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Analysis of the IDI Model By: Julie Beyer & Carl Weckerle.

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Presentation on theme: "Analysis of the IDI Model By: Julie Beyer & Carl Weckerle."— Presentation transcript:

1 Analysis of the IDI Model By: Julie Beyer & Carl Weckerle

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3 Format for Analysis History of the IDI Model Systems approach Aligned with ADDIE Uniqueness Strengths and Criticisms Questions

4 History of IDI Instructional Development Institute (IDI) Model [1973] –Created by the University Consortium for Instructional Development & Technology (UCIDT) IT departments from Michigan State University, Syracuse University, University of Southern California, Indiana University and US International University Used to train school personnel in principles of instructional systems design 5-7 day workshops on ISD 400 Institutes, 20 states, 20,000 teachers

5 Systems Approach Governed by a process Interrelated parts –these parts are working toward a common goal Purposeful Organized Stresses feedback Considers the larger environment

6 I Define

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8 In the 'A' (Analysis) Box Step One - “Identify Problem” Assess Needs –Conduct Needs Assessment Establish Priorities –Among Various and Conflicting Needs State Problem –State one or more problems that need to be addressed

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10 In the 'A' (Analysis) Box (cont.) Step Two - “Analyze Setting” Audience –Learner characteristics Conditions –Under which development should occur Relevant Resources –What material and human resources are available for developing and delivering the solution

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12 In the 'A' (Analysis) Box (cont.) Step Three - “Organize Management” Tasks –Stating of major tasks Responsibilities –Assigning the tasks to team members Time Line –Established timeline to insure completion

13 II Develop

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15 In the 'D' (Design) Box Step Four - “Identify Objectives” Terminal Objectives (TO) Enabling Objective (EO) –The mnemonic ABCD provides a helpful reminder that objectives must include an (A) Audience, (B) Behavior, (C) Condition, and (D) Degree of performance

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17 In the 'D' (Design) Box (cont.) Step Five – “Specify Methods” Learning Instruction Media –Selecting strategies and media based on the type of objective

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19 In the 'D' (Development) Box Step Six - “Construct Prototypes” Instructional Materials –Building of testable draft of materials Evaluation Materials –By making a prototype, you can test the materials before spending the money to find out they do not work.

20 III Evaluate

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22 In the 'E' (Evaluation) Box Step Seven - “Test Prototypes” –Formative Evaluation “Conduct Tryout” –Within conditions similar to actual use »Pilot program “Collect evaluation data”

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24 In the 'E' (Evaluation) Box (cont.) Step Eight - “Analyze Results” –“Objectives” Learner achievement –“Methods” Effectiveness of instruction –“Evaluation Techniques” Appropriateness of evaluation

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26 In the 'I' (Implementation) Box Step Nine - “Implement Recycle” –“Review”, “Decide”, “Act” –Return to a previous step if there is a deficiency or –Implement a solution

27 Summative Evaluation? Where is the summative evaluation? Dissemination of the results is assumed and a further step was at one time considered

28 Why is the IDI Model Unique? Organize Management step –added due to a belief that poor management often leads to failure Lot of front-end analysis (common to systems models) Lack of summative evaluation

29 Strengths Three levels of detail –General – non-designers –Intermediate - –In-Depth – experienced designers Linear –Step by step (for beginners)

30 Criticisms Linearity –Too rigid Lack of refinement since creation Should organize management be done after steps 1 and 2? Lack of summative evaluation

31 Resources ProtoCALL –http://www.siu.edu/~lmc/protocall.htmlhttp://www.siu.edu/~lmc/protocall.html Gustafson, K.L. (1991). Survey of instructional development models (2 nd ed.). Syracuse, New York: Syracuse University Press.

32 Questions?


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