1. The seventh chapter Instructional Design Models
Producer LI JINZHEN
移动学习教育部-中国移动联合实验室
本章内容来自教育传播与技术研究手册第四版第一部分第七章——教学设计模型（英文版，p77-86）.

2. Breief account
This chapter presents information about the role of models used for instructional design.
The purpose here is to promote a better understanding about the appropriate utilization of instructional design models.
While there are hundreds of instructional design models, there have been only a few major distinctions among them,
简要说明：
1、教学设计模型的作用；2、如何更好地理解和使用教学设计模型；3、自20世纪60年代第一个教学设计模型诞生以来，目前已有上百个，但是仅仅有少数存在较大差别；

3. Breief account
4.Instructional design models provide conceptual tools to visualize, direct, and manage processes for creating high-quality teaching and learning materials.
5. The proper selection of instructional design models assists us in appropriately matching the right process with the right situation.
4、教学设计模型提供了概念性工具，以便可视化展示、指导和管理高质量的教与学材料的创造过程；5、适当教学设计模型的选择能够协助我们为特定的情景匹配特定的教学过程。

4. 1. Two classic definitions on Instructional design
Introduction
1. Two classic definitions on Instructional design
A. Instructional design is a sytem of procedures for developing education and training curricula in a consistent and reliable fashion (Branch & Merrill, 2011 ).
B.Instructional design is intended to be an iter-ative process of planning outcomes, selecting effective strategies for teaching and learning, choosing relevant tech- nologies, identifying educational media, and measuring per- formance. Instructional design focuses on human learning by deliberately arranging sets of external events based on educational and training contexts (Gagné, Wager, Golas, & Keller, 2005).

5. 2.The consistency of two classic definitions：
A. An instructional design process works best when it is matched to a corresponding context.
B. Effective instructional design models need to be sensitive to different ducational contexts and be responsive to complex teaching
and learning situations.

6. 3. The difference between instructional and instructional development
Design refers to the comprehensive process from beginning to end, while development specfially refers to creation activities within the overall design process.

7. Some Assumptions
The purpose of this chapter is to promote a better undestanding about the appropriate utilization of instructional design models.
The role of instructional design models is based on three assumptions: (1) instruction includes both teaching and learning, (2)education encompasses macro-learning activities, and (3) instruction focuses on micro-learning activities.

8. The assumption is that instruction deals with learning that is intentional (Tennyson, 1 997) rather than unintentional.

9. Instructional design models vary in the amount of attention each devotes to considering macro factors (educational) related to teaching and learning, and micro factors (instructional) related to teaching and learning.
Thereby, a need arose for a comparison framework by which instructional design models could be reviewed.

10. Conlution： a clear need has emerged during the same time period for a way to properly utilize contextualized models to support intentional learning.

11. The Role of Models in Instructional Design
Models generally seek to identify what is generic and applicable across multiple contexts.
Seel ( ) identifies three different types of instructional design models (theoretical/conceptual, organization, and planning-and-prognosis) and would label instructional design models as organization models that can be used as general prescriptions for instructional planning.

12. History：Silvern ( 1965) Hamreus ( 1968)
Hamreus（1971） Twelker ( 1 972) Andrews and Goodson( 1980 ) Edmonds, Branch, and Mukherjee ( 1994 ) 。
The above show that the last few years have seen a shift in thinking about how instructional design can be practiced. Thus, the role of instructional design models in generating effective teaching and learning materials is ever more important. .

13. Philosophical orientation and theoretical perspective frame the concepts upon which instructional design models are constructed.
The more compatible the theory and philosophy are to the context in which a model is to be applied, the greater the potential that the original intent of the model will be achieved.

14. I nstructional Design Models as Conceptual Tools
T he fiv e core elements, typically referred to as ADDIE.

15. Program (order) method using instructional design model
Conceptual tools assist in identifying the contexts within which an instructional design model might be utilized. In fact, the quantity and quality of tools accompanying a model become significant criteria for selecting one for a specific context.

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21. I nstructional Design Models as Operational Tools
ADDIE describes a generic instructional design paradigm.

22. Instructional Design Research
Still, there is a disturbingly small volume of literature describing any testing of instructional design models. While instructional design models have been applied to many situations over the decades, a rigorous evaluation during the implementation of those instructional design models rarely included collecting empirical evidence about the model’s effectiveness.

23. Conclusion
Instructional design models provide conceptual tools to visualize, direct, and manage processes for creating highquality teaching and learning materials.
The proper selection of instructional design models assists us in appropriately matching the right process with the right situation.
Instructional design models serve as a valuable source for conducting instructional design research.

24. Inspiration and reflection
Research on instructional design model validation
The Bible of Educational Technology