1. Three Instructional Design Models Shaun Rosell EDCI 888 Proseminar II Kansas State University

2. The PIE Model - Newby, Stepich, Lehman, Russell Planning, Implementing, Evaluating

3. Classroom-oriented model Focus on classroom instruction Supports a learner-centered environment Instruction utilizes media/technology The PIE Model: About

4. The PIE Model: Components Planning Implementing Evaluating Specify objectives Analysis of learner, content, and setting Develop instruction Select technology that supports effective and motivational instruction Prepare instruction, learners, and environment Provide instruction Use of technology to increase the impact of instruction Assessment of learner performance Use of data to improve instruction and student performance

5. The PIE Model: Uses Appropriate Uses Ongoing classroom instruction One instructor providing instruction Project-based learning Mastery of skills or objectives as a process Inappropriate Uses Individual training sessions Variety of instructors providing instruction Lecture-style instruction

6. The PIE Model: Sample Application Lesson: Solving Two-Step Equations Planning Set objective that students will use inverse operations to solve two-step equations Analyze student understanding of inverse operations Develop two-step equation instruction with use of technology (e.g., The Khan Academy) Implementing Prepare and provide two-step equation instruction using technology Students watch online videos to learn about two-step equations Students practice skills using online practice activities and Computer Adaptive Testing (CAT) Evaluating Students take an online test on two-step equations Data provides information about student performance and need for remediation or enrichment

7. The Bates Model - Tony Bates Front-end system design

8. Product-oriented model Based on systems approach Relies heavily on instructional design principles Emphasis on matching learning requirements to appropriate technologies Related materials adapted to individual needs The Bates Model: About

9. The Bates Model: Components Course Outline Development - Includes course development team - Target audience identified - Content determined - Instructional strategies determined Selection of Media - Includes course development team and media specialist - General technology concerns addressed: cost, teaching functions, user- friendliness, compatibility Development / Production of Materials - Includes course development team, media specialist, senior tutor, and operations manager - Copyright clearance - Printing - Audio/video production - Computer-based materials - Organize materials Course Delivery - Includes course development team, operations manager, tutors, library services, exams officer - Administration of materials (i.e., online, mail) - Student activities - Student assessment - Course evaluation

10. The Bates Model: Uses Appropriate Uses Distance education Individualized instruction Environments that do not have teachers Inappropriate Uses Classroom or just-in-time learning Addressing immediate needs

11. The Bates Model: Sample Application Lesson: Installing a Computer Game Course Outline Development Target audience identified as young adults Written instructions and online tutorial determined as instructional strategies Selection of Media Website to provide access to all instructional materials PDF created with Microsoft Word for written instructions YouTube video created with Camtasia for online tutorial Development / Production of Materials Create website with links to PDF and online tutorial Create PDF including written instructions Produce online tutorial Course Delivery Target audience views instructions Target audience installs computer game

12. The ADDIE Model - Florida State University Analysis, Design, Development, Implementation, Evaluation

13. Most common instructional design model Generic process of design used by instructional designers and training developers Dynamic, flexible template for creating training, performance support tools, and training materials The ADDIE Model: About

14. The ADDIE Model: Components A Analysis D Design D Development I Implementation E Evaluation Identify the instructional problem and create instructional objectives Identify existing learner knowledge, skills, and environment Analyze. Identify and select all learning content (i.e., objectives, content, assessment instruments) Design a blueprint of the instructional event Design. Create and assemble the learning activities blueprinted in the design phase Learning content is written and applicable technologies are integrated Develop. Training that covers the objectives and curriculum begins All learning materials (i.e., books, web tools) are in place Implement. Formative evaluation delivered in each stage to guide the instructional process Summative evaluation used to assess subject-specific knowledge and to get user feedback Evaluate.

15. The ADDIE Model: Uses Appropriate Uses Training sessions Entire units of instruction Inappropriate Uses Individual lessons Authentic learning

16. The ADDIE Model: Sample Application Lesson: Video Editing Analysis Create specific objectives individuals need to demonstrate (i.e., remove green screen, add music) Identify current levels of computer skills related to video editing (i.e., opening and navigating to files) Design Identify all necessary instructional materials (i.e., objectives, computers, videos, VideoPad) Design a blueprint of instruction (e.g., activities, order of instruction), noting the analysis Develop Create a tutorial and practice exercises as instructional activities Create or select videos, images, and music as instructional materials Implement Provide students with tutorials and practice exercises (done on VideoPad) Evaluate Students will create videos that demonstrate mastery of the objectives Students will complete surveys regarding quality of instruction

17. References ADDIE Model. (2014, February 12). Retrieved March 1, 2014 from Wikipedia: http://en.wikipedia.org/wiki/ADDIE_Modelhttp://en.wikipedia.org/wiki/ADDIE_Model Gustafson, K. L., & Branch, R. B. (2002). Survey of instructional development models (4 th ed.). Retrieved from http://files.eric.ed.gov/fulltext/ED477517.pdf http://files.eric.ed.gov/fulltext/ED477517.pdf Instructional Design Central. (n.d.). Instructional design models. Retrieved from http://www.instructionaldesigncentral.com/htm/IDC_instruction aldesignmodels.htm#addie http://www.instructionaldesigncentral.com/htm/IDC_instruction aldesignmodels.htm#addie