Lecture Notes on Instructional Design Models | EDUT 6209, Assignments of History of Education

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Instructional Design Models Julie Hagan EDUT 6209 Dr. Kuforiji Spring 2008

Instructional Design Models What is Instructional Design? Instructional Design (ID) is the process by which instruction is created. It is a systematic planning of instruction that is based on research and centers on the needs of the learner (Morrison, Ross, Kemp 2000). ID is “essentially a framework for learning” (Siemens 2002). The instructional design process begins by first identifying the performance problem and then considers the instruction from the learner’s perspective. ID is centered on the learner, not the content. The instruction is planned and grounded in answering questions such as “What do the individual students need to reach their goals? What strategies are appropriate for this particular instruction? How will we measure the students’ achievement? Various design models can be used in the instructional design process, three of which are the ADDIE Model, the Dick and Carey Model, and the Morrison, Ross and Kemp Model. ADDIE Model The ADDIE model is one of the basic models of instructional design, composed of five steps of planning instruction. The term ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. Each of these steps centers on the needs and abilities of the learner, and is a good model, I believe, for our classrooms today. In the Analysis stage, the objectives and learning goals are determined. In a sense, the instruction is planned from the end first – deciding what the students will be able to do or know when the instruction is over. The characteristics of the learners are taken into account, such as ages, past experiences, educational levels, etc. It is useful in teaching today to differentiate instruction based on the needs and abilities of each student, and this stage of the ADDIE model does just that.

Dick and Carey Model The Dick and Carey model is another of the well known design models. This model is similar to ADDIE, but includes several additional stages to its design process. In essence, Dick and Carey breaks instruction down into smaller components and specifically targets skills and information that is to be taught. It also gives the appropriate conditions for the learning outcomes to ensure student achievement. Dick and Carey is divided into ten stages. It begins with setting instructional goals and ends with summative evaluation. It is a very comprehensive and detailed design process, but has been criticized for being too rigid and cumbersome for some learners. I think that there are too many steps for it to be a feasible model for teachers today. With teacher expectations at an all time high, having a ten-step lesson design process doesn’t work. Teachers need to be able to use a process that will create great and beneficial instruction, while also giving them the time needed to fit in all of the other work they are asked to do. http://www.umich.edu/~ed626/Dick_Carey/dc.html

Morrison, Ross and Kemp Model The Morrison, Ross and Kemp model is another systematic design process or what the authors refer to as a “comprehensive instructional design plan” (MRK 2000). The MRK model consists of nine steps or stages, but is centered on four fundamental components: learners, objectives, methods and evaluations. The main difference between the MRK and the other models discussed is that the authors maintain that a designer can start at any point in the process which works for a particular project, and can change the order or steps as needed to fit the instruction. This is the first model that I have seen that allows the designer to step away from the rigid steps of the process and differentiate the instruction based on the particular project and its students. The steps are represented in small ovals, while the outer ovals describe eight processes that are continuing throughout the entire project; the formative, summative, and confirmative evaluations. These evaluations seem to “surround” the entire process, creating the sense that instruction is and should always be revised and edited to fit each situation. There is really no “one size fits all” design process, and the MRK model is an example of that. http://www.quasar.ualberta.ca/edit573/modules/module4.htm

Resources http://www.elearnspace.org/Articles/InstructionalDesign.htm http://www2.sjsu.edu/depts/it/itcdpdf/isddickncarey.pdf http://www.pace.edu/ctlt/newsletter/Volume%202%20Issue%201/articles/idm.htm Morrison, Ross and Kemp. Designing Effective Instruction. 5th^ Edition. John Wiley & Sons: New York, 2000.