Design and Development
In the IDT program we have learned about various instructional design models. Each model was created to help instructional designers design and develop effective instructional material. Each model has its specific processes and systems to follow to produce materials and instructional strategies that increase learners outcome. The instructional design models are focused on the target learners and use data to drive the design and development. Below are some ID models that I have studied and practiced using and applying in my career as an educator.
Instructional Design Models
ADDIE Model
The ADDIE Model is a five step process that ranges from assessing a specific need in various settings, to developing an instructional plan and materials to finally evaluating if the program or instructional material is effective. ADDIE represents Analysis, Design, Development, Implementation, and Evaluation to create and revise instructional material.
Analysis: determine the need for the training, who it will be for, and how you will plan your training program. Here is where you identify the need by gathering information on how something should be and how it is actually so that the gaps are identified.
Design: is where learning objectives are created, delivery method is decided, and content outline is determined. This is where the goals of the project are aligned to the most effective activities and strategies.
Development: is where the layout of the lesson or training is determined and refined through review and reflection. This includes facilitators guide, flow chart, instructional materials, and story boards that guide the pilot testing before the actual lesson or program.
Implementation: is after the beta and pilot testing occurs. Once the first types of testing is done reflections and revisions are made. It is where the lesson or training is put into place with the actual audience or learners that it was intended to target.
Evaluation : this is where the effectiveness of the instructional material is determined. The results or outcomes of the program is analyzed and the materials can be revised based off the data collected. The learners outcomes are also evaluated for effectiveness of the material.
ARCS Model
John Keller created the ARCS model for design that focuses on gaining and upholding motivation in learning. The ARCS Model consists of 4 categories of motivation for the learner; attention, relevance, confidence, and satisfaction. This model emphasizes motivating the learners to value learning. To capture and spark interest for the learners to want to take ownership of learning and to dive deeper into the content.
Attention: This can be done in the form of perceptual or inquiry arousal. This is to gain the learners attention by either presenting surprising content or posing a challenging question.
Relevance: The content should be presented in a way that connects to the learners. The material is accessible in a way that is familiar or is connects to their prior knowledge.
Confidence: The learners have to have a clear understanding what the objectives are and how to reach them. Learners evaluate their growth and are given effective feedback.
Satisfaction: Learners work towards a reward, this can be completing tasks or receiving praise. Learners feel that they can use their newly learned skill and apply it to new situations.
Dick and Carey Model
The Dick and Carey model consists of 10 phases that include the same stages as the ADDIE model. This model focuses on creating lesson goals and objectives. The model takes a backwards-planning approach to use the objectives to create an assessment and then creating and revising instructional strategies and materials. Throughout this model revisions are important to make sure that the training or lesson will get students to meet the objectives. The instructional design will be evaluated through the use of formative and summative assessments and it is revised as needed based on its effectiveness. The model includes the following stages:
1. Instructional Goals: Instructional goals are created based on the needs assessment. The needs assessment is used to identify the gaps between where the learners currently are and where they need to be. A goals statement is created that includes the learners, what they should be able to do, performance context, and the tools and materials needed.
2. Instructional Analysis: Instructional analysis includes breaking down the content that is going to be taught and what learners need to do to reach the goals. This is where the skills that the learners need is identified as well as the knowledge they need to be successful. This includes entry skills and subordinate skills learners need to know so that they can access the materials.
3. Analyze Learners and contexts: Learners are analyzed to determine their actual entry skills, attitudes, and learning preferences and styles. It is important to include group characteristics and motivation, that way the instructional material is adapted to the target population. The context in which the learners will learn and apply their skills is analyzed as well.
4. Write Performance Objectives: Performance objectives are created based on the target populations entry skills and instructional goals. The objectives are specific and include the skills, how skills will be demonstrated, and success criteria. These objectives can be created based on conditions, behavior, and criteria.
5. Develop Assessment Instruments: Assessments are created based off the learning objectives. The assessment tools should be directly aligned to the objectives and measure the learners understanding of the content. There are multiple types of assessment to capture learners understanding such as observations and portfolios.
6. Develop Instructional Strategies: Specific instructional strategies are determined. The Pre-instructional activities, participation, feedback, follow up activities, and delivery method of the instruction is determined for learners to be successful. Strategies are based on group characteristics and preferences to keep learners engaged and motivated to learn.
7. Develop and Select Materials: The instructional materials include notes, practice, example notes, video notes, PowerPoint slides, assessments, web pages, checklists, flow charts, and instructor guides. Instructional materials can be created or existing material, however all materials should be aligned to the objectives.
8. Design and Conduct Formative Evaluation: Types of formative evaluation include one-to-one, small group, and field trial. Data is collected so that the designer can continue to revise and revamp instructional strategies and materials. Evaluation is conducted to identify gaps, problems, and ways in which to improve the Instructional design.
9. Revise Instruction: During this phase the data gathered is used to identify holes or ineffective strategies that did not help the learners. This phase can guide revisions to the learning objectives or validate the learners analysis. Revision are constant through out the process and are not restricted to this phase.
10. Design and Conduct Summative Evaluation: This phase is conducted after the formative evaluations and revisions have been made. This phase is done by an independent evaluator to determine the the transferability of the skills and knowledge obtained into the actual environment the skills will be used.
Instructional Design Projects
ADDIE Model: I have studied and practiced the ADDIE Model and I have applied it to my classroom by creating Instructional material for my students. My project included using an interactive software program called Classkick to implement in my classes to increase student participation and student outcomes. From this project I learned that when creating a lesson or instructional material it is important to ask the right questions so that we can make right decisions in creating a product that is specific to the need we are trying to meet. The ADDIE process helps sort out which information needs to be included in the lesson and which information does not based off the data gathered from the target audience. From the evaluation phase I learned that not only is it important to analyze the student learning data, which I continuously practice in my profession, but to also analyze the project or lesson itself. It has been very helpful and effective to collaborate with my colleagues so that I can continue to grow as a professional.
Dick and Carey Model: I have studied and applied the Dick and Carey instructional design model to create an instructional unit for my math classes. The unit of instruction that I created using the Dick and Carey model was on exponential properties and creating equivalent exponential expressions. The unit consisted of 8 consecutive lessons that were determined based off the learning objectives. The learning objectives were based off the Common Core State Standards. The instructional materials included notes with vocabulary and example problems, practice problems, exit tickets, IXL assignments and tutorials, and the unit pre and post assessment. The materials were aligned to the standards and they were evaluated by subject matter experts to ensure they were aligned. From this project I learned that collaboration with subject matter experts and colleagues is essential to ensure effective instructional materials. I also learned that the formative evaluation of the instructional material is just as important as the formative evaluation of student learning. The instructional material is what drives instruction and leads students to be successful and needs to be revised based on learners needs.
Application/Reflection
I have been able to take this knowledge and reflect on myself as a learner and also directly relate it to my growth as a professional educator. I have noticed that through studying and practicing instructional design I am more aware of how to collect data so that I can have a clear idea of what needs to be taught and what does not. I have been able to improve by ability to identify and eliminate extraneous content and differentiate instruction. I have been to better serve my students based on their individual needs, abilities, and learning styles. The IDT program has helped me create more targeted lessons for the needs of my students. I have also gained a greater understanding of what it means to reflect and evaluate my lesson plans. As an educator it is essential to practice continuous evaluations and make revisions and adjustments for each class basis based on the group characteristics and abilities.
Resources:
AEC632/WC294: Instructional design using the Dick and carey systems approach. AskIFAS Powered by EDIS. (n.d.). Retrieved October 6, 2021, from https://edis.ifas.ufl.edu/publication/WC294.
ARCS model of motivational design theories (Keller). Learning Theories. (2016, August 10). Retrieved September 29, 2021, from https://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html#:~:text=Summary%3A%20According%20to%20John%20Keller’s%20ARCS%20Model%20of,the%20learning%20process%3A%20Attention%2C%20Relevance%2C%20Confidence%2C%20Satisfaction%20%28ARCS%29%5B1%5D%5B2%5D.
Gagne's 9 Events of Instruction. https://citt.ufl.edu/resources/the-learning-process/designing-the-learning-experience/gagnes-9-events-of-instruction/.
Goksu, I., & Islam Bolat, Y. (2020). Does the arcs motivational model affect students’ achievement and motivation? A meta‐analysis. Review of Education, 9(1), 27–52. https://doi.org/10.1002/rev3.3231
Last Updated November 30th, 2018 06:57 pm. (2018, November 30). Conditions of Learning (Robert Gagne). InstructionalDesign.org. https://www.instructionaldesign.org/theories/conditions-learning/.
Piskurich, George M.. Rapid Instructional Design: Learning ID Fast and Right (p. 1). Wiley.