2020 Instructional-Design Theories and Models

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Academic unit or major
Graduate major in Social and Human Sciences
Matsuda Toshiki 
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Course description and aims

Students learn the basic knowledge necessary of instructional technology for the design of lessons, instructional materials, and educational ICT systems while understanding the latest related research trends.
In order to learn instructional design techniques through experience, the course will use both the IAG system, an e-learning platform for developing effective instructional materials, and PowerPoint to completing exercises of each class.
Students will also organize their results on developed instructional materials as research papers, and make presentations.

Student learning outcomes

Students are required to achieve following objectives:
1) Understand evaluation viewpoints of educational technology research and methods for creating original and valuable themes in educational technology research through literature reviews.
2) Explain procedures, ways of viewing and thinking, and internal knowledge necessary for performing better research as well as the reasons of their necessity, based on "warp and woof model of problem solving" and exercises in instructional material development.
3) Explain student models and communication strategies useful for designing lessons and instructional materials, and methods of formative and summative evaluation for instructional materials and educational practices.


Instructional technology, instructional design, ID process model, learning science, teaching and learning process, taxonomy of educational objectives, student model, meta-cognition, ways of viewing and thinking, dimensional analysis, nine events of instruction, ARCS model of motivation, GBS theory,

Competencies that will be developed

Specialist skills Intercultural skills Communication skills Critical thinking skills Practical and/or problem-solving skills

Class flow

Students are required to study e-learning material and complete the exercise before attending the class. At the beginning of a class, a knowledge confirmation test is conducted. After its answer is explained, mutual assessment, discussion about the pre-exercise, and/or exercise to develop an e-learning material is performed. Students are assigned homework for each exercuse class.

Course schedule/Required learning

  Course schedule Required learning
Class 1 The method to develop an instructional material in this course (exercise), approaches in instructional technology: behaviorism, cognitivism, and constructivism (e-learning) Creating proposal for an e-learning material
Class 2 Important concepts of learning science and instructional design methods (e-learning), improving proposals through discussions (exercise) Literature review of each theme, explanation of originality and hypothesis of expected effects
Class 3 How to describe a game board (e-learning and exercise) Developing question and feedback slides in a PowerPoint file
Class 4 Objective analysis and dimensional analysis (e-learning), instructional strategy to achieve objectives (exercise) Objective analysis, improving slides
Class 5 Dialogue control corresponding to contexts and instructional intentions (e-learning), peer review of PowerPoint slides (exercise) Questions about game board description
Class 6 Formative and summative evaluation (e-learning) ,questions and answers about game board description (exercise) Developing a game board file of IAG system
Class 7 Collection, analysis, and utilization of logs (e-learning), oral presentation sessions (exercise) Improvement of the instructional material
Class 8 End-term examination Creating slides for presentation, and writing final report

Out-of-Class Study Time (Preparation and Review)

To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.



Reference books, course materials, etc.

・Toshiki Matsuda, Atsuko Hoshino, and Kazuhiko Hatano (2013) Lesson Improvement with Learners: Instructional Design, Method of Instruction, and Educational Assessment. Gakubunsya (In Japanese)
・Gagné, R.M., Wager, W.W., Golas, K.C., and Keller, J.M.(2005)Principles of Instructional Design (5th ed.), Wadsworth: Belmont, CA
・Walter Dick, James O. Carey, Lou Carey (2013) The Systematic Design of Instruction (7th ed.) Pearson Education

Assessment criteria and methods

・Students will be assessed based on knowledge confirmation tests, homework exercises, and final examination.
・Students who have not submitted any assignments will lose their credit .
・Grades are awarded based on e-learning and knowledge confirmation tests (20%), final exam (40%), and assignments (40%).

Related courses

  • LAT.A203 : Educational Technology
  • LAT.A407 : Exercise of Designing Gaming Instructional Materials
  • SHS.D464 : Exercise of Practical Research on Educationl Technology S
  • SHS.D465 : Exercise of Practical Research on Educationl Technology F

Prerequisites (i.e., required knowledge, skills, courses, etc.)

・Students are required to send an application e-mail that includes ID, name, laboratory name, and e-mail address to following contact address until the next Friday after the first class.
・Students are required to bring own Windows PC in order to develop an e-learning material on the IAG system.


・End-term examination focuses on evaluation of memorization and understanding of keywords, important concepts and cases, and methods of instructional design

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