Report R1.11 Instructional Systems Seminar Leader: R. Modjeski, Scientist, Washington DC, USA richard.modjesk[at]verizon.net The seminar started with the screening of movie Matrix II. Dr. Modjeski drew our attention to the fact that today technology has reached to such an extent, where it is difficult to discover something new. He pointed out that technology, as portrayed in the movie could be viewed in the light of ISD process. Instructional Systems Development can be called a training model for learners. Education broadens a person’s knowledge when compared to training that makes a person narrow minded about a specific subject. Dr. Modjeski gave a brief idea about Bloom’s Taxonomy of educational objectives. Bloom’s Taxonomy of educational objectives highlights into cognitive domain, affective domain and psychomotor domain self learning. Cognitive domain represents mental skills (Knowledge), affective domain deals with feelings, values, motivations (Attitudes) and psychomotor domain deals with physical skills. In lay terms these domains can be labeled as knowledge, attitudes and skills. Cognitive domain is divided into six parts and is arranged from lesser to more complex levels. Each of these is a precondition for those that follow. The six categories are knowledge, comprehension, application, analysis, synthesis and evaluation. The five main categories listed under affective domain are receiving phenomena, response to phenomena, valuing a particular object, organizing values to develop a value system, and internalizing the value system. The psychomotor domain represents physical skills and is mainly listed under perception, set (readiness to act), guided response, mechanisms (response as habit), complex overt response, adaptation and origination to fit a pattern. A model for Instructional Systems Development (ISD) model that emphasizes analysis, design, development and evaluation of the system was presented. The strength of this model lies in three stages (Define, Develop and Evaluate). The basic design, which was discussed for the ISD model, was: The seminar leader focused on dependencies needed for the ISD model. The first part is analysis of the problem. It was urged that the analysis should not be undertaken if the problem in hand is not identified as a training problem. Needs, goals and constraint analysis should be done after it is identified as a training problem. Entry Population Analysis (EPA) is carried out to find the number of people intended for the training. Evaluation and Implementation plans are carried out as per the requirement of the population. Once the task analysis is carried out, it is converted to an objective hierarchy as per the needs of the group. Then the instructional requirements for the objectives are developed keeping in mind cost, availability and other factors. Then the objectives are classified as per the instructional problem they represent. A micro design is developed and initial contents are captured for each lesson. The lesson is then developed fully and media/materials are produced. After this, the course is evaluated as per Implementation and Evaluation Plan. It may be said that ISD process is just an adaptation of systems engineering to problems of development, implementation and evaluation of instructional and learning environments. It is often pointed out that the practice of design is tied more firmly to the needs of the user than the practice of research. However, many scholars have affirmed the legitimacy of the process of design as authentic research. Some have found the opposite to be true; namely, that all research has some elements of design in them. In their view research and design are inseparably tied. Reported by Srikant Panigrahy, with inputs from D. P. Dash and Jacob D. Vakkayil. Copyleft Xavier Institute of Management, Xavier Square, Bhubaneswar 751013, India Research World (ISSN 0974-2379) http://www1.ximb.ac.in/RW.nsf/pages/Home |
