Instructional Design Methods

The term “instructional design method” can often encompass models and learning theories. There is a lot of overlap between models and methods and sometimes they can be considered both or interchangeable. It may help to try to think of the models as a circular process of improvement and the methods as the format for which the learning activities and the design of the instruction is based upon. Instructional design methods typically integrate design models with learning theories.

Instructional Design Methods

According to The Encyclopedia of Distance Learning, “Design models can be defined as the visual representations of an instructional design process, displaying the main phases and relationships. Each phase has an outcome that feeds the subsequent phase. Currently, there are more than one hundred different ISD models.” (Boettcher, Justice, Schenk, Rogers, & Berg, 2005, p. 164)

The ADDIE model is a generic process, which stands for Analyze, Design, Develop, Implement, and Evaluate. The ADDIE model begins with analysis of the learning or training. Once the needs of the student and objectives have been identified the design phase begins, followed by development phase, the implementation phase, and lastly the evaluation phase. This is a linear process initially but can be reused to evaluate existing courses to become a cycle. Most instructional designers use the ADDIE model to some degree.

 

[The ADDIE Model]. Retrieved from http://www.addiesolutions.com/addie.htm

There are several other instructional design processes that also stress the importance of constant application and assessment.

  [Morrison-Ross-Kemp Model, also known as the Kemp Model]. Retrieved from: http://elearningcurve.edublogs.org/2009/06/10/discovering-instructional-design-11-the-kemp-model/

The Kemp Model describes a variety of essential features of instructional design instead of steps or stages. According to the model, there are nine components of instructional design that are listed in the inner most circle in the diagram above. For additional information on the Kemp Model, visit: 

http://elearningcurve.edublogs.org/2009/06/10/discovering-instructional-design-11-the-kemp-model/

Using the analogy of architecture, imagine the models as different architectural structures. Commercial buildings function differently than residential buildings, but they also have common items in their framework such as a foundation, columns, beam walls, and a roof. Instructional methods also have common items for instruction such as motivation, previous experience, presentation, application, and transfer.

Gagné’s Instructional Events model is a sequential approach.

 

[Nine Events of Instruction by Robert Gagné]. UNT Health Science Center. Retrieved from http://www.hsc.unt.edu/departments/cld/CourseDesign-TeachingStrategies.cfm

For additional information on Gagné visit:  http://www.nwlink.com/~donclark/hrd/learning/development.html

Merrill’s First Principles of Instruction model encompasses complementary components for task-centered learning.

 

 

Figure 2.2 Merrill (2007, p. 35)

In the Dick and Carey Model, developed by Walter Dick and Lou Carey in 1978, instruction is viewed as a whole instead of as separate parts. Various aspects of learning such as activities, delivery, and assessment communicate with each other to achieve the learning outcomes. For more information on the Dick and Carey Model, view http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#dickcare

[Dick and Carey Model]. Retrieved from http://gminks.edublogs.org/2008/11/17/fun-with-dick-carey-in-the-real-world/

Donald Kirkpatrick’s 4 Levels of Training Evaluation was published in 1994 in his book Evaluating Training Programs. It includes four steps 1) Reaction, 2) Learning, 3) Behavior and 4) Results. This module can also be used as a continuous improvement plan. For additional information, visit http://www.mindtools.com/pages/article/kirkpatrick.htm

Blooms Learning Taxonomy is a vital resource for instructional designers, trainers and educators.  Blooms Taxonomy was developed by Benjamin Bloom and revised in 2001 by Anderson and Krathwohl in their book A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. The reason for the revision was due to the confusion between a few of the verbs, for example knowledge and comprehension. For additional information on Blooms Taxonomy, visit http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#bloom

As an online learning professional, you may have to review and choose an efficient model for your company or academic institution. You may discover that one model may not be conducive for all types of courses. You may need to customize a design model to fit specific content. You may also need to change design models in order to deliver the content appropriately to your target audience. You will need to choose the most effective method for your learners.

Instructional Theories
Instructional design models embed learning theories. Theories focus on how the learning is actually achieved. There are several learning theories that can be applied to instructional design models in order to design learning.

The constructivist theory appears as an underlying concept in various instructional theories.

Gagne’s instructional events model influenced Merrill’s Components Display Theory (1983), which is two-dimensional.

  

Merrill’s theory begins with the identification of the task analysis. What is it that the learner needs to know? The presentation should include the following content categories:  facts, concepts, procedures, and principles. The learner performance should be to remember, to use, and to find each category of content.

David Jonassen promoted the collaborative constructivist theory for online learning. Jonassen emphasized problem-based learning, where learners have control of their own learning. The instructor should only act as a coach in the learning process. Additionally, learners should work together to solve ill-structured problems such as those they would encounter in real-world scenarios.

Jonassen, 1999. p. 218

Instructional design methods incorporate process, models, and theories. Therefore, it is the strategies that the instructional designer uses to blend the process, model, and theory that holds the significance for the actually learning of the material.

References

Boettcher, J. V., Justice, L., Schenk. K., Rogers P. L., & Berg, G. A (2005). Encyclopedia of Distance Learning. Idea Group Reference

Cognitive Design Solutions Inc. (2003). Retreived from http://www.cognitivedesignsolutions.com/DesignProcess/WhatIsCogDesign.htm

Gagné, R. (1985). The conditions of learning and the theory of instruction, (4th ed.), New York: Holt, Rinehart, and Winston.

Hanley, M. (2009). Discovering Instructional Design 11: The Kemp Model. E-learning Curve Blog at EduBlogs. Retrieved from http://elearningcurve.edublogs.org/2009/06/10/discovering-instructional-design-11-the-kemp-model/

Merrill, M. D. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications.

Merrill, M. D. (2007). A task-centered instructional strategy. Journal of Research on Technology in Education, 40(1), 33-50.

Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional theories and models (2nd ed., pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates.