Gunamaya Sunuwar

Abstract

This policy brief presents the instructional design and classroom setting for better teaching and learning models and the construction of knowledge. It further explores to identify the chilling benefits of these models for the inputs and outputs of knowledge transfer. This assessment also attempts to define instructional design models through the eyes and the minds of renowned scholars as well as the most outspoken educational psychologists such as Gagne, John Keller and so on. The review also summarizes a brief outline of these state-of-the-art models for a better understanding and designing of future instructional design and classroom setting for better teaching and learning in the field of education.

1. Introduction

Instructional design is the process by which learning products and experiences are designed, developed and delivered such as online courses, instructional manuals, video tutorials, learning simulations etc. Instruction design is called “Science” because it follows a set of theories and methods and it is concerned with inputs and outputs of information. Instruction design is also called as an “art” because it is related with creativity and shows a designer’s talent and capabilities (Piskurich, 2006). “Instruction design is really a set of rules or procedures, you could say, for creating training that does what it is supposed to do” (Piskurich, 2006).

The key to successful learning in most formal instructional settings is effective instructional design (ID). Instructional design for teachers serves as an organized source of directions, which can help classroom teachers to integrate available resources to improve students’ acquisition of the instructional goals (Akbulut, 2010).

A classroom setting refers to the physical environment where teaching and learning take place. It typically includes a designated space with desks or tables for students, instructional materials, technology resources and an instructor facilitating the educational process.

2. Background and context

As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology, though recently constructivism has influenced thinking in the field. This can be attributed to the way it emerged during a period when the behaviorist paradigm was dominating American psychology. There are also those who cite that, aside from behaviorist psychology, the origin of the concept could be traced back to systems engineering. While the impact of each of these fields is difficult to quantify, it is argued that the language and the “look and feel” of the early forms of instructional design and their progeny were derived from this engineering discipline.

3. Problem and Position Statements

Problem Statement: Students seem to forget one unit of material shortly after we move on to a new one. Students don’t seem interested in the course content. Students come to class unprepared (for example, without having finished assigned readings). Students underestimate how much time they need to devote to assignments.

Position Statement: I believe we must approach classroom management as an essential but integrated element of our entire teaching practice. I also believe that if we focus on producing quality learning opportunities that support our students, then we can create quality learning environments that will enable them to meet whatever learning or behavioral outcomes we set for them.

4. Course of Action

We can include the actions models like 1) Analyzing learners, 2) Stating objectives, 3) Selecting appropriate instructional methods, materials and media, 4) Utilizing the materials and media, 5) Requiring learner participation, and 6) Evaluating and revising the lesson in instructional design.

5. Rationale for the Position and evidence

Instructional design helps to improved delivery of instruction. Through the design we can create effective and meaningful lessons. Instructional design helps students to make sense of information. Effective lessons help students cut through extraneous information. Creating a positive classroom environment is essential for successful teaching and learning. A positive classroom environment builds emotional and social connections between students and teachers, making them feel comfortable, respected, and valued.

6. Policy Recommendations

The policy brief suggests the following recommendations to the stakeholders:

1. Teachers can be advocate for learners to help how the decisions being made about the learning experience affect the learners’ perception, awareness and commitment to the learning topic.
2. The need of learners should be research and analyzed for how the participants prefer to learn. What are some of the biggest challenges learners might face in achieving the learning outcomes?
3. Instructional design plan should be defined clearly for each stage of the curriculum. What are the best learning resources and assessment types to fulfill the desired learning outcomes?
4. Instructional design plan should be aligned with well-defined learning objectives. How will your instructional design fit each distinct learning objective? How will you manage content overlap or gaps?
5. Keep written texts and visual references what image or other media best conveys the meaning of the content? Are the selected visuals clear enough for learners to understand without a lengthy explanation?
6. Building positive relationships with your students helps them feel as though they can come to you with questions on assignments or when they’re facing a challenge. Many of them may appreciate knowing they have someone they can trust and to whom they can confide.

7. Conclusion

In conclusion, instructional design is instrumental in creating experiences that make learning possible. Through the application of systematic instructional theories and models, teachers and trainers can establish environments in which engaging and impactful learning take place. Instructional design has basic principles it upholds in order to bring about productive learning which include analyzing learner needs, designing the right instructional materials, and evaluating how well instructions have been implemented.

          References

1. Alison A.C. (2010), Reviewed by Akbulut Y. Anadolu University, Turkey. Instructional Design for Teachers: Improving Classroom Practice. Turkish Online Journal of Distance Education-TOJDE January 2011 ISSN 1302-6488 Volume-12, Number:1, Book review 1.
2. Faryadi, Q. (2007). Instructional Design Models: What a Revolution! UiTM Malasiya 2007. Available on, https://files.eric.ed.gov/fulltext/ED495711.pdf.
3. Centre for Teaching Excellence https://uwaterloo.ca/centre-for-teaching-excellence/support/teaching-technology/technology-solutions/instructional-challenges-survey Prodigy, 2007 https://www.prodigygame.com/main-en/blog/challenges-of-teaching.
4. Wall L., The University of Newcastle, Graduate student, Available on, https://www.academia.edu/8027691/Classroom_Management_Position_Statement .