Instructional Design Models Overview
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The document provides an overview of four instructional design models: 1) The classic waterfall model known as A.D.D.I.E. which includes the steps of analyze, design, develop, implement, and evaluate. 2) The Dick & Carey 9-step model which adds additional steps to A.D.D.I.E. 3) The A.S.S.U.R.E. model which focuses on analyzing learners, standards, strategies, requirements, and utilization. 4) Rapid prototyping which emphasizes iterative development and testing of instructional materials.
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Instructional Design Models Overview
- 1. PLANNING MODELS A Brief Overview of Four Instructional Design Models Rev.Jan2014
- 2. Classic Waterfall Model – A.D.D.I.E. 1 Analyze Design Develop Summative Assessment Implement Evaluate Formative Assessment
- 3. Dick & Carey 9-Step Model 2 Updated Jan2014
- 4. Integrate technology and media into instruction A.S.S.U.R.E. 3 Analyze Analyze Standards Require Strategies Utilize
Editor's Notes
- Analyze: includes needs analysis, job analysis, task analysis – produces instructional goalsDesign: outline the strategies to achieve the goals. Focus on content selection, instructional strategies, methods, media and materials and explore different delivery options.Develop: build activity guides, materials, presentations, web-based training tutorials, graphics, animations, videos, etc. Every steps is tested and evaluated.Implement: deliver instruction – monitor and evaluateEvaluate: measure effectiveness of training. Formative assessment occurs at each point between the phases; summative at the end.
- Dick and Carey (developed in 1968, updated 1996) design model Systems design approachUseful across various situation – workplace to educational institutionsBehaviour not considered – more focused on development process and specific objectivesDefine instructional goals: what are you trying to achieve by instructing? Why are you designing this course, lesson, etc.? (needs analysis)Conduct instructional analysis: what skills will be needed to achieve the goal (analyze from different perspectives – task analysis, information processing learning task analysisIdentify entry behaviours: what do the learners bring to the learning situation? (verbal comprehension, intellectual capacity, personality)Write performance objectives: translate goals into specific, measurable objectivesDevelop criterion-referenced tests: can diagnose individual learner ability to learn new skills, check learning during a lesson, document student progress, evaluate instruction, determine performance measures before developing materialsDevelop instructional strategy: Sources:Retrieved Jan2014 from http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm#Dick&Carrey
- Purpose to integrate technology and media into instruction, Smaldino states that it “incorporates Gagne’s conditions of learning”, learner centred (starts from the learner), Source: Instructional Technology and Media for Learning, 10/ESharon E. Smaldino, Northern Illinois UniversityDeborah L. Lowther, University of MemphisJames W. Russell, Eastern Connecticut State University See: http://www.pearsonhighered.com/product?ISBN=9780138008154Interpretation notes at:http://www.instructionaldesign.org/models/assure.html1. Analyze learners: identify general characteristics, learning styles, entry competenciesState standards and objectives: identify external requirements and course objectives3. Select strategies, technology, media & materials4. Utilize technology, media and materials: preview and prepare tech, media, materials; prepare environment and learners; provide the learning experience5. Require learner participation: provide practice and feedback6. Evaluate and revise: assess learners’ achievements, revise strategies, technology, media
- 1975! – evolved to this more dynamic model in 1984 (US Army uses often)A systems approach to training developmentIt helps to develop training for on-the-job performance but doesn’t include a pre-evaluation/analysis step to determine if training is the right solution to an identified problem.Also, it has been criticized for being too systems-focused – too inefficient– too much work can occur without any feedback from potential users – many turned to rapid prototyping approaches to increase the checkpoints and testing points – it’s too general – doesn’t provide a clear map to developmentOriginal model didn’t recognize the iterative process reality of instructional design.