The document discusses instructional design models and perspectives for developing eLearning environments. It describes how instructional designers use formal models like ADDIE as well as experiential models to make design decisions. Formal models provide structure but may not reflect real-world practice, while experiential models emphasize qualitative evaluation and teamwork. The document also examines how instructional designers analyze content, learners, and context to create optimal learning experiences within eLearning environments.

1. Is there a successful ID model?
A practitioner's perspective on working with models in
designing eLearning environments
National Seminar on eLearning and eLearning Technologies
(ELELTECH INDIA-2005), Hyderabad.
Madhuri Dubey, Ph.D

2. Instructional
Design
Perspective
Experiential
Models
Models
eLearning
Environment

3. Instructional
Design
Perspective
Experiential
Models
Models
eLearning
Environment

4. The Instructional Design perspective
 An instructional designer designs learnscapes
by formulating and implementing appropriate
learning strategies.
 This involves making design decisions under
different circumstances to facilitate successful
learning.

5. Some examples
Repurposing
Learning Objects
Blended Learning

6. What guides our decisions
 Formal training
 Theories
 Experience
 Models
 Case studies
 Informal knowledge
sharing

7. Instructional
Design
Perspective
Experiential
Models
Models
eLearning
Environment

8. ID Models
 ADDIE
 Dick and Carey
 Gagne and Briggs Model
These models are built on theories like:
 Behaviorist theories
 Cognitive theories
 Constructivist theories

9. Why Models
 Simplify a process
 Gain from generic and universal knowledge
 Based on certain principles
 Exemplary, theoretical constructs
 Models can be customized
 …

10. ADDIE Model
Content, context and learner,
prepare the course structure,
develop instructional strategy
Course evaluation by the
learners, strategies for Design (instructional and
feedback visual) is validated by the SME
Storyboarding, graphics,
Deployment of the authoring,
course, user testing, beta
release and review
Review of authored
lessons, learning objects

11. Practicing a discipline is different from
emulating a model.
Peter M Senge
The Fifth Discipline

12. Instructional
Design
Perspective
Experiential
Models
Models
eLearning
Environment

13. Elearning environment
Content Context
Learners
Learning
experiences

14. The Context
 Where is the learning taking place?
 Home, office, informal situation
 When is the learner accessing the content?
 Time, occasion
 How is the learner learning the content?
 Self-learning, community, with colleagues
 Infrastructure
 Internet, CD, LMS, kiosk, other delivery media

15. The Content
 What is the content?
 How is it taught, learnt?
 What are the course goals?

16. The Learners
 What is the detailed learner profile?
 What is the purpose of learning?
 What are the preferred learning styles?

17. Applying theory to practice
Cognitivis
Behaviorism
m
Constructivism
Adult learning
theory
(Andragogy) Design Principles
•Information design
•Interaction design

18. Questions for Instructional
Designers
 What is the type of content?
 Why are we designing the course?
 Who are the learners?
 When would they learn?
 Where would they learn?
 How would they access the course?

19. Instructional
Design
Perspective
Experiential
Models
Models
eLearning
Environment

20. Experiential models
 Practical and eclectic knowledge
 Getting the big picture
 Making sense of information
 Qualitative evaluation
 Emphasis on team synergies

21. Practical and eclectic knowledge
 Action and reflection
 Asking questions - What, When, Why,
Where, Who, How
 Documenting learning experiences from each
project
 Any other systematic efforts at capturing
processes

22. Getting the BIG picture
 Evolve holistic approaches to
Instructional Design
 Understand the interdependencies
 Look for patterns and relationships

23. Making sense of information
 Inundated with information on elearning
design and technology
 Meaningful application of knowledge
 Strategic value from information

24. Sample grid for information capture
Important points
new ideas
what I know
where can I apply it
example of an
application

25. Qualitative evaluation
 Blend quantitative and qualitative techniques
of learner / course evaluation
 Build an on-going feedback mechanism
 Seek opportunities for informal interactions
and inputs

26. Emphasis on team synergies
Working towards synergies with other team members
 Instructional Design
 Visual Design
 Technology
 Subject Expertise

27. Thank You
Questions?