Introduction to Instructional Design

1. Introduction to
Instructional
Design

2. Learning Outcomes
1. Explain instructional design;
2. Apply Gagne’s 9 Events of Instructions to your learning
material;
3. Chunk content to make it more meaningful;
4. Apply the design principles to your content;

3. Instructional design is about
helping the learners
make sense of the
information
It is more
than just an
information dump

4. Instructional
design
Learner focused on
the right thing
A logical flow of content and learning activities
with strategies to enhance the students’
understanding and learning experiences.

5. Gagne 9 Events of Instruction
Content
Presentation
Events of Instruction Instructional Technologies
Introduction 1. Gain attention • Present a dilemma, analogy, video
2. State learning outcomes
• List clear learning outcomes
creatively
3. Recall prior knowledge
• Explain how prior knowledge relates
to new topic
• Initiate discussion
• Pre-tests
Content 4. Present core content • Explanation, example, simulation
5. Provide learning guidance • Guidelines, checklists, mnemonics,
group discussion
Assessment 6. Provide learning activities
7. Provide feedback
8. Assess learning
• Check your understanding
• Assessment
• Scenario
Summary 9. Apply learning • Summarize the topics
• Provide additional references

6. How to design
the content to
make it more
engaging

7. Chunk
1st Step
It helps you present information in a way
that makes it easy for your audience to
understand and remember.
Why?

8. Content Chunking
1
What is
Chunking?

9. How to Chunk Your Content?
1
Starts by listing topics covered
by your learning outcomes.
2 Group the topics into similar items.
3 Give a topic name to each group.

10. Example: Content Chunking
Topic 1: item A
Topic 2: item B
Topic 3: item C
Topic 4: item D
Topic 5: item E
Topic 6: item F
Topic 7: item G
Topic 8: item H
Topic 9: item J
Step 1 List all topics covered by your learning outcomes.

11. Example: Content Chunking
Step 2 Group the topics into similar items
Topic 1: item A
Topic 2: item B
Topic 3: item C
Topic 4: item D
Topic 5: item E
Topic 6: item F
Topic 7: item G
Topic 8: item H
Topic 9: item J

12. Example: Content Chunking
Step 3 Give a topic name to each group
Topic 1: item A
Topic 2: item B
Topic 3: item C
Topic 4: item D
Topic 5: item E
Topic 6: item F
Topic 7: item G
Topic 8: item H
Topic 9: item J
Basic of x
Types of y
Process of z
Process of w

13. System concept descriptions provide:
• The missions, features, capabilities and functions of the system
• Major system components and interactions
• Operational environment including manual procedures required
• Operational modes such as production, backup and maintenance
• Interfaces with other systems
• Required performance characteristics such as response time, throughput
and data volumes
• Quality attributes such as availability, reliability and usability
• Other considerations such as security, audit, safety and failure modes in
emergency situations
• Deployment considerations such as acquisition of business data to
support the system including data cleansing and loading
• The classes of users that will interact with the system
• Requirements for support of the system such as maintenance
organization and help desk.
The following bulleted list has too many chunks presented at once:

14. • The missions, features, capabilities and functions of the system
• Major system components and interactions
• Operational environment including manual procedures required
• Operational modes such as production, backup and maintenance
• Interfaces with other systems
Functional Requirements
• Required performance characteristics such as response time, throughput and
data volumes
• Quality attributes such as availability, reliability and usability
• Other considerations such as security, audit, safety and failure modes in
emergency situations
Non-functional Requirements
• Deployment considerations such as acquisition of business data to support the
system including data cleansing and loading
• The classes of users that will interact with the system
• Requirements for support of the system such as maintenance organization and
help desk.
Deployment and Operational Requirements
System concept descriptions provide:
Example 1

15. System concept descriptions provide:
Example 2
Functional
Requirements
Non-
functional
Requirements
Deployment
and
Operational
Requirements

16. System concept descriptions provide:
Example 2: Continue
•The missions, features, capabilities and functions
of the system
•Major system components and interactions
•Operational environment including manual
procedures required
•Operational modes such as production, backup
and maintenance
•Interfaces with other systems
Functional Requirements

17. System concept descriptions provide:
Example 2: Continue
•Required performance characteristics such as
response time, throughput and data volumes
•Quality attributes such as availability, reliability
and usability
•Other considerations such as security, audit,
safety and failure modes in emergency
situations
Non-functional Requirements

18. System concept descriptions provide:
Example 2: Continue
•Deployment considerations such as acquisition of
business data to support the system including
data cleansing and loading
•The classes of users that will interact with the
system
•Requirements for support of the system such as
maintenance organization and help desk.
Deployment and Operational Requirements

19. Activity
2
5
6
3
9
8
7
4
1
Try to memorize the
following "code symbols" in
30 seconds

20. 1 2 3
4 5 6
7 8 9

21. Present Engaging Content
Next Step
To enhance the students’ understanding
and to engage them with the
course/topic.
Why?

22. • Use words and graphics rather than
words alone.
Multimedia
Principle
• Place corresponding words and
graphics near each other.
Contiguity Principle
• Present words as speech, rather than
on-screen text.
Modality Principle
• Avoid using words in both text and
audio
Redundancy
Principle
• Avoid adding too many multimedia
elements (audio)
Coherence Principle
• Use conversational style and virtual
coaches.
Personalization
Principle
6 Design Principles of Effective e-Learning

23. Multimedia & Contiguity Principles
Multimedia
Contiguity
Place corresponding words
and graphics near each
other.
Use words and graphics
rather than words alone.
Source: www.infovisual.info

24. Modality Principle
Present words as speech, rather than on-screen text
It is recommended that words be
presented in spoken form rather than
printed form whenever the graphic is
the focus of the words and both are
presented simultaneously.

25. Narration
Pictures
Phonetic
Processing
Visual
Processing
MULTIMEDIA MEMORY SYSTEM
Sensory Memory Working Memory
Balancing Content Across Visual and Auditory Channels
LongTermMemory

26. Audio: The Butterfly Goes through four stages to become adult butterfly. The process can be call
Metamorphosis. There are 4 Stages, The first stage is Egg where the female butterflies lay their
eggs on plants to enable caterpillar (later stage) to get the food from plant leafs. The second
stage is Larva, also called Caterpillar. It emerges from egg after few days. Caterpillar spends most
of its time eating. More narration to explain the cycle……
Example:
The 4 Stages of Metamorphosis Process

27. Redundancy Principle
Avoid using words in both text and audio
Printed
Words
Pictures
Phonetic
Processing
Visual
Processing
MULTIMEDIA MEMORY SYSTEM
Sensory Memory Working Memory
Narration
Overloading Content Across Visual and Auditory Channels

28. Example:
Eliminate redundant material and avoid narration and "identical" text.
Metamorphosis the name for rapid transformation of a
larva into an adult that occurs in some insects. The
Butterfly Goes through four stages to become adult
butterfly. The process can be call Metamorphosis.
There are 4 Stages:
Egg: Female butterflies lay their eggs on plants to enable
caterpillar (later stage) to get the food from plant leafs.
Larva: Also called Caterpillar. It emerges from egg after
few days. Caterpillar spends most of its time eating.
Pupa: The Caterpillar forms a protection shield called
Pupa when it has finished growing. Most of the
transformation takes place in side Pupa.
Butterfly: When the Pupa has finished transformation the
Butterfly emerges from the Pupa. The adult Butterfly lays
eggs on plants after mating period.

29. Coherence Principle
Avoid adding too many multimedia elements (audio)
1. Avoid visuals or text that is not essential to the
instructional explanation.
2. You should not add music to instructional segments.
3. Lean text that gets to the point is better than lengthy
elaborated text.

30. Personalization Principle
Use conversational style rather than formal
speech.
Once you mix red
and blue together,
you will get purple
colour.
Purple will be
produced when
red and blue are
mix together.

31. Examples of
Good Elearning Design

32. Good DesignBad Design
Example 1: Focus on meaning and not information

33. Understanding
Image
supports the
content and
helps the
learner
develop a
visual model
of the
information
Visual-based

34. (Visual-based)
(Text-based)
VS
Instead of just
giving Information
Why don’t we
make them

35. Why are Visuals important in a
presentation?
Imagine you have to look/read 50 slides like
this…

36. First item in
the cycle
Second item
in the cycle
Third item
in the cycle
Fourth item
in the cycle
Fifth item in
the cycle
Cycle of ABC
Metamorphosis the name for rapid
transformation of a larva into an adult that occurs
in some insects. The Butterfly Goes trhough four
stages to become adult butterfly. The process can
be call Metamophosis.
There are 4 Stages:
Egg: Female butterfies lay their eggs on plants to
enable caterpiller (later stage) to get the food
from plant leafs.
Larva: Also called Caterpillar. It emerges from egg
after few days. Caterpillar spends most of its time
eating.
Pupa: The Caterpillar forms a protection shield
called Pupa when it has finished growing. Most of
the transformation takes place in side Pupa.
Butterfly: When the Pupa has finished
transformation the Butterfly emerges from the
Pupa. The adult Butterfly lays eggs on plants after
mating period.
Some introduction and explanation about the
cycle.
Example 2: Cycle Chart

37. Metamorphosis the name for rapid transformation of a larva
into an adult that occurs in some insects. The Butterfly Goes
through four stages to become adult butterfly. The process can
be call Metamorphosis.

38. Example 3: Table
Blood group AB individuals have both A and B antigens on the
surface of their RBCs, and their blood plasma does not contain any
antibodies against either A or B antigen. Therefore, an individual
with type AB blood can receive blood from any group (with AB
being preferable), but can donate blood only to another type AB
individual.
Blood group A individuals have the A antigen on the surface of
their RBCs, and blood serum containing IgM antibodies against the
B antigen. Therefore, a group A individual can receive blood only
from individuals of groups A or O (with A being preferable), and
can donate blood to individuals with type A or AB.
Blood group B individuals have the B antigen on the surface of
their RBCs, and blood serum containing IgM antibodies against the
A antigen. Therefore, a group B individual can receive blood only
from individuals of groups B or O (with B being preferable), and can
donate blood to individuals with type B or AB.
Blood group O (or blood group zero in some countries) individuals
do not have either A or B antigens on the surface of their RBCs, but
their blood serum contains IgM anti-A and anti-B antibodies
against the A and B blood group antigens. Therefore, a group O
individual can receive blood only from a group O individual, but
can donate blood to individuals of any ABO blood group (i.e., A, B,
O or AB). If a patient in a hospital situation were to need a blood
transfusion in an emergency, and if the time taken to process the
recipient's blood would cause a detrimental delay, O Negative
blood can be issued.
Blood
Type
Red blood cell compatibility
AB Group AB blood can receive blood from any
group (with AB being preferable), but can
donate blood only to another type AB
individual.
A Group A can receive blood only from
individuals of groups A or O (with A being
preferable), and can donate blood to
individuals with type A or AB.
B Group B individual can receive blood only from
individuals of groups B or O (with B being
preferable), and can donate blood to
individuals with type B or AB.
O Group O can receive blood only from a group
O individual, but can donate blood to
individuals of any ABO blood group (i.e., A, B,
O or AB).
Red blood cell compatibility
Red blood cell compatibility Chart

39. Example 3: Table
Blood
Type
Cell Compatibility
AB Can receive blood from any group (with AB being preferable), but
can donate blood only to another type AB individual.
A Can receive blood only from individuals of groups A or O (with A
being preferable), and can donate blood to individuals with type A
or AB.
B Can receive blood only from individuals of groups B or O (with B
being preferable), and can donate blood to individuals with type B
or AB.
O Can receive blood only from a group O individual, but can donate
blood to individuals of any ABO blood group (i.e., A, B, O or AB).
Red blood cell compatibility Chart

40. Can you read this? Can you read this?
Can you read this?
Can you read this?
Can you read this?
Can you read this?
Can you read this?
Can you read this?
Can you read this? Can you read this?
Bad Contrast Good Contrast
Visual Design: Good and Bad Contrast

41. Visual Design: Recommended Font
Use sans-serif font and use the same font through out the
course.
Increase
Readability
Example:
Verdana
Impact
Arial
Calibri

42. Blood group AB individuals have both A and B antigens on the
surface of their RBCs, and their blood plasma does not contain any
antibodies against either A or B antigen. Therefore, an individual
with type AB blood can receive blood from any group (with AB
being preferable), but can donate blood only to another type AB
individual.
Blood group A individuals have the A antigen on the surface of
their RBCs, and blood serum containing IgM antibodies against the
B antigen. Therefore, a group A individual can receive blood only
from individuals of groups A or O (with A being preferable), and
can donate blood to individuals with type A or AB.
Blood group B individuals have the B antigen on the surface of
their RBCs, and blood serum containing IgM antibodies against the
A antigen. Therefore, a group B individual can receive blood only
from individuals of groups B or O (with B being preferable), and
can donate blood to individuals with type B or AB.
Blood group O (or blood group zero in some countries) individuals
do not have either A or B antigens on the surface of their RBCs, but
their blood serum contains IgM anti-A and anti-B antibodies
against the A and B blood group antigens. Therefore, a group O
individual can receive blood only from a group O individual, but
can donate blood to individuals of any ABO blood group (i.e., A, B,
O or AB). If a patient in a hospital situation were to need a blood
transfusion in an emergency, and if the time taken to process the
recipient's blood would cause a detrimental delay, O Negative
blood can be issued.
Serif: Times New Roman, Size 12
Blood group AB individuals have both A and B antigens on
the surface of their RBCs, and their blood plasma does not
contain any antibodies against either A or B antigen.
Therefore, an individual with type AB blood can receive blood
from any group (with AB being preferable), but can donate
blood only to another type AB individual.
Blood group A individuals have the A antigen on the surface
of their RBCs, and blood serum containing IgM antibodies
against the B antigen. Therefore, a group A individual can
receive blood only from individuals of groups A or O (with A
being preferable), and can donate blood to individuals with
type A or AB.
Blood group B individuals have the B antigen on the surface
of their RBCs, and blood serum containing IgM antibodies
against the A antigen. Therefore, a group B individual can
receive blood only from individuals of groups B or O (with B
being preferable), and can donate blood to individuals with
type B or AB.
Blood group O (or blood group zero in some countries)
individuals do not have either A or B antigens on the surface
of their RBCs, but their blood serum contains IgM anti-A and
anti-B antibodies against the A and B blood group antigens.
Therefore, a group O individual can receive blood only from a
group O individual, but can donate blood to individuals of any
ABO blood group (i.e., A, B, O or AB). If a patient in a hospital
situation were to need a blood transfusion in an emergency,
and if the time taken to process the recipient's blood would
cause a detrimental delay, O Negative blood can be issued.
San-Serif: Arial, Size 12

43. Instructional Design (ID)
Learning
Outcomes
Assessment
Logical
Flow
Content
Engaging
Experiences

44. References
• http://www.articulate.com/rapid-
elearning/instructional-design/
• http://www.nwlink.com/~donclark/hrd/learning/id/nin
e_step_id.html
• http://sites.google.com/site/cognitivetheorymmlearni
ng/home
• http://imej.wfu.edu/articles/2000/2/05/index.asp
• http://www.youtube.com/watch?v=KkuSevUXV30&fea
ture=related
• E-Learning and the Science of Instruction: Third Edition
(with R. Clark, 2008)