The Definition and The

Essentials of Instructional
Design

Group 1

1. Eka Suciati R. Laila S.

2. Dixy Putri
 Chapter 1

The Discpline of
Instructional Design
By Dixy Putri
 The process of designing, managing and
developing materials and delivered instructionally

What is
in a systematic way.

“The purpose of any design activity is to devise

Instructional optimal means to achieve desired ends.” Charless

R 1983

Design ?
Models of Instructional Design/Development

● Hobbyists build model trains,

● A “model home” in a new housing ● Participation in a “model
automobiles, and planes. These
development will not be exactly Congress” and “model United
models are usually significantly
like every home, but the model Nations” activities give students
an opportunity to better smaller and do not operate in
serves to give the potential buyer
exactly the same way.
a pretty good idea of what is understand how the real
available for sale organizations work,.
 1. Identify instructional problems and specify goals for
designing instruction.
2 Examine learner characteristics that will influence
your instructional decisions.
3 Identify subject content, and analyze task components
related to stated goals and
Kemp, Morisson, purposes.
:
4 Specify the instructional objectives.
and Ross’s 5 Sequence content within each instructional unit for
logical learning.
Instructional 6 Design instructional strategies so that each learner can
master the objectives.
Design 7 Plan the instructional message and develop the
instruction.
8 Develop evaluation instruments to assess the
objectives.
9 Select resources to support instruction and learning
activities.
 1 Design a problem.
2 Design a progression of problems.
3 Design instruction for component
skills.

Merrill’s Pebble- 4 Design instructional strategy

enhancements.
in-the-Pond 5 Finalize the instructional design.

Model 6 Design assessment and evaluation.

 Successive evaluate → design → develop .

Approximation
Model (SAM)
 Analyzed
A Special Case:
Design
ADDIE
Develop
Implement
Evaluate
 Deciding how to design and
Professional
develop instruction often
Instructional depends on the
Design organizational setting
Practice
 Traditional
Based on relatively recent
Approaches developments in the theory of
(Analyze, Develop, how people think about
the way the world works.
Evaluate)
 The discipline of instructional
Nontraditional design blossomed at a time when
systems thinking
Approaches was a dominating force in the
scientific and academic
community
 Postmodernism is concurrently an
Postmodern historical epoch, an intellectual
movement, and a general social
Approaches condition
 Chapter 2

Understanding How
People Think and
Learn
By Eka Suciati Riski
 What is Cognition?
Cognition encompasses basic
Cognition is the mental
activities, from using
process of knowing, language and math functions
including aspects such as during a trip to the hardware
awareness, perception, store, to making complex
reasoning, and judgment. In decisions such as selecting
essence, cognition includes between two job offers, to
writing a creative story, to
all of the brain’s mental
being able to understand
input and output.
another person’s perspective

Cognition = Thinking
 Basic Cognitive Functions

Specific Cognitive Executive Abilities Metacognition

Memmory Mental Power
Abilities

Memory is a set of Mental power is the basic These functions refer Executive abilities Metacognition is the
active processes that energy that supports to an individual’s encompass a very large ability to control one’s
encode information. mental activity. stored supply of category of cognitive own cognitive
knowledge and skills. functions. processes. It is often
referred to as the
practice of “thinking
about thinking.”
A Historical Perspective on Thinking: A Brief History
Earlist theory appeared In 9th century, the
in 4th – 5th century BC Scholasticism theory was
by Greek Philosophers influenced by the Church. One
such as Empedocles, of Scholastic Philosopher was
Democritus, and Thomas Aquinas. They stated
Epiculus. They stated that thinking was directly
that mind perceived related to what God provided
images given off by to individuals through his
objects inspiration or illumintaion.

The next perspective is In the dawn of Renaissance

Idealism, which came until 17th – 18th centuries.
from Plato and later The philosphers in this era
from Kant. They stated such as Descartes and Lock.
that all data coming Thinking focused more on
from the senses are observation, experience,
interpreted by the mind rational thought, ans the
according to the mind’s scientific method rather that
innate tendencies. solely on God and tradition
A Modern View on Thinking: The Shift from Philosophy to Psychology
While philosophy continues to play a role in how thinking and the thinking process are conceptualized, the emergence
of psychology (especially educational psychology), in the mid- to late 19th century, has had and continues to have the
most significant influence on how instructional designers view thinking.

Positivism oning Interp

cal Reas re
Keyword s : L o g i Keywo tivism
p ir i ca l E xperience rds: pe
rspecti
and Em ve
A Modern Perspective on Thinking
The Behaviorist Perspective

The Cognitivist Perspective

Constructivism

Neuroscience

Postmodernism
An Intructional Designer’s View on Thinking

It largely depends on a combinaton of person’s education, training, philosophical beliefs,

and profession.

They tend to look at thinking from a from a pragmatic point of view, asking themselves,
What do we need to know about thinking and the studies done on thinking that will help
develop efficient and effective instructional interventions.

They tend to take a system theory approach by exploring several different perspectives.

They perceive thinking as a complex process that include various interconnected

elements.
What is Learning?
Learning is defined as being a relatively permanent change in either behavior or in mental representations
or associations brought about by experience.

The change in mental

The change in behavior
representation
Two Major (and Very Different) Approaches to How People Learn

A Behavioral Approach to A Cognitivist Approach to A Constructivist Approach

Learning (B.F Skinner, Pavlov, Learning (Jean Piaget) to Learning (Vygotsky)
etc)
● ● Change in mental representation ●
Change in behavior Learner actively
● Human mind is blank space and association. construct their own
● Human mind is a computer.
or black box (Tabula rasa). knowledge by reflecting
● Learners are passive (Information comes in, is being on individual
● Learners learn through processed, and leads to certain experiences.
classical and operant outcaomes)
● Learning occurs through internal
conditioning.
process of information
 Types of Learning

Psychomotor Domain
Cogntive Domain Affective Domain
● Knowledge ● Receiving ● Perception
● Comprehension ● Responding ● Set
● Application ● Valuing ● Guide Response
● Analysis ● Organization ● Mechanism
● Synthesis ● Characterization of ● Complex Over Respons
● Evaluation Value ● Adaptation
● Origination
Thank You