1. Dynamic Instructional
Design Model (DID)
An iterative approach to design
based on continual feedback
Presenter: Amanda Sharpe
ETEC 551
Spring 2011
2. Overview
Dynamic
Instructional Design
The Dynamic Instructional Design model was developed by Lever-
Duffy and McDonald (2011). It is a 6 step model built around a con-
tinual internal and external feedback loop, with each step containing
opportunities for feedback and revision within it, as well as within
the entire process.The steps are:
1. Know the Learners
2. Articulate Objectives
3. Establish the Learning Environment
4. Identify Teaching and Learning Strategies
5. Select Technologies
6. Evaluate and Revise the Design
3. Know Your Learners
•
• Assess your learners’developmental stage, both physically and cog-
nitively.
•
• What is their cultural background? Their prior knowledge? Their
learning style?
•
• Decide how your students’background factors should affect your
instructional design.
Step 1
4. Step 2
Articulate Objectives
Objectives for student performance should encapsulate exactly
what you expect students to be able to do or to have learned by
the end of the instructional unit. In this step, you need to not
only create performance objectives, but also to critically analyze
whether the objectives you have created are measurable, valid,
and reliable, and whether or not they have captured the content
that the students needed to learn.
•
• What criteria are necessary to ensure mastery?
•
• Have you included all levels of Bloom’s Taxonomy that
are appropriate for the content?
5. Step 3
Establish the Learning Environment
Clarify what you will do to create an environment for this unit
conducive to learning. Answer these questions both before
conducting your, during your lesson as you assess formatively,
and at the end of your lesson:
•
• What changes need to be made to the classroom space?
•
• What reinforcers are needed for this unit to motivate
and build learning success?
•
• How can learning be made active?
•
• How should students be grouped for positive interac-
tion?
6. Step 4
Identify Teaching and
Learning Strategies
Given the objectives, describe in detail the teaching and learn-
ing strategies that need to be implemented to meet the objec-
tives. Answer these questions:
•
• Do the strategies meet the diverse needs of learners
identified in step 1?
•
• Are/were the strategies sufficient and effective for the
objectives established in step 2?
Include strategies for connecting to prior knowledge,
introducing new knowledge, reinforcing new knowl-
edge, as well as for formative and summative evaluation.
7. Step 5
Select Technologies
Based on the teaching and learning strategies identified, select
media, materials, and technology that will support each strategy.
Evaluate how well the technology that you selected supported the
your teaching and the learning of your students.
•
• Is the technology appropriate to the teaching and
content?
•
• Did the technology support the intended teaching
and learning?
8. Step 6
Evaluate and Revise
Perform a summative evaluation of student learning. Based on
that assessment, reflect on the design of the assessment and its
efficacy in providing accurate feedback of student achievement
of learning objectives. Also use that assessment to inform your
evaluation of your instructional design process and changes to be
made in future implementations. Ask yourself:
•
• Does the assessment instrument accurately measure
the achievement of objectives?
•
• Did the assessment provide the data needed to deter-
mine the effectiveness of the design?
