Overview of Instructional Design Models


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  • Instructor allows 2-3 minutes for participants to respond.
  • He submitted a model which links learner analysis to the design and development of instruction.

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  • Many current instructional models suggest that
  • Overview of Instructional Design Models

    1. 1. Overview of Instructional Design Models Course Title: Designing and Delivering Successful Training Programs Module 2: Adult Learners and ID Models
    2. 2. 2 What is Instructional Design? 2
    3. 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. 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. 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. 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. 7 I. ADDIE Model • The generic process traditionally used by instructional designers and training developers to design effective instruction. 7
    8. 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. 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. 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. 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. 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
    13. 13. 13 I. ADDIE Model 13
    14. 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. 15 II. Dick and Carey Model 15
    16. 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. 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. 18 IV. First Principles of Instruction (David Merrill) 18
    19. 19. 19 Do you know of other ID Models or Theories? 19