This document discusses and compares several instructional design models for developing asynchronous online curriculum: the Indiana Partnership for Stateside Education guidelines, ADDIE, Dick and Carey, KEMP, the Three-Dimensional ITD Model, and the use of learning objects. It provides an overview of the key stages and components of each model. The models vary in their structure and focus areas, but generally involve analyzing learner and instructional needs, designing assessments and content, developing materials, implementing the course, and evaluating effectiveness.

1. Selected Instructional Design
Models and
Their Effectiveness
For Asynchronous Online
Curriculum Development
Elizabeth Kramer
Liberty University
Instructure Canvas

2. Indiana Partnership for Stateside
Education (IPSE) Guidelines for
online course creation
 Consistent format among all courses provided by that
institution
 Learning activities closely relate to the intended learning
outcomes
 All components of the course are clearly understood by the
learner
(Simonson, Smaldino, Albright, & Zvacek, 2012)

3. ADDIE
Analysis – Design – Development – Implementation - Evaluation
 Analysis
 determine the background knowledge of the learners
 set instructional goals by determining the desired newly acquired
skill set or knowledge of the learner
 Design
 Design the assessments
 Determine the course layout
 Determine a strategy to be used to conduct the course
 Development
 Test a trial version of the materials
 Feedback is considered and course materials are updated,
revised and final materials are created

4. ADDIE
Analysis – Design – Development – Implementation - Evaluation
 Implementation
 Conduct train-the-trainer courses
 Ensure the Instructor is at ease with the
materials, technology, and information to be covered in the
course
 Evaluation
 Evaluation of the course and its effectiveness from the
perspective of the learners and the instructor, not evaluation of
the students
 End-of-Course Surveys work well to acquire desired feedback
(Chevalier, 2011)

5. Dick and Carey Model
“An excellent model for online instruction” (Willis, 2009)
 Stage 1
 Identify instructional goals
 Research the intended learning outcomes (ILO)
 Stage 2
 Assess the instructional environment
 Assess all learners environments
 Available hardware and software for all learners
 Stage 3
 Identify entry behaviors of the learners
 Perform GAP analysis
 Consider germane cognitive load
 Stage 4
 Write Performance Objectives
 The needs of the students and the goals of the instructor become the
ILOs

6. Dick and Carey Model
“An excellent model for online instruction” (Willis, 2009)
 Stage 5
 Develop the criterion reference test
 Stage 6
 Instructional strategy is developed
 Content and order of lessons
 Stage 7
 Develop or select instructional material
 Stage 8 & 9
 Evaluate and improve the course
 Stage 10
 Revise the course
(Willis, 2009)

7. KEMP Model
Determine
learner
needs
Design the Determine
evaluations the topics
Determine
available Tasks and
support procedures
services
Nine
Nonlinear
Stages
Analyze the
Determine
learner
instructional
characteristi
resources
cs
Design the
teaching
and Content
learning analysis
activities Determine
learner
objectives

8. Three-Dimensional ITD Model
Information, Technology, and Instructional Design
Facilitates the conversion of an in-person course to an online course
 Three Phases
 Course feasibility study
 Can this material be used in an online course?
 Posting the professors lecture is not effective
 Course design and development
 What hardware and software will be used
 Content and modules to be included
 By week? By content?
 Course evaluation
 Similar to the first three models
 Did this work well?
 What were the students’ reactions?
(Wolfe, Da, & Li, 2009)

9. Learning Objects
Learning Objects are digital learning items that focus on a single
topic or ILO and have the potential to be reused in different
situations (Weller, 2007).
 Internet
 Not feasible before the internet
 Share materials globally
 Objects are meant to mobile between units
 Open Resource Movement
 Cost and Quality
(Weller, 2007)

10. Additional Resources
 ADDIE
 http://www.youtube.com/watch?v=JZdv5lrJs4U
 Learning Objects
 www.opentapestry.com
 https://canvas.instructure.com/login
 Fink Model
 http://vimeo.com/album/1771195

11. References
 Bani-Salameh, Z., Abbas, M., Kabilan, M., & Bani-Salameh, L. (2010). Design and
Development of systematic interactive multimedia instruction on safety topics for flight
attendants. Proceedings of the International Conference on E-Learning, 327-342. Retrieved
from web.ebscohost.com.ezproxy.liberty.edu
 Chevalier, R. D. (2011, ). When did ADDIE become addie? Performance Improvement, 50(6),
10-14. Retrieved from web.ebscohost.com.ezproxy.liberty.edu
 Kranch, D. A. (2008). Getting it right graually: an interative method for online instruction
developement. Quartly review of distance education, 9(1), 29-34. Retrieved from
web.ebscohost.com.eproxy.liberty.edu
 Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Instructional design for
distance education. In Teaching and learning at a distance (5th ed., pp. 150-192). Boston, MA:
Peason.
 Spector, J. M., Merrill, M. D., Van Morrienboer, J., & Driscoll, M. (2008). Perspective principals
for instructional design. In Handbook of research on educational communications and
technology (3rd ed., pp. 173-183). New York, New York: Routledge.
 Weller, M. (2007). Learning objects, learning design, adoption through succession. Journal of
Computing in Higher Education, 19(1), 26-47. Retrieved from
web.ebschohost.com.ezproxy.liberty.edu
 Whitmyer, C. (1999). Instructional design for online learning. FutureU. Retrieved from
web.ebscohost.liberty.edu
 Willis, J. (2009). Pedagogical ID versus Process ID: two perspectives in contemporary
instructional design theory. International Journal Of Technology In Teaching & Learning, 5(2),
93-105. Retrieved from web.ebscohost.com.liberty.edu
 Wolfe, C., Da, Z., & Li, Z. (2009, March). Applying ITD model for online course design and
development. AURCO Journal, 173-185. Retrieved from
web.ebscohost.com.ezproxy.liberty.edu