ID Definition
Instructional Design is a systematic (step-by-step) and systemic (holistic and focused on the big picture) approach to designing and developing instructional material. The use of instructional models and relevant learning theories in instructional design will ensure that the instruction is practical and motivates learners to enhance teaching quality (Reiser & Dempsey, 2017 ).
ADDIE Model
The ADDIE model's history can date from the 1970s, which Florida State University has created for military training. In the past 30 years, ADDIE has been the most popular model in the instructional design area. The ADDIE five letters respectively stand for five instructional design stages, namely Analysis, Design, Development, Implementation, and Evaluation. The main purpose of following these steps is to assist designers in creating effective instructional materials.
In the analysis phase, instructional designers should determine three questions:
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Whom is your product designed to teach, and what are their characteristics?
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What does your product need to teach?
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How will you know you have successfully taught that which you have identified for your project.
Instructional designers can adopt three analysis tools in the process of analysis:
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People items: Conducting survey, questionnaire, interview
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Mining the literature base: Seeking the information related to the research field and relevant literature to projects. Moreover, locating more successful delivery patterns, various methods of evaluating learning from literature.
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Documents recovery: Consulting existing relevant materials to your topic like prior teaching materials to figure out useful teaching and assessing experiences in this area.
Synonyms for "Mining"
The design phase helps to align objectives with the activities and the delivery design. In this process, instructional designers need to focus on picking appropriate delivery methods such as classroom instruction? or self-instruction? and considering the lesson's different sections' objectives. Moreover, designers should develop activities that can match those objectives, and assessment questions are developed. In this phase, instructional designers can organize materials for the development phase by creating the design document. (Piskurich, 2015).
In the development phase, instructional designers need to create a training package for integrating all materials. This includes developing the delivery system, training materials for facilitators and participants, various activities for trainees, and developing the appropriate media for the training (2015, pg. 222).
The implementation phase is the process of delivering training to the target audience. This process includes beta testing and piloting to examine the practicability of training before you actually implement it, it includes identifying and modifying relevant implement issues that ensure implement the training effectively, developing training for facilitators (2015, pg. 283).
Getting feedback from learners will assist designers in realizing how to improve and revise the content. There are two types of evaluation can be conducted:
Conducting a formative evaluation is iterative and is done throughout designing and developing phases to identify training issues and fix them in time (Instructional Design Models, 2020).
Summative evaluation measures instruction's effectiveness after the course has been finalized (Instructional Design Models, 2020).
Dick and Carey Model
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The Dick and Carey Model is derived from the ADDIE Model. It broke down the ADDIE phases into smaller parts and focused more on the relationship between the steps.
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Dick and Carey state that "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired learner outcomes”(Dick, 1996).
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Dick & Carey's model offers a nine-step approach; the following form will be concisely explained each step's key.
Analysis Phase
Identify Instructional
Goal
Clarifying teaching goals and objectives, identifying learners’ needs. The instructional goal should describe what the learners should perform, not what you are going to do (Dick, 1996).
Conduct instructional Analysis
The next step is determining what the learners already know and what skills learners should be required. This can be done through eLearning assessments, surveys, and interviews that focus on their current skill sets and knowledge base. (Dick, 1996).
Identify Entry Behaviors
Conduct audience research(Survey and interview) to identify the general characteristics of the learners, including skills, experience, motivation levels; which relate to the skills and topics that will be taught. The kind of information should be comprehensive and detailed to allow you to identify the correct starting point of the instruction so that learners do not waste time learning knowledge they already know and do not omit content they need to know (Dick, 1996).
Design Phase
Write performance
objectives
A performance objective is a description of what the learners will be able to do by the end of the instruction unit (Dick,1996). A performance objective should be written into three parts: (a) conditions, (b) behavior, and (c) criteria.
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Conditions (CN): a description of the skill identified with the tools and resources needed to achieve the skill (Dick,1996).
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Behavior (B): a description of the skill, including actions, content, or concepts.
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Criteria (CR): a description of the acceptable performance of the skill.
Develop Criterion-Referenced Test Items
Tests and evaluations are created that will:
1)entry skill test: to measure whether target learners ready to enter instruction and learners possess the
required prerequisite skills
2) pre-test: to measure learners previously mastered the enabling skills, particular skills
3) Post-test: to test learners whether achieve the terminal objective? (Dick, 1996).
Development Phase
Develop instructional
strategy
Describing the general components of a set of instructional materials and procedures used with those materials enables student mastery of learning outcomes (Dick, 1996). Relevant components include pre-instructional activities, content presentation, learners' participation, Assessments, and follow-through activities. Note that the pre-instructional activities should consider how to use the ARCS model to motivate learners.
Select and develop
Instructional materials
Creating or selecting instructional materials to deliver and implement the course or training to the learners based on learning goals and objectives (Dick, 1996). Instructional designers should consider your learners' preferences when designing and creating instructional materials, thus appealing to learners' attention and activating learners' impetus.
Evaluation Phase
Design and Conduct
Formative evaluation of instruct
Formative evaluation is to locate the weak areas and fix them in time to ensure the course can be as useful and exact as possible. Formative evaluation approaches usually employ one-to-one evaluation, small group evaluation, expert review, and field trial (Dick, 1996).
Design and conduct
Summative evaluation
The summative evaluation is measuring whether your course actually gained the desired outcome. The summative evaluation approaches can be applied to learner post-assessments, such as final tests, observation and etc.
SAM Model
Retrieved From: http://360elearning.com/blog/sam-model-best-instructional-design-model-for-short-deadlines-and-staying-on-budget/
SAM, the Successive Approximation Model, is the milestone of instructional design models. It gets in and gets the job done, fast. SAM uses a continuous iterative design process through the lifecycle of development. The idea is to develop stages concurrently so you don't waste time in a linear review process (ADDIE). This model can be useful when your product is on a tight deadline or resources are limited. Let's look at the four phases of SAM in detail:
Preparation Phase
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Information Gathering: refers to the program currently in use, available content materials, organization responsibilities for training. This part should also consider the constraints, such as schedule, budget, legal requirements, the name of the ultimate decision-maker, etc. (Instructional Design Models, 2020).
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Survvy Start: is a brainstorming event in which the design team and key stakeholders review collected background information and generate initial design ideas (Instructional Design Models, 2020).
Iterative Design Phase
There are three parts to the design phase. First is the prototype. This is where you make a simple mock-up of your design, like a wireframe. The second one is the review. This is where your team reviews the prototype and makes changes, and the third is design. This is when you actually design the model. In this phase, you can repeat this stage over and over again until you're ready to move on to the development phase.
Iterative Development Phase
There are three steps to the development phase. The first is development. Developing your design into a real project here and then actually implement your project in the implementation phase, and once you go through implementation, you can evaluate what you did and what you need to fix. If you have to go back to the first step of development, or the whole iterative design phase, you'll have the flexibility to do so here.
Once you have completed the development phase, the project will be tested in the market. You will create a design proof, move it to Alpha, then evolve it to Beta, and finalize it into Gold.
There will be a continuous review process throughout this last phase. At any point, if a change needs to occur, it can happen quickly to limit any risk of going over budget or running out of time.
Synonyms for "Beta"trial versionalphabeta releaseupdatereleaseactivationARCS
ARCS is an instructional model developed by John Keller and focuses on motivation. In John Keller's opinion, Motivation is critical to the learners because it can ensure learning continuity. Moreover, Keller also mentioned that the ACRS model is particularly important for e-learning since motivating learners in the online environment more difficult than in the classroom (Reiser & Dempsey, 2017).
Attention means that the instructor must stimulate and keep learners’ interest and attention.
"what's in it for me ?" Then instructor designers should explain what connection between the knowledge they will learn and their life and why it will be beneficial for learners.
Demonstrating that learners the skill and ability to be useful
in learning particular skills
Ensure that the learners derive satisfaction from the learning experience (Extrinsic and Intrinsic).
References
Dick, W., Carey, L., & Carey, J. (2015). Systematic Design of Instruction, The, Pearson eText with Loose-Leaf Version—Access Card Package, 8th Edition (8th ed.). Pearson.
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Instructional Design Models. (2020). Home. https://www.instructionaldesigncentral.com/instructionaldesignmodels
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​Piskurich, G. M. (2015). Rapid Instructional Design: Learning ID Fast and Right (3rd ed.). Wiley.
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Reiser, R., & Dempsey, J. (2017). Trends and Issues in Instructional Design and Technology (What’s New in Ed Psych / Tests & Measurements) (4th ed.). Pearson.