SUB-STEP 1---Elimination of ideas
SUB-STEP 2---Task and concept analysis
SUB-STEP 3---Preliminary lesson description
SUB-STEP 4---Evaluation and revision of the design

Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction:
Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.

1. Procedures ---

Activity One: Eliminating ideas produced when brainstorming.

Activity Two: Listing the remaining ideas on the student characteristics chart
(Having eliminating many of the ideas, a short list of the best and most important ideas remains. This includes content ideas and teaching method ideas. These remaining ideas should be listed on your chart of stduent characteristics with estimates of students' familiarity with the topic, the time required to teach the topic, and the difficulty of the topic.)

Four bases for eliminating ideas

• Primary considerations: Students' age, prerequisite skills, reading ability, typing ability, interest in the ideas, etc.

A more complicated consideration: Students' prerequisites to learn the content.
 

• How each idea relates to the subject matter and your goal.
• e.g., relevance, importance, difficulty level
• Number of other ideas that must be understood first.

• The total allotted lesson time will constrain the amount of instructional ideas.

The time required for any particular idea must be weighed against the importance of that idea.

e.g., computer's input/output capabilities, software capabilities, complexity of implementing an idea
 

• Task analysis: A procedure for analyzing the things a student must learn to do, such as behaviors and skills.
• Concept analysis: A procedure for analyzing the content itself, the information the student must understand.
• Issues:
• These methods are not applicable to all situations.
• See following references for more information:

1. Anderson, R.C., & Faust, G. W. (1973). Educational Psychology: The Science of Instruction  and  Learning. New York: Dodd, Mead and Company.
2. Briggs, L.J. (Ed.). (1977). Instructional Design: Principles and Applications. Englewood Cliffs, NJ: Educational Technology Publications.
3. Fleming, M., & Levie, W. H. (1978). Instructional Message Design: Principles from the Behavioral Sciences. Englewood Cliffs, NJ: Educational Technology Publications.

• Purpose: To break complex skills down into component skills, so as to determine an effective teaching sequence
• Step 1: Teach skills that only require the student to use and combine skills they already have.
• Step 2: Combine these new skills to teach more complex ones.
• Step 3: Continue until all branches end with entry-level skills for your expected students.
• (See Alessi & Trollip,1991, p. 279 for examples.)
• Producing a flowchart of how the skills will be acquired helps determine the sequence of instruction. (See Alessi & Trollip,1991, p. 281, 282 for examples.)

• Definition of CONCEPT: A group of objects, events, or relationships that all share a set of common features. For example, telephone, man, woman, adjective, running, circle, above, war, sad, love, away, work, cold, etc.
• Purpose: Primarily to analyze the concent, so as to determine an effective teaching sequence.
• Step 1: Identify the relevant and irrelevant features.
• Step 2: Identify a number of instances and non-instances of the concept.
• Step 3: Produce a teaching sequence.

• Identify types of learning, procedures students must learn, supportive/subordinate skills, and then integrate all of these in a learning map.
• Also called instructional analysis.
• The learning map shows the rough structure/sequence of a lesson with types of learning, procedures, and skills identifies.
 

 
(1) Step 1; Identifying types of learning
• e.g., verbal learning, motor skills, problem solving, rule learning, concept learning, attitudes, cognitive strategies (Gagne, 1985)
• Helps determine the methodologies and other instructional factors.
• Good way to identify them: What is it the students are learning to do?
• verbal learning: students being able to state information
• attitudes: students choosing to do something
• problem solving: students generating solutions or procedures to find solutions
• rule learning: students applying rules and demonstrating principles
• concept learning: students being able to label or classify things as members or nonmembers of a class
 
(2) Choosing a methodology
 

Drill and practice  (¤ÏÂнm²ß¦¡)	Provides the opportunity for repetitive work on skills or concepts that have been previously introduced.	concept/rule learning
Tutorials (±Ð¾Ç¦¡)	Provides information, generally new information, to the learner in much the same manner that a human teacher or tutor might.	verbal learning
Simulations (¼ÒÀÀ¦¡)	Imitations of real of in some cases imaginary systems or phenomena. In most cases, they are simplified representations of the real things.	skills and attitudes  enhancing transfer of learning
Instructional games (¹CÀ¸¦¡)	Usually employed to increase learners' motivation.	verbal learning  enhancing student motivation
Problem-solving software   (°ÝÃD¸Ñ¨M¦¡)	Designed to give students experience with a variety of problem and solution approaches.

 
(3) Identifying procedures and required skills
• Similar to task analysis.
• Identify the subordinate or superordinate relationships between procedures and other information.
(4) Factor decisions
• Make decisions about your treatment of all of the factors relevant to the chosen methodologies.
• e.g., feedback, question types, directions, student control, motivation, judging, simulation fidelity, the use of graphics, the use of other media, etc.
• (See Appendix A to review those factors.)
(5) Sequence description
• The last activity in organizing ideas.
• Rather than writing the preliminary sequence description, drawing a diagram (e.g., a simple flowchart, a learning map) is more recommended.

The nature of the description depends on the methodology:
 

Drill and practice  (¤ÏÂнm²ß¦¡)	Provides the opportunity for repetitive work on skills or concepts that have been previously introduced.	Indicate most of the same informatin as for tutorials, with additional information about the order of events for each item and a simple description of how items will be selected.
Tutorials (±Ð¾Ç¦¡)	Provides information, generally new information, to the learner in much the same manner that a human teacher or tutor might.	Include the general order in which students will encounter directions, presentations, interactions, remediation, and the closing.
Simulations (¼ÒÀÀ¦¡)	Imitations of real of in some cases imaginary systems or phenomena. In most cases, they are simplified representations of the real things.	Include the directions, opening scene, presentations, student interactions, the closing.
Instructional games (¹CÀ¸¦¡)	Usually employed to increase learners' motivation.	Include the presentation of tules, events wich enhance competition or the entertaining aspects of the game, what happens hen someone wins/loses the game.
Problem-solving software   (°ÝÃD¸Ñ¨M¦¡)	Designed to give students experience with a variety of problem and solution approaches.

 
 

• Making decisions about instructional factors.
• Evaluation: general in nature.

 

 
• Have content experts and clients evaluate the content.
• Have instructional designers evaluate the brainstorming lists, factor decisions, and preliminary lesson description.
• Revise the results of previous steps until content experts and instructional designers are satisfied with the quality of the design.

 

1. Analyze and outline all the content and skills you want to teach.
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2. Instructional strategies.
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3. Design feedbacks and responses. (See Appendix A to view some factors.)
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4. Interface design.
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