Instructional Design Models Instructional Design Perspectives and Models Cindy Barnes, 2015 Instructional Design Perspectives 8/17/2015 Cindy Barnes

What is Instructional Design Model “Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem” (Ryder, 2014. para. 1) “the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 1999).

Different Perspectives Behavioral - Instructor designs the learning environment. Ensure the environment has the right stimuli to promote learning. Cognitive - Instructor manages problem solving and structured discovery activities, especially with group learning strategies. Constructivism or Developmental - Instructor mentors peer interaction and continuity of building on known concepts. We're always answering the pedagogical question: "What do I want my students to know, do, and believe as a result of the instructional experiences in each unit?"  Then we have to figure out our teaching strategies, the exact content, and the right assessment method to detect learning. The purpose of learning about dominant theories of the past century and some implications for instructional design is to increase time on task and the quality of learning.

Instructional Strategies Behaviorism Theorists Assessments Instructional Strategies John Watson Bandura Pavlov Skinner Thorndike (Ryder, 2014; Dabbagh, 2015; Instructional Design Knowledge Base, 2014). Both summative and formative assessments are most commonly used. Learner acquires skills of recalling facts, generalization, defining and illustrating concepts. Automatically performing a specified procedure (Dabbagh, 2015). Direct and Questioning strategies as learning can be detected by observing an behavior change over a period of time. Emphasis is on observable and measurable behaviors

Dick and Carey Model The Dick and Carey Model includes the 5 step process Stage 1: Identify Instructional Goals Stage 2. Conduct Instructional Analysis Stage 3. Identify Entry Behaviors and Learner Characteristics Stage 4: Write Performance Objectives Stage 5. Develop Criterion-Referenced Test Items Stage 6. Develop Instructional Strategy Stage 7: Develop and Select Instructional Meterials Stage 8: Develop and Conduct Formative Evaluation Stage 9: Develp and Conduct Summative Evaluation (Instructional Design Models, 2012) Walter Dick and Lou Carey (1996) advocate a systems approach model for designing instruction in the fourth edition of their text, The Systematic Design of Instruction work is based on the behaviorist perspective.

Instructional Strategies Cognitive Theorists Assessments Instructional Strategies ADDIE Anderson Ausubel Gagne Gardner Merrill Norman Novak Reigeluth Keller’s ARCS model of motivation Kemp (Dabbagh, 2015; Instructional Design Knowledge Base, 2014). Both formative and summative assessments are utilized to inform and Guide instruction. Does the learner need information? Does the learner need instruction? Does the learner need guidance (Heick,2017)? Direct, questioning and cooperative instructional strategies as learning results when information is stored in memory in an organized, meaningful way.  Teachers assist learners in organizing information.

Keller's ARCS model of Motivational Learning is a method for improving the motivational appeal of instructional materials.* The model suggests that learning occurs most effectively when learners are engaged throughout the entire learning process, and that strategies can be put in place to ensure that this engagement carries forward through to the completion. Keller's ARCS method consists of 4 major components: Attention - Material must grab the learner's attention Relevance - Material must matter to them Confidence - Learners must believe that they can succeed Satisfaction - Learner must receive some sort of reward or reinforcement at the end of the learning experience

ADDIE Model

ADDIE Phases Analyze - This is the foundation for all other phases of instructional design. The purpose of this phase is to define the problem, identify the source of the problem and determine possible solutions. Design - This phase uses the outputs from the Analyze phase to plan a strategy for developing the instruction. Develop - This phase uses the output from the Analyze and Design phases to develop instructional materials. All the media content will also be generated with any supporting documentation. Implement - This is the phase in which one actually delivers the instruction. The purpose is to ensure the effective and efficient delivery of instruction. Evaluate - This phase measures the effectiveness and efficiency of the instruction. Evaluation can be either Formative or Summative.

Constructivism or Development Theorists Assessments Instructional Strategies Bransford Bruner Dewey Grabinger Lave Papert Piaget Spiro Vygotsky Wenger The student plans, set time lines and self evaluates. Reflection allows the learners the opportunity to develop, assess, and organize their thoughts. Assess the learner's current knowledge and experience for the academic content. Relate content to what students already understand or can do. The emphasis is placed on the student rather than the teacher. Teacher role as facilitators or coaches. Conduct learner analyses to decide how to design instruction. Strategies that focus on structuring, organizing, and sequencing information using verbal cues and prompts to assist students. Instructional Design Knowledge Base. (2014). Select instructional models/theories to develop instructional prototypes. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

Lev Vygotsky's (1978) Zone of Proximal Development (ZPD) — knowledge (new connections) are products of the activities practiced in a social environment. (McLeod, 2012)

Conclusions An understanding and incorporation of learning theory is needed when designing instruction because it adds focus and direction to the process. Instructional designers should address their goals and intentions of designing instruction in order to best incorporate learning theory within their programs. This requires considering the learner’s needs and characteristics, content and context, the strengths and weaknesses of the learning theory considering the scope of the instruction as well as the designer’s own intentions, preferences, and expectations.

References Dabbagh, N. (2015). The instructional design knowledge base References Dabbagh, N. (2015). The instructional design knowledge base. George Mason University, Instructional Technology Program. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm Heick, T. (October 30, 2017). What is the cognitive load theory? A definition for teachers. Retrieved from https://teachthought.com/learning/cognitive-load-theory-definition-teachers/ Instructional Design Central. (2012). Instructional design models. Retrieved from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm Instructional Design Knowledge Base. (2014). Select instructional models/theories to develop instructional prototypes. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm McLeod, S. A. (2012). Zone of Proximal Development. Retrieved from www.simplypsychology.org/Zone-of-Proximal-Development.html Ryder, M. (2014). Instructional design models. University of Colorado at Denver: School of education. Retrieved from http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html