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Michael M. Grant 2013
Comparing Instructional Design
Models
Designing Interactive Learning Environments

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

Elements of ID Models
Classroom
Selected Characteristics Orientation Product Orientation System Orientation
Typical output One or a few hours Self-instructional or Course or entire
of instruction instructor-delivered curriculum
package
Resources committed to Very low High High
development
Team or Individual Individual Usually a team Team
ID skill/experience Low High High/very high
Emphasis on development Select Develop Develop
or selection
Amount of analysis Low Low to medium Very high
Technological complexity Low Medium to high Medium to high
Amount of revision Low to medium Very high Medium to high
Amount of distribution None High Medium to high
from Branch & Gustafson (1997)

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

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

A voice from the field…
Dr. Walter Dick

“
Dr. Walter Dick —
I would say that they should remain novices for as short a
period of time as possible — by taking every opportunity to
practice design in many different settings.
Be confident and respectful with your client and subject-
matter expert.
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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

“
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.
Image from http://mrg.bz/BoNNJk

“
Dr. Sharon Smaldino —
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.
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“
Dr. Sharon Smaldino —
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.
Image from http://mrg.bz/BoNNJk

“
Dr. Sharon Smaldino —
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.
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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/

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

A voice from the field…
Dr. Gary Morrison

“
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.
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“
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.
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“
Dr. Gary Morrison —
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.
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“
Dr. Gary Morrison —
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.
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A voice from the field…
Dr. Steve Ross

“
Dr. Steve Ross —
The most significant implication, in my view, is that
instructional design is not a linear or predefined process, but
rather, is dynamic and variable due to unique features of the
design task and context.
For example, although learning and instructional theories
may suggest reliance on particular design methods or
components, the success of the particular project will likely
necessitate variations due to available resources, user
characteristics, client preferences, policy changes, and other
situational conditions that are predetermined or, often,
unexpected. So, an effective designer must not only be
expert in the field, but needs to be creative, flexible, and
sensitive to the unique aspects and requirements of each
project. So, it’s certainly good to have a textbook like MRK
at hand (and please spread that word around!), but a
“textbook” approach, by itself, is likely to be limited in the real
world.
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ADDIE
¤ Been around a long time
¤ Beyond just instructional
design — design process in
general
¤ 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

A voice from the field…
Dr. Robert M. Branch

“
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.
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Concurrent Design
Image from http://www.intechopen.com/source/html/19453/media/image2.jpeg

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

Design
(product
Process specs &
treatment)
Develop
Review
prototype

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

A common confusion …
t yp i n g
¤ R ap id p roto
shoul d n ot b e
d with
c o nf use
rapid e le a r n i n g
m e nt!
deve l op

DACUM
¤ Developing A CurriculUM 1. Written description of the
¤ Began in Canada occupation
¤ A single sheet profile is 2. Identify general areas of
used to present the skills competence
of an entire occupation
(Finch & Crunkilton, 1993)
3. Identify specific skills
¤ Creates the task analysis
4. Structure skills into learning
¤ Typically, uses a sequence
committee of 10-12
experts 5. Establish levels of
competence for each skills

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

Image from http://upload.wikimedia.org/wikipedia/commons/8/8a/
The_Temple_of_Apollo_at_Delphi.jpg
Delphi Technique
Ruins of the Temple of Apollo at Delphi, Greece

Delphi Technique
¤ Developed by the RAND 1. Initial questionnaire requests
Corporation list of content each expert
feels should be included
¤ Enables experts to
speculate individually 2. All lists are compiled, sent
then reach consensus back out and each experts
collectively regarding rates each item.
the content needed
3. The ratings are analyzed,
¤ Uses successive rounds ranked and sent back out.
4. Repeat.
Image from feuillu at http://www.flickr.com/photos/feuilllu/154786300/sizes/o/

Image © 2006 AEAP, Cornell University from http://www.cerp.cornell.edu/aeap/pages/delphi.htm

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. Rob Branch, Gary Morrison, and Sharon Smaldino for
contributing to this presentation.

Michael M. Grant 2013