Instructional System Development Part 1
  Last update at 17 Sep 2018 12:36

This is the first of many parts of my retelling of what happened in my Instructional System Development class, taught by Prof. Atwi Suparman. This lecture consist of the scope and lesson plan of ISD.

Unrelated, but the class was abbreviated "PSP" in Indonesian, which made me think of a certain popular portable gaming console.

Instructional Goals and Objectives


There are 5 goals in total, but only 4 are listed, somehow. We can:

  • Self-review and update the teaching materials draft we made during last semester's Instructional Design.
  • Design and run a formative evaluation on the said draft into a physical model intended for real use.
  • Design a summative evaluation on currently available teaching materials.
  • Design a dissemination based on diffusion-of-innovation concepts on proven (efficient and effective) teaching materials.


There are 5 objectives in total, we can:

  • Explain the role of instructional development on both traditional and remote instructional system.
  • Apply various educational technology researches to develop teaching materials.
  • Apply various concepts, principles and procedures on:
    • Designing a formative evaluation for teaching materials
    • Running a formative evaluation for teaching materials in order to revise it
    • Creating a report of the said evaluations
  • Describe how to design summative evaluation on available teaching materials, based on its process, strength and weakness, and effectiveness.
    • Make a decision, depending of the result, whether or not the materials should be reused or stopped.
  • Design a plan to diffuse a new instructional system as innovation.

Base Process of ISD

The main product of ISD is a ready-use teaching materials. As noted from ISD's goal and objectives, the entire class seems to revolve around improvement and further expansion of Instructional Design's final product. To note, the process is as follows:

  • Identify instructional needs and determine instructional Goals (ID)
  • Perform instructional analysis (ID)
  • Identify student's behaviors and characteristics (ID)
  • Determine instructional objectives (ID)
  • Create test and its parameters based on instructional ojectives (ID)
  • Create instructional strategies (ID)
  • Develop instructional materials (ISD)
  • Design and run formative evaluation on the materials (ISD)
  • Design an instructional system (ISD)
  • Design and run summative evaluation on the system (ISD)
  • Perform a diffusion of innovation on the said system if it passes the evaluation (ISD)

Instructional Needs

The instructional needs are separated by 2 factors: the common perception of learning and the need of quality instructional architects.

The Common Perception of Learning

An ideal teacher are not easily found and difficult to create: Most "teaches" are just instructors who simply follow the teaching materials to the letter, providing no insight whatsoever, and likely has no firm grasp on said material. Tests only evaluates the learner's cognitive aspect and nothing else. Thus the "learning" process becomes strict, mechanical, ideal to mold robots, but not humans. Moreover, the materials does not account for newer information, creating an incompatibility between what is learned and what is required in real life.

All this causes learners to lose interest and solely study to pass the test.

The Need of Quality Instructional Architects

All teachers should be able to become architects of learning, who could develop various learning strategy in order to reach a certain competency level. They need to have, but not limited to: systematically perform an instructional design, creative in developing the instructional materials, and utilizing suitable Information Communication Technologies (ICTs).


For individual assignment, we will start by revising the product of ID. Lucky for me, my graded copy was returned because I have to follow a make-up test. I am now ahead of my peers, I should start soon.