Introduction to Instructional Systems Design

Chuck Hodell

Description

The A–Z Resource on Instructional Systems Design

Modern, adaptable, flexible, timeless. Instructional systems design (ISD) is more relevant than ever and critical for organizational success. ISD is used by education and training professionals worldwide, with billions of dollars a year spent on designing and implementing training. Given such high stakes, organizations need the best training product available, and educational programs need the best textbook for cultivating professionals in this field. Introduction to Instructional Systems Design is just that resource.

This book provides comprehensive instruction for professors, instructors, and students of ISD who seek a professional and proven design method in an academic foundation. Written by long-time professor and practitioner of instructional design Chuck Hodell, this is a through line to his earlier bestselling volume ISD From the Ground Up and offers an even greater practicality with a strong theoretical base to answer the questions of why designers do what they do.

In chapters that detail the building blocks of instructional design, the ADDIE process, and advanced ISD processes such as determining criticality and content mastery, Hodell creates a guided learning experience with discussion questions and case studies to prompt deeper reflection. Preparing learners for digital learning and adapting in-classroom courses for remote learning are a particular focus, and Hodell provides an overview of career options and development. Perfect for professors and instructors, this textbook also includes an instructor’s guide.

Sujets

• Efficacité professionnelle
• Efficacité
• Business
• Economics
• Training
• Employabilité, métiers et formations

Informations

• Publié par: Association for Talent Development
• Date de parution: 10 mai 2021
• Nombre de lectures: 1
• EAN13: 9781952157134
• Langue: English

Extrait

© 2021 ASTD DBA the Association for Talent Development (ATD)
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ISBN-10: 1-95215-712-9 ISBN-13: 978-1-95215-712-7 e-ISBN: 978-1-95215-713-4
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This book is dedicated to my mother, Ann Juanita Kelton Hodell. She was a lifelong teacher and sadly passed away when I was 12. The memories of her teaching fifth grade in the classroom, nursing at the local nursing schools and hospital, and working as a swimming instructor in the summer all sit on my shoulder in every aspect of my career as an author, educator, and mentor. She selflessly and tirelessly attempted to make the life of every one of her students better. While the memories have faded, the call to service as a teacher remains eternally strong thanks to her indelible mark on my life and work.
Contents
Introduction
Section 1 Theoretical Foundations of ISD
1 The Journey to Instructional Systems Development
2 Learning Theory Through the Lens of ISD
3 The Adult Learner
4 ADDIE and Other ISD Models
Section 2 The Five Elements of Instructional Design
5 Analysis
6 Design
7 Development
8 Implementation
9 Evaluation
10 Behavioral Objectives
Section 3 Digital Learning
11 Distance Learning
12 Learning Management Systems
13 Social Media
Section 4 Advanced ISD
14 ISD Workflow
15 Criticality and the Content Mastery Continuum
16 Competency-Based Instructional Design
17 Migrating Classroom to Digital Learning
Acknowledgments
Glossary of ISD Terms
References
Index
About the Author
Introduction
The world of instructional design is an exciting place to live and work.
Teachers, trainers, instructors, and in fact everyone who is associated in some way with learning has a home in the field of instructional systems design (ISD). Whether you teach and design your own courses or facilitate learning using already prepared courses, there is substantial value to learning the fundamentals of this incredible field and having a working knowledge of its essential elements of analysis, design, development, implementation, and evaluation (ADDIE).
Instructional designers are responsible for course designs from early childhood to PhD-level programs and everything in between. Every learning experience falls within the structure of this science of how learning takes place and how to best create learning environments that foster knowledge and mastery.
Many have never heard of instructional design because it is the almost silent partner that supports the process of designing, implementing, and evaluating learning experiences. In much the same way that the driver of a battery-operated luxury car never thinks about materials science engineering and battery design, students taking courses never think about how their learning experience was designed. The countless hours of analysis and design that take place long before a course is implemented are largely unknown partners in the learning process.
The more you dig into the world of instructional design, the more you discover that this field has been around in one form or another since the first learning events took place in our distant past. The science of learning transfer until recently had no name and no identity. But it certainly existed, and the same forces that are in play in the modern world of online learning were influencing learning from the very beginning. The difference is that now we have spent years studying how learning takes place and have learned in a variety of ways how to make learning exceptionally efficient and powerful.
The prominent scholars and scientists who have provided the foundational, theoretical, and operational elements for instructional design may be less well known than those in other fields, but that is part of the mystique of this work and the science behind it. Does the fact that everyone knows about the incredible discoveries of Albert Einstein and Thomas Edison make their work seem more important or more relevant than instructional design? It can be argued that learning touches everyone in some way. All of us have either taken courses, been involved in learning experiences, or benefited from learning transfer in our lives. Learning is the currency that paves the way to understanding, skills, and progress.
Who Is This Book For?
This textbook is for everyone interested in the field of ISD, including novice and intermediate-level instructional designers and those working in affiliate areas of study. There is no assumption of previous ISD knowledge; that is why we start in section 1 with the basics of learning and learning transfer, work through the ADDIE model of ISD in section 2, explore distance learning and social media in section 3, and examine workflow and other advanced concepts and practices in section 4.
The field of instructional design is so complex and varied that no single textbook could ever hope to cover every aspect of ISD. It is for this reason that this textbook seeks to hit the basics of both theory and practice to provide a sound foundation of knowledge and skills that can be enhanced and expanded as a designer gains experience. To put this in ISD terms, we are seeking to provide the prerequisites that every instructional designer needs to get started and become both informed and conversational in the basics of the field.
This text also provides the path for learners to create their first work products to use as examples in a portfolio of their ISD knowledge. Where many other texts stay in the theoretical world, we provide both theory basics and pathways and examples of instructional design artifacts that are created every hour of every day in the real world of instructional design.
What Will You Learn?
As a reader of this text, you may be here for a quick overview of ISD and to gather some basic background information on the field, perhaps to judge whether you have any interest in working in the world of the instructional designer. Others may be taking an entry- or intermediate-level academic course in instructional design for credit at one of the colleges and universities that use this text. It is also possible that you are participating in a continuing education course in ISD offered by ATD or a local community college. This text can also be used for teaching apprenticeship instructors how to be better teachers and course designers. Each of the sections and chapters is designed to offer learners a different slice of ISD basics. It is important to know and remember that every topic is presented from the perspective of instructional design and its usefulness for instructional designers.
Section 1
Our first section visits the theoretical foundations of ISD, starting in chapter 1 with the story of how instructional design has evolved over thousands of years, from the first learning interactions to today’s world of distance learning. In this chapter we start with defining learning itself; you will learn about the eight generations of learning transfer and why these play a key role in the practice of ISD.
In chapter 2 , we then dig into learning theory and how all of us learn and retain new material. Along the way we visit the building block theories of learning, from behaviorism to constructivism.
Chapter 3 is an exploration of the adult learner and how this population learns best. We look at both generational learning and adult-learning challenges. There is also a discussion of learning disabilities and how these affect designing for adults.
ISD models and specifically the ADDIE model of instructional design are first explored in chapter 4 . The Successive Approximation Model (SAM) and other models are also discussed so that a strong base of knowledge is provided for building courses and projects in ISD.
Section 2
In the second section, we drill down into the five primary elements of instructional design work, specifically analysis, design, development, implementation, and evaluation. Some will refer to this as the ADDIE model of ISD, but in reality these are the five clearly definable areas of work that take place in course design and projects. Each of these elements of instructional design contain specific tasks and outcomes and when combined represent the modern practice of ISD.
In chapter 5 we look at the incredibly interesting and complex world of analysis. Without analysis, the work of an instructional designer is based more on luck than on reliable data and information. There is no acceptable substitute for analysis in any instructional design process, and many designers consider this element of ISD to be the very foundation of everyth