STEP 1---DETERMINE GOALS AND NEEDS
STEP 2---COLLECT RESOURCE MATERIALS
STEP 3---LEARN THE CONTENT
STEP 4---GENERATE IDEAS

Reference:

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

• Sometimes you need to switch the order of the steps.
• Progression through the sequence of steps is not linear. Go back and redo part or all of a previous step.
• Lesson production is cyclic and empirical.

1. Definitions and Issues Goals---Determing what you want your students to know or be able to do at the end of your lesson.
• The designer produce only general goals at this point, leaving specific objectives in the fifth step, design.
• Creativity is very important in this step.
• Needs---Charting out the characteristics, current competencies, and needs of the expected students.
• Purpose: (1) Clarifying the appropriate content and methofology of your lesson.    (2) Giving the designer a sense of the student abilities.

1. Procedures

(1) State your goal
 

• First activity: Stating a general goal and the subject area you want your students to learn.
• Second Activity: Stating a more refined goal (the particular aspect of the subject) you intend to teach.
• Go to Step 2---Collecting resource materials immediately if you have difficulty defining your goal/purpose in this way.

(2) State and Produce a Chart of Student Characteristics (also called learner analysis)
 

• Activity 1: Collecting and charting out information about your intended students (e.g., age, educational level, reading proficiency, motivation, competencies, limitations, fimiliarity with the subject area, computer experience).
• Activity 2: Describing student characteristics by Low, Middle, and High.
• Activity 3: State the general student characteristics in a paragraph.

(3) Stating terminal goal AND add it to the bottom of the chart (Terminal goal: What you want your students to know or be able to do at the end of the lesson)
 

• Activity 1: Add terminal goal(s) to the bottom of the chart.
• Activity 2: Fill in all the columns for the goal(s).
• Activity 3: For each range of students, indicate whether they can attain the foal without further instruction.
• Activity 4: Estimate the time it will take to teach the students you have defined.
• Activity 5: Estimate how difficult the students will find the topic.

A lesson should not be longer than an hour. (Don't be too ambitious.)
A lesson may have more than one goal.

Example: Chart of Student Characteristics and General Goal(s)
 

	LOWEST LEVEL STUDENTS	AVERAGE LEVEL STUDENTS	HIGHEST LEVEL STUDENTS	TIME REQUIRED TO LEARN	DIFFICULTY TO LEARN
AGE	20	25	35
EDUCATIONAL LEVEL	Grade 9	Grade 12	College
READING PROFICIENCY	Grade 5	Grade 8	Grade 12
GENERAL MOTIVATION	High	High	High
EXPERIENCE IN SUBJECT	None	None	None
INTEREST IN THE SUBJECT	High	High	High
COMPUTER FAMILIARITY	None	None	None
TYPING ABILITY	None	None	None
TERMINAL  GOAL (1): Giving phone number the student will call it correctly.	Cannot do	Cannot do	Cannot do	1 Hour	Medium
TERMINAL  GOAL (2)

1. Definitions and issues
 

• Include every essential source material.
• Three kinds of resource materials.

(1) Relevant to the subject matter
 

• Include any item that contains information about the subject
• Include textbooks, other computer-based instruction programs, original sources, reference materials, technical manuals, films, TV programs, takes, slides

(2) Relevant to the instructional development and teaching process
 

• Include texts and manuals about instructional design
• Computer software to aid in the design
• Accessible people fimiliar with the design and evelopment of instructional materials

(3) Relevant to the delivery system
 

• Computer itself, its operation manuals/references, software
• Accessible people experienced with computer and software

  Disadventages of not collecting resource materials:
(1) Problems of lacking organization
(2) Taking longer than necessary to complete the lesson design
(3) Producing a poor program

2. Procedures:
(1) Generating a list of subject matter, ID, and instructional media resources
(2) Organizing the information into the best possible presentation for the student

1. Definitions and Issues
 

• The designer should learn the content well to prevent a lesson with a surface level understanding of the content.
• Usually accomplished by methods: interviewing, reading textbooks, reading references, etc.
• The designer must always have the design of a lesson in mind.

2. Types of learning:

 
(1) Five domains: information, intellectual skills, motor skills, attitudes, cognitive strategies (Hannum 1988)
(2) Structures to represent knowledge:
• Knowledge of information domain: semantic network (web, hierarchy, classification matrix, etc.)
• Knowledge of motor skills: procedure structure (e.g., flowchart)
• intellectual skills: prerequisite structureWeb

3. Procedures:

Read textbooks/other materials; interview/talk with content experts

1. Definitions and Issues
 

• It's the step to decide "how" to teach the lesson.
• Purpose: To generate good, creative ideas about instructional content and methodology.
• Procedure to be used: brainstorming.
• Brainstorming: A process in which a number of people work as a group to rapidly procude as many ideas as possible in a non-evaluative way.
• Ideas include: problems, potential solutions, etc.
• Underlying principle: In the early design steps, "the more ideas the better"

2. Procedure

(1) Generate ideas about what information to teach, using the defined goals and subject matter resources from steps 1 and 2.
(2) Generate ideas about how to teach information, using the lists of instructional methodologies and their respective instructional factors as discussed in Part 1 and Appendix A.

First phase of the design procedure
It's a descriptive overview of the intended project in the form of a proposal
It should address each of the following:
 

1. What is your topic?
2. What are the instructional needs? Explain them in a paragraph.
3. What are the overall project goals? Explain them in a paragraph.
4. What are the subject matter of your CAI program?
    Analyze them in a paragraph.
5. What are your possible resources? (e.g., video, audio, text, animation,
    pictures, etc.)
6. What type of CAI do you employ? Explain them in a paragraph.

     a. Drill and practice(¤ÏÂнm²ß¦¡)
Provides the opportunity for repetitive work on skills or concepts that have been previously introduced.

     b. Tutorials (±Ð¾Ç¦¡)
Provides information, generally new information, to the learner in much the same manner that a human teacher or tutor might.


     c. Simulations (¼ÒÀÀ¦¡)

Imitations of real of in some cases imaginary systems or phenomena. In most cases, they are simplified representations of the real things.


     d. Instructional games (¹CÀ¸¦¡)

Usually employed to increase learners' motivation.


     e. Problem-solving software (°ÝÃD¸Ñ¨M¦¡)

Designed to give students experience with a variety of problem and solution approaches.