Instructional Analysis

Web Link of the Source

Course Design and Development involves...

• Purposeful planning

• Organizing, sequencing, and pacing course content

• Thinking in terms of the student learning experience and desired learning outcomes

• Realizing that there is more than one way to fulfill learning outcomes

• A basis in a particular teaching and learning model

Analyze
Design
Development
Implement
Evaluation

ADDIE Model

• Analysis–determining the needs of learners.

• Design–establishing intended outcomes, the sequencing and structuring of instruction, methods of assessment, and technologies to be employed.

• Development–working out the details, drafting, and building out the course components (for example, within Blackboard), ensuring that it all is in alignment with the results of the analysis and design.

• Implementation–actually teaching the course, which will not be covered here.

• Evaluation–reviewing instruction to determine the effectiveness of the course, revising as needed. We will touch on this in the tutorial as part of our discussion of formative student feedback and how to manage redesign.

Students

Learning

Teacher

Teaching

Analysis

• Analysis of Student Learners

• Analysis of Context of Course/Subject

• Analysis of Basic Parameters

Understanding Learning Outcomes

• What students should be expected to know or do by the end of the course

• Observable and measurable actions taken by students

• The results or evidence of learning, not the activities performed in pursuit of the learning

Guide in Writing Learning Outcomes

Specific: clear and focused terms that describe expected skills, knowledge, performance

Measurable: learning can be assessed through data, observation, or other concrete ways

Attainable or Appropriate or Achievable: doable within any limits and boundaries of the learner or course level

Relevant: the tasks are relevant to what is to be learned

Timebound: can be accomplished in the time accorded

Videos

Video 1

Video 2