in which students work in small groups to solve a complex real-world patient scenario with minimal facilitator guidance. This process allows students to work collaboratively in a team to generate hypotheses and learning objectives which they research outside of class. The group then meets again to solve the patient problem based on summarizing and applying the material they have discovered through independent research. Problem-based learning is most helpful with experienced learners who have some foundational knowledge needed to address the complex case. Students should also be familiar with conducting independent research for verifying their hypothesis. This approach is useful when the learning goal is to develop self-directed learning skills.
Another teaching approach used in my project is problem-based learning in which students work in small groups to solve a complex real-world patient scenario with minimal facilitator guidance. This process allows students to work collaboratively in a team to generate hypotheses and learning objectives which they research outside of class. The group then meets again to solve the patient problem based on summarizing and applying the material they have discovered through independent research. Problem-based learning is most helpful with experienced learners who have some foundational knowledge needed to address the complex case. Students should also be familiar with conducting independent research for verifying their hypothesis. This approach is useful when the learning goal is to develop self-directed learning skills.
Description and Explanation of Evaluation:
Evaluation helps to assess the success of the instructional design project and determines whether learners have mastered the learning objectives. There are three types of evaluation described by Brown and Green (2016). These include learner evaluation, which addresses whether learners have mastered the instructional objectives, formative evaluation, which is carried out throughout the learning process and is used to improve the instructional process, and summative evaluation, which is performed at the end of the instructional process to assess the effectiveness of the overall instruction (Brown & Green, 2016).
Evaluation of learner achievement: Learner evaluations allow assessment of whether learners have achieved the learning objectives (Brown & Green, 2016). This is usually performed by administering a test, but could take the form of a patient simulation, skill demonstration, or real-world observation depending on the objectives that are being assessed.
Evaluation of Instructional Design Process/Project: Formative and summative evaluations provide input into the instructional design process. Formative assessment should be performed periodically throughout the instructional sequence to gather information about the ongoing instruction (Brown & Green, 2016). This allows revisions to be made when needed to make the instructional process more successful. Summative evaluation is performed at the conclusion of the instructional process to assess the overall success of the instruction (Brown & Green, 2016). This allows the designer to determine whether the instruction met the overall goals of the client and achieved the desired changes.
Below is an example of a summative evaluation report for my project. This discusses the learner evaluation survey, an analysis of results, and strategies for improving instruction based on the available data.
Summative Evaluation Report.docx | |
File Size: | 20 kb |
File Type: | docx |
Reference:
Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). New York, NY: Routledge.