Design is defined as “specifying the conditions for learning” (Seels & Richey, p. 28). The Association for Educational Communications and Technology (AECT) has included design as one of the five domains necessary for effective instruction.
There are four subdomains included in the design standard: Instructional Systems Design (ISD), Message Design, Instructional Strategies, and Learner Characteristics.
Before I began the ITMA program, I had very limited knowledge of the instructional design process. As a matter of fact, I thought that designing good instruction was simply creating lesson plans and assessments that followed our state standards. While that should be a part of planning instruction, I now have a greater understanding and respect for the ISD process.
The artifacts that I have included in the Design portion of this portfolio are representative of the growth I have made throughout this program. Looking back at the work I started out creating, my ability to construct and design instruction has come a long way. From being able to communicate objectives, create flowcharts, and narrow down an instructional strategy – the progress I have made from the beginning of the program is apparent. As a student in the ISD class, I felt that my grasp on the design concept was inadequate. However, by the near end of my journey, I was happy with my results and progress, especially in my Project and Report final presentation. As my view of instructional technology has changed and developed, I am now confident in my abilities to teach my students and share my ideas effectively.
**All files are in the (.doc) format unless otherwise noted.
"Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction'"(Seels & Richey, 1994, p. 31). Within the application of this definition, 'design' is interpreted at both a macro- and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.
"Message design involves planning for the manipulation of the physical form of the message" (Seels & Richey, 1994, p. 31). Message design is embedded within learning theories (cognitive, psychomotor, behavioral, perceptual, affective, constructivist) in the application of known principles of attention, perception, and retention which are intended to communicate with the learner. This subdomain is specific to both the medium selected and the learning task.
"Instructional strategies are specifications for selecting and sequencing events and activities within a lesson" (Seels & Richey, 1994, p. 31). In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.
"Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process" (Seels & Richey, 1994, p. 32). Learner characteristics impact specific components of instruction during the selection and implementation of instructional strategies. For example, motivation research influences the selection and implementation of instructional strategies based upon identified learner characteristics. Learner characteristics interact with instructional strategies, the learning situation, and the nature of the content.
