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Instructional Design Model Anthony Webster.docx
The proposed Professional Development Model, is a variant of Keller’s ARCS Model of Instructional Design, particularly the focus on addressing student motivation. It incorporates the Attention, Relevance, Confidence, and Satisfaction components of the ARC Model that contribute to learner motivation. It also incorporates the basic development framework steps of Defining the Motivational Problem, Audience Analysis, Preparing Motivational Objectives, Designing, and Evaluation. But, rather than teacher assessment, as with educational classroom settings where the teacher assesses the students based on observed behaviors, this model relies heavily on a combination of Psychometric evaluation and leaders 360 input to assess learner needs.
The model recognizes that adult students are individuals with different likes and dislikes, as well as different learning styles. Many learning theories have been built upon these premises. The PDIDM model takes it a step further by proposing the use of the DISC or Meyers Brigs personality styles indicators to tailor the teaching to the combination of teacher and students. This concept is especially important when there is a perceived learning motivation problem that might be effecting learning outcomes.
The Professional Development Instructional Design Model (PDIDM) recognizes that effective transfer of knowledge in the professional development domain is measured by the extent to which the training results in some positive difference in the way that the recipients do their jobs at work. This outcome metric is largely obtained by direct observation of either the manner in which the participant behaves, or the quality or quantity of his or her work. The PDIDM embraces the concept that instructional designs should:
Deliver information, knowledge, or instruction.
Engage the learners to seek deep learning.
Result in some behavioral or attitude change that causes the learners to function in a different way.
This paper was the final project in the culmination of ETEC 5243 Instructional Design Theory. It introduces the Professional Development Instructional Design Model which I proposed as a result of my research and learning during the course. The instructional model reflects my intense interest in employee development. I had developed and delivered myriad courses in my role as a corporate trainer and leadership development coach and recognized that they were received well as a whole, but changes in behaviors or outlooks, the main goal for most professional development education, was not always evident as outcome of the courses I designed. I now recognize that the reason was that they did not always align with appropriate education theory.
As stated in the paper; "The combination of content, delivery method, and subsequent application activity would be tailored to meet specific individuals or groups." Thus the instructional designer can accommodate the PDIDM process path seen in the illustration to the left as he or she designs.
I particularly enjoyed building the motivational component into the PDIDM model. As a trainer of adults, I had seen and dealt with a wide continuum of motivational status with the students in my classes.
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