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.
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:
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.
Merrill’s First Principles of Instruction model encompasses complementary
components for task-centered learning.
Figure
2.2 Merrill (2007, p. 35)
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
Gagné, R. (1985). The conditions of
learning and the theory of instruction, (4th ed.), New York: Holt,
Rinehart, and Winston.
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.
