1. AMY SHELLEY INSTRUCTIONAL DESIGN MODELS

2. Instructional Design ~Used to simplify a learning theory. ~Many instructional design models are based on the ADDIE Instructional Design Model. ~ADDIE Model (Analysis, Design, Development, Implementation, Evaluation).

3. WHAT IS INSTRUCTIONAL DESIGN? o Philosophy, methodology, and delivery of information. (www.neiu.edu)www.neiu.edu o Learning the needs of learners, designing and developing instruction around those needs. (www.umich.edu)

4. FOUNDATION OF INSTRUCTIONAL DESIGN Learning Goals Instructional Design/Development Learning Outcomes

5. FRAMEWORK TO INSTRUCTION  Learner’s needs  Materials, Activities, and Learning Strategies.  Learning Outcomes

6. WHY INSTRUCTIONAL DESIGN?

7. EXAMPLES OF INSTRUCTIONAL DESIGN o There are several instructional design models. o The models discussed will be: o ASSURE Model o The ARCS Model o Backward Design Model

8. THE ASSURE MODEL A nalyze learners S tate objectives S elect Methods U tilize Media R equire Learner Participation E valuation/Revise

9. ASSURE MODEL  Learning style of student.  Ensure success through learning opportunities.  Learning comes from interaction.  Incorporates Gagne’s Model. (www.mscd.edu)

10. ASSURE INSTRUCTIONAL MODEL o Model is not always delivered using textbooks and lecture. o Out-of-class resources. o Helpful for courses using different kinds media. o This is a good model for an online course.

11. ARCS MODEL OF MOTIVATIONAL DESIGN  John Keller (based on Tolman’s &Lewin’s expectancy-value theory.  People are motivated to learn when there is value (i.e. personal needs).  Expectation for Success (www.mscd.edu)

12. ARCS MODEL OF MOTIVATIONAL DESIGN **Two key areas: ~value in presented materials(wow factor) ~expectations for success (www.educause.edu)

13. ARCS MODEL OF MOTIVATIONAL DESIGN Four main components of this model.  Attention: to the information/concepts being taught.  Relevance: learner familiarity  Confidence: + expectations+ success = confidence.  Satisfaction: sense of achievement

14. BACKWARD DESIGN MODEL  Understanding by Design (UBD)  Universal Design for Learning (UDL) **Wi g gins & McTigue  Improving student learning and achievement.  Districts choose framework and implement curriculum.

15. BACKWARD DESIGN  Assessment designed first  Unlike other models, it starts with evaluation.

16. BACKWARD DESIGN  Identify desired results.  Evidence of results.  Experiences and instruction to get results.  Learning outcomes.

17. REFERENCES Mager, R.F. (1984). Preparing instructional objectives (2 nd edition). Belmont, CA: Fearon-Pittman. www.learning-theories.com www.instructionaldesign.org www.umich.edu www.neiu.edu clip art from Microsoft