Slide Review for The Different Instructional Design Models

1. INSTRUCTIONAL
DESIGN MODELS
Presented by: Aanica S. Scavella
HRD-647 – Digital Design For E-Learning

2. INSTRUCTIONAL DESIGN DEFINED
An instructional design model provides guidelines to organize appropriate pedagogical
scenarios to achieve instructional goals. Instructional design can be defined as the
practice of creating instructional experiences to help facilitate learning most
effectively. Driscoll & Carliner (2005) states that “ design is more than a process; that
process, and resulting product, represent a framework of thinking”

3. LET'S DISCUSS

4. LET'S DISCUSS

5. DESIGNMODEL
INSTRUCTIONAL DESIGN MODEL PREFERRED USERS SYSTEMS APPROACH
ADDIE MODEL Educators
Trainers
 5 steps; Analyze, Design, Develop, Implement, and Evaluate
 No strict linear progression in the steps
 More interactive and dynamic
 Wide acceptance and use.
 Framework designing and developing educational and training programs.
 Since 1975, designed and revised in 1980.
DICK AND CAREY MODEL
Instructional Designers
Trainers
 10 steps; (1) identifying instructional goal(s), (2) Conducting instructional
analysis, (3) analyzing learners and context, (4) writing performance
objectives, (5) developing assessment instruments, (6) developing
instructional strategy, (7) developing and select instructional materials, (8)
designing and conduct formative evaluation of instruction, (9) revising
instruction, and (10) designing and conducting summative evaluation.
 All steps are connected and some influence others indirectly while they
may influence others directly.

6. DESIGNMODEL
ADVANTAGES/
CHALLENGES
 ADDIE model simple & easy to learn.
 ADDIE model has five phases,
 ADDIE model has an evaluation at the last phases of the model
 Dick and Carey model has ten phases that are more detail.
 Dick and Carey model has two big parts of evaluations:
1. evaluations done in every step; the designer revises the instructions to make it be better and summarizes
evaluation and interprets to identify the difficulties to improve the learners experience before the training ends.
2. Formative evaluation at the end
 The time it will take to conduct the evaluations presents a challenge for both models, formative and summative.
SIMILARITIES
 Each model focuses on the input, the output, and the process of designing the curriculum.
 Delivering content – different level of knowledge
 What learners need to know and do at the end of training?
 Evaluate and revise to improve future training.