MODELS OF INSTRUCTIONAL DESIGN

Models of Instructional Design

Models of Instructional Design

Introduction

Instructional models offer users a way to comprehend a problem or situation with more ease. It gives structure and meaning to the instructional problem, allowing the designer and learner with tools to help visualize the problem, to break it down into discrete, manageable units. The value of each model is determined within the context and purpose of use. It therefore assumes a specific intention of its user. Therefore, it should be judged by how it mediates the instructional design, and how effectively it shifts focus away from itself toward the object of the design activity. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction. Obviously paying attention to "best practices", and innovative teaching methods will make any instructional design model more effective.

Addie Model

The Addie model is the generic process traditionally used by instructional designers and training developers. The five phases Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.

It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.

Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.(Crowley, 1987)

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details.

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details. These are steps used for the design phase:

Documentation of the project's instructional, visual and technical design strategy

Apply instructional strategies according to the intended behavioral outcomes by domain

Create storyboards

Design the user interface and user experience

Prototype creation

Apply visual design (graphic design)

The development phase is where the developers create ...