A science involves the application of the scientific method in order to come up with answers to anything yet to be satisfied. There are proofs that needs to be verified and assumptions that must be validated or, at least, must be accepted as close to reality. And when the principle behind something is well-understood, we can find ways to apply these principles. The same is true for instruction, for it is a science. It is based on data. From these data, we can derive a new formula, find relation to previously presented formulas, and then, draw out conclusions. It is open for further experimentation until every detail of it is defined and understood. This means that, as a science, instruction does not change. This is in contrast to what most people believe about instructions that it must be relative to the present time and the relevance in that present society. Instruction is the same throughout. Its principles that held true before will still hold true today and in the future.
Instruction is the science that gives birth to instructional design, its application. Instructional design develops effective learning environment and experiences based from learning strategies that will help students acquire knowledge and skills more rapidly and efficiently. Researches and theories are applied to come up with different techniques and materials for instructions that can be applied to diverse students.
Instructional theory is different from that of the learning theory in the sense that instructions do not pave the way for changing one’s views with their lessons for that is the task of learning. Learning happens when the experience is applied for behavioral change or a change in one’s perspective. Instruction paves way for easy and effective learning. Instruction is not concerned on how the lessons will be applied; rather, it is concerned on how one can be able to acquire necessary knowledge and skills in order to learn. Learning can take place in any type of environment and in any type of experience. Instruction finds this environment and experience that will promote learning easily and effectively. Instructions are for students while learning is for learners. Students can also be learners.
An instructional design has several phases: analysis, design, development, implementation, and evaluation. Analysis describes the who’s and the what’s of learning. It identifies the constraints in the acquisition of the knowledge and all problems that need consideration for designing the instruction and sets the goals of the instruction. The design phase is concerned on selecting the proper instructional material and the sequence of presenting the materials. Development involves application or integration of technologies to further improve the material. In implementation, the main concern is the delivery and the method of implementing the instruction. Evaluation, the last phase, will give chance for the students to evaluate the instruction.
But there are more flexible models in having an instructional design. One of the many models adopted for instructional design is the Dick and Carey Systems Approach Model. It was said to be more flexible for it is not linear and allows revision. It is quite similar with the above model. The objectives of the instruction must first be established. Right then, the skills that are necessary for the acquisition of the knowledge, the skills expected to be acquired and the current skills of the students are determined to know if the instruction will apply. After this, a performance objective will be set. The performance objective will tell the abilities of the students after each chapter of the lesson. So we set different performance objectives in one instruction. The next step is to create test items that are based on the performance objective. Then the instruction will be designed. Just like the model presented earlier, design phase deals with material selection and the sequencing of these materials.
Evaluation comes next. Evaluation will pave the way for necessary revisions. Since evaluation of the instruction is done per chapter of the lesson, improvement of the instruction becomes part of the process. Revision will put into consideration the effectiveness of the instruction and will be concerned on how to make the instruction more effective and appropriate with the current skills of the students.
To design an instruction is quite a tough job so it can become a little tiresome for the instructional designer. The instructional designer has to be able to assess the needs of the students and from there, design the instruction. Both two tasks are difficult to do because completion of each task means performing other several tasks. Knowing the needs of the students mean also knowing all other constraints associated in their learning, their current skills and how they will be able to use those skills to acquire knowledge. Designing the instructions will involve all of the planning, implementation and revisions. Both tasks will require a critical thinking instructional designer.
An instructional designer must be able to determine all the needs of the student. The designer must be able to analyze what experience and environment will make learning effective. The designer must be able to design an instruction the appropriate with the skills that the students have. It is also critical to address all the needs of a diverse audience. The selection of the material is also crucial because if no appropriate material is present, the instructional designer would have to develop a new material. Also, the designer must be able to integrate technology or one material to the other material if that would be necessary. He/she must also be able to properly sequence the materials. The designer must also be able to come up with techniques. Delivering of lessons is also critical. The designer must have good communication skills. The designer must have attention for details because it is important in knowing where and how an instruction could fail. Most of all, the designer must be able to say if the instruction he/she designed will be effective before he/she implements it.
Reference:
Merril, David, et al. 1966. Reclaiming Instructional Design. Retrieved July 28, 2008 from http://www.cito.byuh.edu.
