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Instructional Design Models

Instructional Design Models. What is Instructional Design Model.

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Instructional Design Models

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  1. Instructional Design Models Cindy Barnes

  2. 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)

  3. 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.

  4. Behaviorism

  5. 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)

  6. Cognitive

  7. 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

  8. ADDIE Model

  9. 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.

  10. Constructivism or Development

  11. 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.

  12. ReferencesDabbagh, N. (2015). The instructional design knowledge base. George Mason University,Instructional Technology Program. Retrieved fromhttp://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htmHeick, 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 fromhttp://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htmInstructional Design Knowledge Base. (2014). Select instructional models/theories to develop instructional prototypes. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htmMcLeod, S. A. (2012). Zone of Proximal Development. Retrieved fromwww.simplypsychology.org/Zone-of-Proximal-Development.htmlRyder, M. (2014). Instructional design models. University of Colorado at Denver: School of education. Retrieved from http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html

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