ILS 575   The Systematic Design of Instruction

Course Description: Introduction to the principles of the systematic application of instructional design.
Critique of current and alternative instructional design models.

Course Objectives:  Demonstrate understanding of the instructional design process by discussing the rationale for using a systematic approach. 

• paraphrasing the major elements commonly included in instructional design models and comparing/contrasting their emphases. 

• discussing the rationale and procedures for formative evaluation and revision. 

• discussing approaches to successful implementation of the design solution.

    The principle focus of ILS 575 was to teach a systematic approach to instructional design following a sequence of steps:

1.  Analysis of Needs and Goals
2.  Task Analysis
3.  Analysis of Learners and Contexts
4.  Performance Objectives
5.  Performance Measurement
6.  Instructional Strategy
7.  Developing Instructional Materials
8.  Formative Evaluation
9.  Revision of Instruction

     The cumulative output of this course was the development of an instructional design unit supporting core competency 5G, that being, the design and implementation of appropriate instruction.  Within this framework, each sequential step focused on a specific need in the design process.  The Analysis of Learners and Contexts and Development of Instructional Materials supported core competencies 5C and 5F as they required an evaluation of user needs and user preferences and the development of materials which would meet the individual preferences of this group.  The Performance Measurement component supported core competency 5D by aligning the objectives to a benchmark goal which represented information competence techniques and methods.  Intrinsic in the Instructional Strategy is core competency 5E which examines ways to motivate the learners and inform them of the learning objectives and prerequisite skills.

    Of practical value, this instructional design unit instructed sixth grade students in my school on the checkout process of books from the school library media center.  I was able to use this audience to conduct formative evaluations on my instructional design and perfect the instructional unit so as to use it year after year in training students to assist in the checkout process.  I have found great success in rewarding students by allowing them to learn the checkout procedure and assist me in the school media center in this function during hectic periods.

       Reflecting back on the instructional design process learned in ILS 575, I realize that this course made clear the necessity of continuing education for library professionals, particularly school media specialists.  While the process of producing instructional design units will be repeated throughout my career,  I must be able to modify my methods of delivery and engagement in order to produce lifelong learners within the school environment (core competencies 7A and 7B).  Inherent in the instructional design process is the review of current learning theories and instructional methods defined in core competency 7C and the implications that these revelations have on the principles related to the teaching and learning of concepts, processes and skills which support information literacy.