A Model for Instructional Design

For the past five issues of the Journal of Professional Issues in Engineering Education and Practice, we have examined a variety of teaching tools and techniques: the chalkboard, questioning, drama, physical models, and demonstrations. All of these tools are focused on the delivery of classroom instruction. All are valu­ able, and mastering them will undoubtedly improve your teach­ ing. However, effective teaching entails more than just the appli­ cation of effective classroom techniques. Exemplary teachers must also master the broader endeavor of instructional design— the process of crafting coherent learning activities and experi­ ences that ultimately result in students’ achievement of desired instructional objectives. When designing instruction, professors must invariably answer a wide range of questions, such as • What are the learning outcomes I expect my students to achieve? • To what extent should I expect my students to read and under­ stand the course textbook? • Should I devote our limited classroom time to discussing theory, working problems, or both? • Should I work an example problem at the chalkboard, or is it better to have the students work problems at their seats? • What kind of homework problems should I assign? • How should the homework be graded? There are no universal right or wrong answers to these questions. Rather, the answers depend on the subject being taught, the stu­ dents’ capabilities, the amount of time available, and many other factors. The challenge of instruction design is taking these factors into account in a logical and coherent way. Student Learning as the Basis for Instructional Design