Comparing Instructional Design Models

Comparing Instructional Design Models
Designing Interactive Learning Environments
Image from http://mrg.bz/EYiC2s
Michael M. Grant 2010

from InstructionalDesign.org
Image from http://www.instructionaldesign.org/books.html

Elements of ID Models
from Branch & Gustafson (1997)

Selected ID Models
Image from http://mrg.bz/dEOBDJ

ASSURE
Heinich, Molenda, Russell & Smaldino
Now, Smaldino, Lowther, Russell (2008)
Classroom orientation
Note the selection of materials instead of development
Image from http://vig-fp.prenhall.com/bigcovers/0137132395.jpg

A — Analyze learners
S — State standards & objectives
S — Select strategies, technology, media & materials
U — Utilize technology, media & materials
R — Require learner participation
E — Evaluate & revise
Images from http://www.performancexpress.org/0205/images/JimRussell2.JPG, http://www.intime.uni.edu/Photo_album/new/management_individuals.htm
& http://www.memphis.edu/releases/may09/firsttnprofessors.htm

A voice from the field…
Dr. Sharon Smaldino

To ASSURE good learning, I believe it is not one single thing that a teacher or designer should consider, but I do believe that there are areas of emphasis.First, ASSURE starts with looking at the learner in detail. Nothing you plan or design is effective unless you have taken the time to look at the learners. In Illinois, for example, it is now state law that ALL teachers must assess their students' knowledge and skills prior to instruction to ensure that they differentiate instruction. That means that by understanding where the learners are at the start of instruction, a teacher will make every effort to assist all learners to be successful in their learning endeavors. This new direction supports my position about knowing the learner. I feel that knowing as much as possible about your learners is critical to design and implementation of instruction.
“
Dr. Sharon Smaldino —
”
Image from http://mrg.bz/BoNNJk

“
Second, the second letter in ASSURE, S, refers to knowing the intended outcomes or expectations. No instruction should begin without everyone having a clear understanding of what is supposed to happen in the instruction. This does not preclude the possibility of additional learning taking place, but without a road map, some of your learners may well be "lost." And, especially in the schools today, as we edge closer to the 100% of all students meeting or exceeding expectations, I believe that students need to know what is expected of them. I do believe that there is more than one "right way" to achieve those expectations and more than one "right medium" to use, because it's not a one-size fits all world. BUT, as NCLB is still a mandate, we need to find ways to make it possible for our diverse learning population fit into the "mold" that has been outlined for us. Learners need to know what they are to do. And, I add that you cannot assess learning without knowing what was expected. NOW, because I opened that can of worms, let me quickly state that assessment can be formative and summative and can take multiple formats. But, that is another cup of tea for sure.
”

My final area of importance in the design and implementation process to ASSURE good learning is the reflection component of evaluation. Once you have completed the design and instruction and gathered the data about the outcomes and impressions from your learners, you need to take the time to consider what went well and what could be changed in that particular instructional event. This information will help you re-design that instructional event for future opportunities. But, this information also guides you on how to better address your learners in instruction beyond this particular instructional event. We often do not put enough emphasis on reflection as teachers and designers, but I do consider that it is not time wasted.Oh, my goodness, it appears I've nearly written the chapter on the ASSURE model. I will close with the idea that it's not about the technology and media. It's about the learners and the important decisions we make as designers and instructors to ensure successful learning opportunities.
“
”

Morrison, Ross & Kemp
Classroom orientation
It has been modified over time
Images from http://www.borders.com.au/book/designing-effective-instruction/337124/

Images from http://www.odu.edu/~gmorriso/, http://www.edvantia.org/about/faculty/graph/Ross100.jpg,http://www.ait.net/technos/tq_09/3kemp.php & http://tomdorgan.com/images/model_images/kemp_morrison_ross.jpg

Dr. Gary Morrison

I think there are two things that are taken for granted by designers (the first of which I just observed yesterday in an email). First, you must define the instructional problem. I have seen designers jump in when management has stated there is a problem without a) confirming the problem exists or b) at least doing a goal analysis to obtain agreement on the outcomes which can also disrupt the plans. For example, I observed a case yesterday where the company was pushing very frequent training to their financial advisors and the advisors were resisting the training. The rationale I received was that the products are continually changing. I am not sure any type of analysis was done. It appears they were doing training because training was probably needed. In reality, a job aid or simply a bulletin might have been more effective and time and resource smart. Part of the problem may have been related the second issue.
“
Dr. Gary Morrison —
”

Second, when I asked me students at the end of the design class which step of the process had little impact on their design and they might skip in future projects, it is almost always the learner analysis step. If you look at what we know about learner analysis and then how we treat the analysis in the strategy design it is weak. We have found that learning styles have no research foundation and do not have a role in the design of instruction. The aptitude-treatment interaction studies of the past century produced no useful heuristics. Basically, learner (and environmental analysis) tend to limit our designs. Thus, learner analysis has not worked out the way we thought it would, or at least the way my professors projected in the 1970’s.
“
”

Today, the learner analysis limits our design such as two hours of instruction starting one hour before work rather than 40 hours of instruction in one week. Or, not all students have access to that application or a laptop computer. Then, there are specific learner characteristics that can limit instruction such as eye sight, reading level, and prior knowledge (e.g., students with all levels of background knowledge). All these characteristics are important and must be accounted for when we design instruction. I have seen too many examples of inappropriate designs that failed to account for the learner. One of the classics stories of bad learner analysis was from a federal grant some 40 years ago. The design team created audio tapes for teachers of the deaf. Once they tried to implement the materials, they learned that a large number of the teachers were also deaf. Thus, learner analysis may not be as exciting as say a needs assessment or task analysis, we must still do a learner analysis even though it may limit what we can do, or to look at it in a positive way, it can create some great challenges for creative designs to address the instructional problem.
“
”

Smith & Ragan
Patricia Smith & Tim Ragan
Systems orientation
Emphasis on cognitive psychology and instructional strategies
Image from http://i5.ebayimg.com/01/c/02/d1/cb/80_8.JPG

Analyzing the learning context
Analyzing the learners
Analyzing the learning task
Assessing learner performance
Develop instructional strategies
Produce instruction
Conduct evaluations
Revise instruction
Image © Tillman Ragan at http://www.flickr.com/photos/tandpragan/25103076/sizes/l/ & http://www.flickr.com/photos/tandpragan/25102775/sizes/m/

ADDIE
Been around a long time
Model or framework?
Image from http://img.amazon.ca/images/I/31zEaGNTdpL._SL500_AA240_.jpg

Image from http://technoscribe.files.wordpress.com/2009/08/addie.jpg, http://edweb.sdsu.edu/Courses/EDTEC700/ETP/images/addie.jpg, http://www.ivyvilos.com/images/addiemodel.gif & http://gramconsulting.com/wp-content/uploads/2009/09/addie_model.jpg

Dr. Rob M. Branch

For what it is worth … designers should not overlook the the need to practice all five phases of ADDIE concurrently for most of the instructional design process.
“
Dr. Rob M. Branch—
”

Dick & Carey
Now, (Walt) Dick, (Lou) Carey & (James) Carey
Systems orientation
Widespread use in corporate & military
Image from http://vig-fp.pearsoned.co.uk/bigcovers/0205585566.jpg

Images from http://insys.fsu.edu/assets/faculty_pics/dick.jpg & http://gminks.edublogs.org/files/2008/11/dickandcareymodel.gif

DACUM
Developing ACurriculUM
Began in Canada
A single sheet profile is used to present the skills of an entire occupation (Finch & Crunkilton, 1993)
Creates the task analysis
Uses a committee of 10-12 experts
Written description of the occupation
Identify general areas of competence
Identify specific skills
Structure skills into learning sequence
Establish levels of competence for each skills

Image from http://geoinfo.sdsu.edu/hightech/Images/dacumchart.jpg

Delphi Technique
Developed by the RAND Corporation
Enables experts to speculate individually then reach consensus collectively regarding the content needed
Uses successive rounds
Initial questionnaire requests list of content each expert feels should be included
All lists are compiled, sent back out and each experts rates each item.
The ratings are analyzed, ranked and sent back out.
Repeat.
Image from feuillu at http://www.flickr.com/photos/feuilllu/154786300/sizes/o/

Rapid Prototyping
Originated in manufacturing
ID hijacked from software development
Focused on development primarily
Types of prototypes
Look-and-feel: colors, effects, gross screen layouts
Media: use of sound effects, narration, 3D illustrations, video, etc.
Navigation: move through sections, access support (glossary, calculator, etc.)
Interactivity: content, activities, feedback

Process

from Tripp, S., & Bichelmeyer, B. (1990)

References & Acknolwedgements
Finch, C.R., & Crunkilton, J.R. (1997). Curriculum development in vocational and technical education (4th ed.). Needham Heights, MA: Allyn and Bacon.
Gustafson, K.L., & Branch, R.M. (1997). Survey of instructional development models (3rd ed.). Syracuse, N.Y.: ERIC Clearinghouse on Information & Technology.
Tripp, S., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy [image]. Educational Technology Research & Development, 38(1), 31-44.
Special thanks to Drs. Gary Morrison and Sharon Smaldino for contributing to this presentation.

Michael M. Grant 2010

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Comparing Instructional Design Models

by Michael M Grant on Feb 10, 2010

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Comparing Instructional Design Models — Presentation Transcript