Premises Underlying the Instruction

Premises Underlying the Instructional Design Process 11
Premise 3: An instructional design plan is developed primarily for use by the instructional designer and planning team. Some people believe that all details developed as part of the design process (needs analysis, instructional objectives, content sequencing, etc.) are to be given to learners, often in the form of a study guide. This assumption is not true. The learners will use many of the items written as elements in the plan, but not always in the form or order in which they are being developed. We distinguish between the instructional design documents (needs analysis, instructional strategies, task analysis, etc.) and the instructional materials the learners will actually see and use. The design team prepares a design document to manage the development of the instructional units. Once the instructional materials are in final form, the design documents lose their value and usually are filed. Also, the order in which elements are treated during planning may differ substantially from the order in which they are eventually presented to learners. For example, a pretest might be developed after the final examination is devised, even .1c/ugh .tut.Mitts will complete it prior to die start of instruction. Premise 4: While planning, every effort should be made to provide for a level of satisfactory achievement rather than minimal achievement for all learners.
A study by Bloom (1976) concluded that up to 95% of all public school students can accomplish what is required of them if each individual has suitable academic background, appropriate instruction, and sufficient time for learning. Other research has shown that if a student is prepared to learn and puts forth the effort to study but is unsuccessful in learning, a more careful design of the instructional plan can help overcome this shortcoming. This conclusion applies to training as well as to education. It justifies the need to test a plan before its implementation, as indicated by the revision oval in Figure 1-1. Premise 5: The success of the instructional product is dependent on the accuracy of the information flowing into the instructional design process. To solve a performance problem, the designer must identify the performance problem or need through the use of needs analysis, goal analysis, and/or perfor-mance analysis. Creating instruction for a task that is not a performance problem is not likely to lead to an improvement in performance. Similarly, the designer must accurately identify the target audience to design materials that are appro-priate for the audience's reading and skill levels. The information obtained from the subject-matter expert must be accurate and complete. Selecting an appropriate instructional strategy for the content and objectives is essential for both efficient and effective instruction. And last, accurate information is needed from the formative evaluation of the itiaterials to make appropriate modifications. Failure to obtain accurate information and to make the correct decisions can result in ineffective InStlu C 13011.

Hasil (Bahasa Indonesia) 1:

Lokal yang mendasari proses desain instruksional 11 Dasar 3: Rencana desain instruksional dikembangkan terutama untuk digunakan oleh tim perencanaan dan desain instruksional. Beberapa orang percaya bahwa semua rincian dikembangkan sebagai bagian dari desain proses (kebutuhan analisis tujuan pengajaran, sekuensing konten, dll) yang diberikan kepada pelajar, sering dalam bentuk panduan studi. Asumsi ini tidaklah benar. Para peserta didik akan menggunakan banyak dari item ditulis sebagai elemen dalam rencana, tetapi tidak selalu dalam bentuk atau urutan di mana mereka sedang dikembangkan. Kita membedakan antara dokumen desain instruksional (analisis kebutuhan, strategi pengajaran, tugas analisa, dll) dan bahan-bahan instruksional peserta didik akan benar-benar melihat dan menggunakan. Tim desain mempersiapkan sebuah desain dokumen untuk mengelola pengembangan unit instruksional. Setelah bahan pengajaran dalam bentuk final, dokumen desain kehilangan nilai mereka dan biasanya yang diajukan. Juga, urutan di mana elemen dirawat selama perencanaan mungkin berbeda secara substansial dari urutan di mana mereka akhirnya disajikan kepada peserta didik. Sebagai contoh, pretest mungkin mengembangkan setelah ujian akhir menyusun, bahkan .1c/ugh .tut. Mitt akan menyelesaikannya sebelum mulai mati instruksi. Dasar 4: Sementara perencanaan, setiap usaha harus dibuat untuk menyediakan tingkat pencapaian memuaskan daripada prestasi minimal untuk semua peserta. A study by Bloom (1976) concluded that up to 95% of all public school students can accomplish what is required of them if each individual has suitable academic background, appropriate instruction, and sufficient time for learning. Other research has shown that if a student is prepared to learn and puts forth the effort to study but is unsuccessful in learning, a more careful design of the instructional plan can help overcome this shortcoming. This conclusion applies to training as well as to education. It justifies the need to test a plan before its implementation, as indicated by the revision oval in Figure 1-1. Premise 5: The success of the instructional product is dependent on the accuracy of the information flowing into the instructional design process. To solve a performance problem, the designer must identify the performance problem or need through the use of needs analysis, goal analysis, and/or perfor-mance analysis. Creating instruction for a task that is not a performance problem is not likely to lead to an improvement in performance. Similarly, the designer must accurately identify the target audience to design materials that are appro-priate for the audience's reading and skill levels. The information obtained from the subject-matter expert must be accurate and complete. Selecting an appropriate instructional strategy for the content and objectives is essential for both efficient and effective instruction. And last, accurate information is needed from the formative evaluation of the itiaterials to make appropriate modifications. Failure to obtain accurate information and to make the correct decisions can result in ineffective InStlu C 13011.