06.+ISD+Models

=Instructional Design Models=

A set of interrelated parts working together as a whole to reach a pre-defined goal. "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes." 3 domains include: Philosophy, Theory (concepts, principles), Method (models, strategies, tools). Application.
 * Systems approach**: systematic design of instruction based on learning theories, consists of steps. most models rooted in ADDIE.
 * Systems theory**: a interdiciplinary overarching study of systems, explains all systems in all field of science. (Bertalanffy: General System Theory)
 * System**: made of parts that are connected and joined together by a web of relationships. A family of relationships among the members acting as a whole.


 * ADDIE:**
 * 1) Analysis: instructional problems, goals, objectives; learners; delivery; deadline;
 * 2) Design: learnine objectives; assessment; exercises; lesson planning; media selection; storyboard; UI; prototype; visuals
 * 3) Development: creating the product by programmers, testers
 * 4) Implementation: testing that everything is functional
 * 5) Evaluation: a) formative throughout the whole design b) summative by end users

Dick & Carey (systems-oriented)

 * instruction is a systematic process, every component is important (teacher, student, materials, environment)
 * the parts depend on each other
 * each part is critical, cannot be left out
 * allows standardization of project
 * 9 components
 * goal is to master behavior, which are predictable and reliable
 * output is an entire course
 * team is required



1. Identify the instructional goal: skill, knowledge or attitude (SKA) that the learners will acquire 2. Conduct instructional analysis of the goal 3. Analyze subordinate skills 4. Identify entry behaviors and characteristics 5. Write performance objectives: what the learners will be able to do after completing instruction (behavior, the condition and criteria) 6. Develop criterion-referenced test items: pre-test, post-test 7. Develop an instructional strategy: learning activities to achieve instructional goals and objectives 8. Develop instructional materials 9. Design and conduct formative evaluations 10. Revise instructional materials 11. Conduct summative evaluation


 * Morrison, Ross & Kemp (Classroom-oriented)**


 * 1) identify instructional problems and specify goals
 * 2) example learner characteristics
 * 3) identify subject content and analyze task according to goals and purposes
 * 4) specify the instructional objectives;
 * 5) sequence steps within each unit
 * 6) design instructional strategies so that each learner can master the objectives;
 * 7) plan the instructional message and develop the instruction;
 * 8) develop evaluation instruments to assess objectives;
 * 9) select resources to support instruction and learning activities

Different from other models:
 * instruction has learner perspective
 * design is continuous cycle
 * management focused
 * 9 elements independent of each other
 * not all elements are required all the time allowing low key design as well as complex one


 * Seels & Glasgow (product-oriented)**
 * produce an instructional package
 * sequential but can alternate
 * 3 phases
 * needs analysis: task and instructional analysis, objectives&tests, instructional strategy, media development
 * instruction design (6 steps): materials development and formative evaluation
 * implementation/evaluation: implementation/maintenance, summative evaluation
 * project management focused, stay on time and budget

Common elements: robust, complete, clear approaches analysis, context, learner, objectives, media, strategies, evaluation, project management media type="custom" key="11309628"