Responsible faculty:

Prof. Dr. Ton de Jong	Dr. Mark Gellevij

Core Course 3 provides an overview of instructional design (ID) strategies and tactics for the development of instructive environments which foster the acquisition of skills and knowledge. The course programme provides models and rules for the design of instructive environments. Areas of study include: (a) goal, content and task description; (b) task analysis; (c) the representation of content and tasks; (d) the development of instructive strategies, instructive messages, examples and problems within situational constraints; (e) features of the instructive environment and the choice of media related to type of knowledge and skills; (f) delivery of instruction and conduct; and (g) evaluation of learning outcome and transfer.

Module 3.1: A General Description of the
                      Instructional Design Process

General description of the instructional design process and its theoretical basis. In addition, a preview is given of the next modules, including: (a) the analysis of needs and the target domain, (b) the selection and sequencing of content, (c) the development of lessons, and (d) the evaluation of instruction.

Module 3.2: The Analysis of Training Needs Design
                      Process

This module focuses on the analysis of training needs. First, methods and data gathering techniques for the analysis of ID problems are discussed. Second, methods and data gathering techniques for domain analysis (job analysis, subject area analysis) are presented.

Module 3.3: ID Models for the Selection and
                      Sequencing of Content

Discussion of methods for task and knowledge analysis.

Module 3.4: Developing Lessons and the Use of Media

This module is concerned with specific ID models for the development of lessons. Areas of study include designing strategies and tactics for: (a) memorisation of information, (b) application of skills, (c) understanding relationships, and (d) higher level skills. Furthermore, some attention is devoted to the use of media.

Module 3.5: Evaluating Instruction

This module discusses some pitfalls in the evaluation of instruction. Topics include expert reviews, pilot formative evaluations, and summative evaluations.

Module 3.6: Concluding Assignment

This module consists of an individual assignment. Participants have to select an ID problem from their own working environment and develop a rough blueprint for a lesson or course.

Study materials

As a major textbook will be used:
Smith, P.L. & Ragan, T.J. (1999). Instructional design. Upper Saddle River, NJ: Prentice-Hall.

During the sessions also several hand-outs will be distributed.

Other programme elements
Click on a link below to learn more about the main phases of the programme (or elements thereof).

• Introductory Module (2 weeks)
  
• Core Phase (18 weeks) - 6 Core Courses

  -	Organisation and management perspectives of education
  -	Models and strategies of curriculum development
  -	Principles of learning and instructional design
  -	Instrumentation for instruction and training
  -	Design methodology for education and training systems
  -	Evaluation and research as tools of the educational technologist

• Specialisation Phase (24 weeks) - 6 Specialisations

  -	Organisation & Management
  -	Curriculum
  -	Instruction
  -	Instrumentation
  -	Evaluation
  -	Training Systems Design for HRD

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© University of Twente, 2002