Overview of Instructional Design Models
- 1. Overview of Instructional Design Models Course Title: Designing and Delivering Successful Training Programs Module 2: Adult Learners and ID Models
- 3. • In 1962, Robert Glaser synthesized the work of previous researchers and introduced the concept of “instructional design”. 3 What is Instructional Design? 3
- 4. • The systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. • The entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. • Includes development of instructional materials and activities, and tryout and evaluation of all instruction and learner activities. 4 Instructional Design as a Process 4
- 5. • Branch of knowledge concerned with research and theory about instructional strategies and the process of developing and implementing those strategies. 5 Instructional Design as a Discipline 5
- 6. • Instructional Design models or theories may be defined as frameworks for developing modules or lessons that: 1. Increase and/or enhance the possibility of learning. 2. Encourage the engagement of learners so that they learn faster and gain deeper levels of understanding. 6 Instructional Design Models 6
- 7. 7 I. ADDIE Model • The generic process traditionally used by instructional designers and training developers to design effective instruction. 7
- 8. 8 I. ADDIE Model Phase 1: Analysis • Analyze the learning environment and learners’ existing knowledge and skills • Identify and define the learning problem/gap • Identify desirable outcomes • Identify any learning constraints • Set the timeline for the project 8
- 9. 9 I. ADDIE Model Phase 2: Design • Establish the learning objectives • Create content outlines and storyboards • Determine content and assessment instruments • Apply instructional strategies • Select technology/media to be used 9
- 10. 10 I. ADDIE Model Phase 3: Development • The actual creation (production) of the content and learning materials based on the Design phase. 10
- 11. 11 I. ADDIE Model Phase 4: Implementation • Implement course curriculum • Assess learning outcomes • Choose various methods of delivery and testing/assessment procedures • Evaluate the effectiveness of the training materials 11
- 12. 12 I. ADDIE Model Phase 5: Evaluation • Formative and Summative Evaluation • Formative Evaluation is present in each stage of the ADDIE process • Summative Evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users 12
- 14. Stage 1: Identify Instructional Goals Stage 2: Conduct Instructional Analysis Stage 3: Identify Entry Behaviors and Learner Characteristics Stage 4: Write Performance Objectives Stage 5: Develop Criterion-Referenced Test Items Stage 6: Develop Instructional Strategy Stage 7: Develop and Select Instructional Materials Stage 8: Develop and Conduct Formative Evaluation Stage 9: Develop and Conduct Summative Evaluation 14 II. Dick and Carey Model 14
- 15. 15 II. Dick and Carey Model 15
- 16. • Involves learners and/or subject matter experts (SMEs) interacting with prototypes and instructional designers in a continuous review/revision cycle. • Developing a prototype is practically the first step, while front-end analysis is generally reduced or converted into an on-going, interactive process between subject-matter, objectives, and materials. • The process of quickly generating mock-ups of products, such as a website. • The process of quickly turning product designs into physical samples. 16 III. Rapid Prototyping (Tripp & Bichelmeyer) 16
- 17. • Most effective learning environments are those that are problem-based and involve the learner in four distinct phases of the learning process: 1. Activation of prior experience 2. Demonstration of skills 3. Application of skills 4. Integration of these skills into real-world activities 17 IV. First Principles of Instruction (David Merrill) 17
- 18. 18 IV. First Principles of Instruction (David Merrill) 18
- 19. 19 Do you know of other ID Models or Theories? 19
Editor's Notes
- #3: Instructor allows 2-3 minutes for participants to respond.
- #4: He submitted a model which links learner analysis to the design and development of instruction. Image Source: http://pbd.lbl.gov/images/people/glaeser.jpg
- #6: Image Source: http://www.squidoomarketingstrategies.com/worldbooksdiscs-strategy.gif
- #8: Image Source: http://www.csc.noaa.gov/wcde/module06/lesson01/0601.htm
- #14: Image Source: http://www.csc.noaa.gov/wcde/module06/lesson01/0601.htm
- #18: Many current instructional models suggest that