1. Diamond Model
A systems oriented Instructional Design Model based on the design generated from Designing and Assessing Courses and Curricula: A Practical Guide by Robert M. Diamond

2. The Instructional Design Model
This is the graphic representation of what has come to be known as the “Diamond Model” in instructional design. Robert M. Diamond initially developed and refined this design over a number of years beginning in 1989, with his last revision being made in The basic structure was adopted from a curricular structure first advanced at the University of Miami in early 1960’s.

3. The Instructional Design Model
This is a variation of the same design

4. Diamond Model
Considered by Gustafson & Branch to be a Systems Oriented Model. “Systems oriented models typically assume that a large amount of instruction, such as an entire course or entire curriculum, will be developed and that substantial resources will be available to a team of highly trained developers….original development is specified….technological sophistication of the delivery system vary.”
Systemic approaches allows the instructional designer to preview and plan every aspect of lesson plans to make for successful learning.
The Diamond Model is considered by Gustafson & Branch to be a Systems Oriented Model. “Systems oriented models typically assume that a large amount of instruction, such as an entire course or entire curriculum, will be developed and that substantial resources will be available to a team of highly trained developers….original development is specified….technological sophistication of the delivery system vary.”
The systemic approach allows the instructional designer to preview and plan every aspect of lesson plans to make for successful learning.

5. Diamond Model & the Two Phases of Design
Phase One: Project Selection & Design:
The feasibility and desirability of the project launch are examined.
Establish needs, insuring success.
The “ideal” selection of the project is made based on:
Basic-Planning inputs that are
project-specific; these are:
Domain of knowledge
Student knowledge, attitudes and priorities
Social needs
Research
Educational priorities
Divided into two (2) distinct phases, in phase one of the process the team considers the very feasibility of the proposed project, initially, prior to moving forward.
When the team defines and establishes particular needs, they can better insure success of the project and it’s inherent design.
A very specific “ideal” is selected for a project that has established needs.
The input for this process is based on research into:
Domain of knowledge
Student knowledge, attitudes and priorities
Social needs
Research
Educational priorities
Of the project.

6. Diamond Model & the Two Phases of Design
2) Phase Two: Project Production, Implementation & Evaluation:
Development of each unit includes a seven-step process:
Determining objectives:
Design of evaluation instruments and procedures
Selection of instructional format and examining existing materials
Producing new materials or modification of materials
Coordinating logistics for implementation
Full scale implementation
Evaluation & revision
In phase two (2) the project is produced, implemented and evaluated.
The decision to move forward with the project leads to a detailed “operational plan” that includes goals, a timeline, human (and other) resources, as well as student needs.
Each and every unit of instruction proceeds through a (7) seven-step process which includes:
1) Unit’s objectives
2) Design of the evaluation instruments and procedures
3) Selection of instructional format and examining existing materials (for possible inclusion)
4) New materials are produced (if necessary) or modifications of existing materials
5) Field testing
6) Revision of the unit based on field test data
7) Coordinating logistics for implementation, followed by full-scale implementation including evaluation and revision.

7. Instructional Design Elements
The Diamond Model is a learning system that is more comprehensive than most, which works towards an “ideal” design utilizing flow diagrams to show content and structure and uses quality information. It was specifically designed for courses and curricula in higher education.
All learning systems include an ADDIE model:
Analyze/Analysis
Develop/Development
Design
Implement/Implementation
Evaluate/Evaluation
Replication of the ADDIE process is a key component of most any one of the over 100 instructional design models available to be utilized as the backbone of a learning systems design process.
While the ADDIE process is apparent in the Diamond Model, the instructional design elements appear to be quite comprehensive and specific to the process of course and curriculum design for a higher education audience.

8. 5 Key Characteristics of the Diamond Model
According to the author, Robert M. Diamond:
“In addition to its simplicity, the model has five other characteristics that, when combined, differentiate it from most others.
1) Forces those using it to think in “ideal” terms.
Encourages the use of diagrams to show
structure and content.
Relies heavily on the use of data.
Encourages a team approach.
Is politically sensitive.”
These key characteristics of the Diamond Model as outlined by the author, Robert Diamond, in the page textbook are prefaced by the adjective “simple”, but may be seen as quite differentiated. He sees the key characteristics as
”1) Forces those using it to think in “ideal” terms.
2) Encourages the use of diagrams to show structure and content.
3) Relies heavily on the use of data.
4) Encourages a team approach.
5) Is politically sensitive.”

9. 3 Central Features of the Diamond Model
1) Emphasis is placed on matching the decision on whether to engage in instructional development to –
Institutional as well as Instructional issues.
2) Emphasis is placed on the assurance of faculty ownership of the instructional development.
3) Emphasis is placed on the need for formal organizational support.
Other features that are unique to this instructional design model are that –
1) Emphasis is placed on matching the decision on whether to engage in instructional development to –
Institutional as well as Instructional issues.
2) Emphasis is placed on the assurance of faculty ownership of the instructional development.
3) Emphasis is placed on the need for formal organizational support.

10. 5 Key Stages of the Diamond Model
Diamond’s model for developing a learner-centered
curriculum or course consists of five stages:
1) Determining the need to change;
2) Identifying goals or desirable outcomes;
3) Designing the curriculum or instruction to attain these goals and the assessments that will provide the necessary feedback as to the attainment of goals;
4) Implementation and assessment (which feeds back to the goals statement); and
5) Revision based on the results of the assessment.
The (2) two phase process may be seen as divided into five stages:
1) Determining the need to change;
2) Identifying goals or desirable outcomes;
3) Designing the curriculum or instruction to attain these goals and the assessments that will provide the necessary feedback as to the attainment of goals;
4) Implementation and assessment (which feeds back to the goals statement); and
5) Revision based on the results of the assessment.
These stages help the team concentrate on a learner-centered course or curriculum

11. Benefits of the Diamond Model
The model is easy to use, sequential, and cost-effective; it will save you both time and effort by significantly reducing the time needed for implementation.
It can be used for the design or redesign of courses, curricula, workshops, and seminars in every subject area and in every instructional setting_ traditional and nontraditional.
The programs you develop will meet accreditation agencies’ demands for clear statements of learning outcomes with an associated high-quality student assessment process.
It is politically sensitive, protecting you from decisions by others that could jeopardize implementation.
It will ensure that all important questions are asked and all options are explored before key decisions are made.
According to the author;Robert M. Diamond, from “A Brief Introduction to the Model.”
According to the author; Robert M. Diamond, from “A Brief Introduction to the Model.” he states that the benefits of his design model are that:
The model is easy to use, sequential, and cost-effective; it will save you both time and effort by significantly reducing the time needed for implementation.
It can be used for the design or redesign of courses, curricula, workshops, and seminars in every subject area and in every instructional setting_ traditional and nontraditional.
The programs you develop will meet accreditation agencies’ demands for clear statements of learning outcomes with an associated high-quality student assessment process.
It is politically sensitive, protecting you from decisions by others that could jeopardize implementation.
It will ensure that all important questions are asked and all options are explored before key decisions are made.

12. Challenges of Curriculum & Course Design
Robert Diamond addresses faculty in the majority of his textbook, stating “This book is designed to help you go through the design, implementation, and evaluation processes. It will provide you with a practical, step-by-step approach supported by case studies, a review of the significant literature, and introduces you to materials that you should find extremely useful.”
He asks the reader to think of:
Specific goals for the student
Demands of accreditation
How the teacher can facilitate learning
As the author addresses the faculty in the majority of his textbook, stating “This book is designed to help you go through the design, implementation, and evaluation processes. It will provide you with a practical, step-by-step approach supported by case studies, a review of the significant literature, and introduces you to materials that you should find extremely useful.”
He asks the reader to think of:
Specific goals for the student
Demands of accreditation
How the teacher can facilitate learning
This process leads to an increased specificity of the design process
From Goals to Outcomes to Assessment

13. Advantages of the Diamond Model
“The design can be utilized for course and/or curriculum design.
The design forces the developer to think “outside of the box”.
The model identifies key factors that should be thought of in sequential order.
It serves as a procedural (type) guide.
The model allows you to understand you are in a process, and for others to know their individual roles
Improves efficiency by reducing duplication of effort and ensuring that critical questions are asked as well as alternative solutions explored.
It is data driven.”
In course design, L. Dee Fink stated that some perceived advantages to this model are:
“The design can be utilized for course and/or curriculum design.
The design forces the developer to think “outside of the box”.
The model identifies key factors that should be thought of in sequential order.
It serves as a procedural (type) guide.
The model allows you to understand you are in a process, and for others to know their individual roles
Improves efficiency by reducing duplication of effort and ensuring that critical questions are asked as well as alternative solutions explored.
It is data driven.”

14. Perceived Disadvantages of the Diamond Model
Very linear
Constraining, limits creativity
Time-consuming to implement
Specific to higher education
Classroom oriented
Directed at total curricula in addition to individual classes
Requires significant input from university personnel (as well as other academic departments)
Others have alleged some disadvantages could be:
That the process is very linear
Or that it is constraining, and may limit creativity, that the process is
Time-consuming to implement and
Specific to higher education
Solely Classroom oriented
And specifically Directed at total curricula in addition to individual classes
And as Diamond considers this an advantage, some see that it Requires significant input from university personnel (as well as other academic departments) to may be a hindrance on the process.

15. References
Branch, R. M. (2009). Instructional design: the addie approach. New York: Springer. Branch, R. M., & Gustafson, K. L. U.S. Department of Education, Office of Educational Research and Improvement. (1997). Survey of instructional development models (IR-103). Syracuse, New York: ERIC Clearinghouse on Information & Technology.