McGee F 2009
Instructional Design Models: A VERY Brief Overview
The following highlights a variety of ID models but is not meant to be
comprehensive. Please note that most of these models are what most would label
as “prescriptive” in that they are linear and not constructive.
ADDIE, http://www.intulogy.com/addie/index.html (this reference is written for
workplace learning but concepts are applicable for K-12)
(1)
Analysis – Determine characteristics of the learning context, content,
and learner.
(2)
Design – Develop learning objectives that are supported with instructor
and learner activities and aligned with assignments and activities.
(3)
Develop – Create lessons and materials.
(4)
Implement – Offer the course and capture issues that arise, making
modifications as necessary.
(5)
Evaluate – Determine effectiveness of the instructional design, including
learner satisfaction and transfer of learning to new contexts.
ASSURE model http://www.unca.edu/education/edtech/techcourse/assure.htm
1. Analyze learners
2. State objectives
3. Select instructional methods, media, and materials
4. Utilize media and materials
5. Require learner participation
6. Evaluate and revise
Component Display Theory (M.D. Merrill),
http://tip.psychology.org/merrill.html
Component Display Theory (CDT) classifies learning along two dimensions:
content (facts, concepts, procedures, and principles) and performance
(remembering, using, generalities). The theory specifies four primary
3
McGee F 2009
presentation forms: rules (expository presentation of a generality),
examples (expository presentation of instances), recall (inquisitory
generality) and practice (inquisitory instance). Secondary presentation forms
include: prerequisites, objectives, helps, mnemonics, and feedback.
Dick and Carey Model, http://www.umich.edu/~ed626/Dick_Carey/dc.html
Elaboration Theory (C. Reigeluth), http://tip.psychology.org/reigelut.html
Requires:
(1)
An elaborative sequence
(2)
Learning prerequisite sequences
(3)
Summary
(4)
Synthesis
(5)
Analogies
(6)
Cognitive strategies
(7)
Learner control
4
McGee F 2009
Gagne’s Instructional Development,
http://www.keele.ac.uk/depts/aa/landt/lt/docs/atid.htm
1. Identify the types of learning outcomes.
2. Because most learning outcomes are not simple, each outcome must be
broken down into a hierarchy of dependent learning outcomes and prerequirements, to give a learning hierarchy of simple outcomes.
3. Identify the conditions or processes internal to the learner must occur to
achieve those outcomes.
4. Specify what external conditions or instruction must occur to achieve
these internal conditions.
Selecting Media
5. Record the learning context.
6. Record the characteristics of the learners.
7. Select media for instruction - how will we deliver the instructional events?
Books, whiteboard, Computer Assisted Instruction and video are common
examples.
Design Instruction - planning instructional events to support learning activities
8. Plan to motivate the learner by incentives, task mastery or achievements.
9. For each of the planned learning outcomes in the learning hierarchy, the
Nine Instructional Events are designed relevant to the type of learning
outcomes required, in the order of pre-requirements in the learning
hierarchy, and with appropriate media and use of tutors.
10. Although the instruction is apparently ready to use, in practice they are
tested in trials with learners (formative evaluation).
11. After the instruction has been used, a summative evaluation can judge
its effectiveness.
Minimalism (J. Carroll), http://tip.psychology.org/carroll.html
1. All learning activities should be meaningful and self-contained.
2. Activities should exploit the learner's prior experience and knowledge.
3. Learners should be given realistic projects as quickly as possible.
4. Instruction should permit self-directed reasoning and improvising.
5. Training materials and activities should provide for error recognition and
use errors as learning opportunities.
6. There should be a close linkage between training and the current task (see
http://edutechwiki.unige.ch/en/Minimalist_instruction)
5
McGee F 2009
Morrison, Ross and Kemp Model,
http://www.quasar.ualberta.ca/edit573/modules/module4.htm
1. Identify instructional problems, and specify goals for designing an
instructional program.
2. Examine learner characteristics that should receive attention during
planning.
3. Identify subject content, and analyze task components related to stated
goals and purposes.
4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for logical learning.
6. Design instructional strategies so that each learner can master the
objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities
The 4C-ID Model (Jeroen van Merriënboer),
http://edutechwiki.unige.ch/en/4C/ID
6