Isd model
- 1. Analysis phase:In courses that tie the content directly to preparing a student to do a job, the instructional designer analyzes the job performance requirements and develops a task list. Remember, job performance requirements may also include skills such as problem solving, leadership, and management. The designer then analyzes the job tasks and compares them with the skills, knowledge, and abilities of the incoming students. The difference between what they already know and can do, and what the job requires them to know and be able to do, determines what instruction is needed. The activities of formative evaluation begin during the analysis phase with process and product evaluations.Development phaseIn this phase, both the student and instructor lesson materials aredeveloped. If the media selected in the design phase included items suchas videotapes, sound/slides, interactive courseware, and training devices,these are produced. If a training information management system wasdeveloped, it is installed in this phase. As a final step in this phase, theimplementation plan is updated. Instructional designers also validate each unit/module of instruction and its associated materials asthey are developed. Validation includes:- Internal review of the instruction and materials for accuracy(formative evaluation).- Individual and small-group tryouts (formative evaluation).- Operational (field) tryouts of the "whole" system (summativeevaluation).Revision of units/modules occurs as they are validated, based onfeedback from the formative and summative evaluation activities. Thelast step in this phase is to finalize all instructional materials.Design phaseIn the design phase, the instructional designer develops a detailed plan of instruction which includes selecting the instructional methods and media, and determining the instructional strategies. Existing instructional materials are reviewed to determine their applicability to the specific instruction under development. In this phase, the instructional designers also develop objectives and tests, as well as design the instruction. The implementation plan for the instructional system is developed and a training information management system is designed, if required. Formative evaluation activities continue in this phase with process and product evaluations.Implementation phaseAfter the instructional system has been designed and developed, and the validation activities of formative and summative evaluation have been completed, it is time to actually implement the "whole" system. In this phase, the instructional system is fielded under normal operatingconditions. To ensure continuing quality of the fielded system,operational evaluations, including both internal and external evaluations, provide the necessary periodic feedback for the life cycle of the operating system.AnalyzeEvaluationEvaluation is a continuous process beginning during the analysis phaseand continuing throughout the life cycle of the instructional system.There are three types of evaluation.- Formative Evaluation includes process and product evaluationsconducted during the analysis and design phases. It also includesvalidation, which is conducted during the development phase andincludes individual and small-group tryouts.- Summative Evaluation includes operational tryouts and isconducted as the last step of validation in the development phase.- Operational Evaluation includes periodic internal and externalevaluation of the operational system during the implementationphase.ImplementDesignEvaluateDevelop