Models-Instructional Design
“To a large degree, Instructional Design is the process whereby learning, not technology, is kept at the center of e-learning development.” (Siemens, 2002)
Introduction |
This section will briefly outline instructional models as an overview only. It is very important to define instructional values in an organization so that the organization has a clear mission of what it wants to accomplish when implementing eLearning and to measure whether goals are being met. Links are included for those who want to engage in further learning. |
Overview |
At the root of Instructional Design and/or Instructional Design Models, is a systematic process that Instructional Designers should follow in order to achieve the creation of efficient and effective instruction. Or more simply put, Instructional Design (ID) “is a framework for learning” (Siemens, 2002).
This framework asks the Instructional Designer to assess the desired outcomes of the learning and begin to apply an ID model that is most appropriate to assist in achievement of these desired outcomes. Despite some ID models being quite generic in nature, they are incredibly popular and capable because they present a very effective, yet general, model to build various types of instruction to meet different objectives in learning.
Below are a variety of popular models listed. These items do not attempt to outline the specifics of any Instructional Design model, but rather serve to convey the variety and possible application of these models to specific instructional task. As you may notice, most of these models can be modified to meet an organizations’ specific needs. Their systematic frameworks allow an organization to borrow from their strengths and retrofit several models to meet differing needs.
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ADDIE |
ADDIE (Assess – Design – Develop – Implement – Evaluate)
Very generic, yet very successful
Probably one the most followed and traditional delivery models in the world of instructional design. |
Dick and Carey
Model |
Breaks instruction down into smaller components
Used to teach skills and knowledge
A more strategic delivery model used for specific organizational goals. |
Robert Gagné's
ID Model |
Gagné's Nine Events of Instruction
1. Gain Attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide learning guidance
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Evaluate
Used in strategic delivery models and often in rapid prototypes to present self-paced instruction. |
Kemp, Morrison,
and Ross |
Nine step instructional design model
1. Identify instructional problems.
2. Examine learner characteristics.
3. Identify subject content.
4. State instructional objectives.
5. Sequence content within each instructional unit for logical learning.
6. Design instructional strategies.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.
Often used in strategic delivery models. |
Rapid Prototyping |
Known as Rapid E-Learning
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Learners and/or subject matter experts interact with prototypes and instructional designers in a continuous review and revision process.
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Development of a prototype is the first step.
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Analysis is continuous throughout the process. |
Empathic
Instructional
Design |
5-step process (Siemens, 2002)
1. Observe
2. Capture data
3. Reflect and analyze
4. Brainstorm for solutions
5. Develop prototypes
Used in rapid delivery design models. |
References |
Gustafson, K. & Branch, R.M. (1997). An overview of instructional systems design. [online version at University of Alberta. (Updated 2004, October 2)] Retrieved May 2007
Kevin. (N/A). Gagne's nine events of instruction: An introduction. e-learningGuru.com. Retrieved May 2007 http://www.e-learningguru.com/articles/art3_3.htm
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