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ID instructional design:
It could be described as the systematic design, development and delivery learning tools and experiences during the learning process.
It ensures that there is a consistent reliable manner of passing on knowledge and efficient, effective and engaging manner that keeps individuals interested in the process.
Instructional systems design puts to consideration the needs of the student, aligning them to the required goals by providing a viable transition for knowledge acquisition.
The process of the Instructional Systems Design is mostly based on ADDIE model phases, including analysis, design, development, implementation, and evaluation.
ADDIE :
The ADDIE model offers a comprehensive framework for instructional design that makes it easier to guarantee that the learning resources are efficient and fit the demands of the students and the learning environment.
ADDIE is a model of ID:
Five phase of the process:
1- Analysis phase:
In the analysis phase of ID, the instructional designer gathers information about the learning needs and constraints of the target audience.
This phase involves answering the questions of What, How, and Who. Specifically:
1- Who is your target audience?
Identifying the target audience is a crucial part of the analysis phase. You need to consider factors such as age, gender, educational background, prior knowledge, and skills to design relevant, engaging, and effective instruction for that audience.
2- What is the content?
You also need to identify the learning objectives and content you want to teach in the instructional materials. This may involve breaking down the content into smaller, more manageable units and identifying the most important information the learners need.
3- How will you know if your project is successful?
The criteria for measuring the effectiveness of your instructional design project must be decided upon last. This may entail establishing clear learning objectives, creating tests to gauge students' knowledge and skills, and obtaining feedback from students and other stakeholders to gauge the success of the curriculum. The evaluation standards should closely align with the learning goals and gauge how far the students have progressed in achieving the targeted learning outcomes.
People items:
The human resources required to support ID and instructional technology are referred to as "people items." This may include those who work on developing, delivering, and supporting educational products, such as instructional designers, multimedia developers, trainers, and technical support workers.
Mining the Literature Base:
Mining the literature base refers to reviewing and synthesizing existing research and literature related to instruction. This can help instructional designers identify best practices, research-based strategies, and evidence-based approaches to designing and developing instructional materials.
Document Recovery:
Recovering lost or corrupted academic materials or data is referred to as document recovery. This can be crucial in scenarios where educational resources are lost as a result of mishaps, system failures, or other unforeseen events. To ensure that instructional materials can be restored quickly and effectively, it is crucial for instructional designers to have backup and recovery plans in place.
2- Design phase:
The Design phase involves planning the instructional materials, including the content, delivery, and evaluation methods. This includes creating a detailed outline of the course or program, specifying the instructional strategies and materials, and defining the assessment and evaluation criteria.
3- Development phase:
The development step entails producing the instructional materials, which may entail writing content, building multimedia tools, and devising evaluations. The instructional designer turns the blueprint developed during the design phase into useful learning tools during this stage.
4- Implementation phase:
Delivering the instruction to the learners is the goal of the implementation phase, which may entail developing e-learning programs, setting up in-person training sessions, or training facilitators. The delivery of the training must be as efficient and interesting as feasible, according to the instructional designer. This phase involves training instructors, implementing the instructional program, and monitoring and managing the delivery process.
5- Evaluation phase:
In this phase, the effectiveness of the instructional program is assessed based on the criteria developed in the analysis phase. This phase involves collecting and analyzing data on the learning outcomes, assessing the instructional program's impact, and identifying opportunities for improvement.
Dick and Carey Model
The Dick and Carey instructional design model provides a systematic technique for creating instructional materials.
The model's nine steps govern the instructional design process. The following steps:
1- Instructional Goals:
In this step, the instructional designer identifies the overall objectives of the instruction, which should align with the needs of the learners and the organization. These goals serve as the foundation for the rest of the design process. Instructional goals can be broad and general or narrow and specific, depending on the context and the level of detail required. For example, an instructional goal for a training program on customer service might be to improve the quality of customer interactions and increase customer satisfaction.
2- Instructional Analysis:
The instructional analysis, the second stage of the Dick and Carey Model, entails a thorough examination of the subject matter, audience, and setting in which instruction will take place. The primary responsibilities include identifying the key material, specifying the learning objectives, identifying the learning activities and needed skills and knowledge, and analyzing the learner and learning environment characteristics. Effective instruction is created using the analysis' findings as a foundation. Entry-level actions and learner traits: The instructional designer determines the prerequisite skills and knowledge that students must possess before beginning the lesson in this step. The learner's qualities, such as age, experience, and learning preferences, are also taken into account by the designer.
3- Entry Behaviors and Learner Characteristics:
The Entry Behaviors and Learner Characteristics step in the Dick and Carey Model involves identifying the previous knowledge, skills, or experiences that learners should have before beginning instruction, as well as the individual differences among learners that may affect their ability to learn. This information helps instructional designers tailor instruction to meet learners' needs, preferences, and abilities, which can lead to more effective and engaging learning outcomes. Identifying entry behaviors and learner characteristics is critical for creating appropriate and effective instruction for the intended audience.
4- Performance Objectives:
The fourth step of the Dick and Carey Model is creating precise performance objectives that outline the precise behaviors that students should be able to exhibit after receiving the necessary training. Performance goals should be observable, quantifiable, and expressed in terms of the intended learner behavior, the circumstances in which that behavior should be exhibited, and the standards for passing a test. It is easier to guarantee that training is in line with the targeted learning outcomes and that learners can demonstrate their new skills and knowledge by creating well-written performance objectives.
5- Criterion-Referenced Test Items:
The designer creates test items in this step to gauge how well students have accomplished the performance goals. These exam questions are criterion-referenced, which means that rather than comparing test takers' scores against those of other students, they assess how well the students have satisfied the goals.
6- Instructional strategy:
The instructional strategy in the Dick and Carey Model is the sixth step in the instructional design process. It involves determining the most effective instructional methods and media, creating engaging learning activities, and sequencing the instruction to facilitate learners' progress towards the performance objectives. The goal of the instructional strategy is to deliver effective instruction that meets learners' needs and achieves the desired learning outcomes.
7- Instructional Materials:
The creation of teaching materials is the seventh step in the Dick and Carey Model. In order to support students in achieving the learning objectives, lesson plans, presentations, handouts, exercises, and multimedia resources must be developed. The designer should select appropriate teaching methodologies, use multimedia resources, produce clear and concise materials, solicit feedback, and take accessibility needs into account when creating instructional materials. In order to support the attainment of the targeted learning objectives, the instructional materials should be created to take into account the characteristics and learning preferences of the students.
8- Formative Evaluation:
Formative evaluation is the ninth step in the Dick and Carey Model. It entails assessing the effectiveness of the instruction as it is being developed and delivered in order to spot any flaws or concerns early on and address them. Pilot testing, expert evaluation, ongoing monitoring, and adjustments based on input are used to accomplish this. Formative assessment is a continuous process that aids the instructional designer in improving the lesson plan in the moment, ensuring that it is efficient and fits the needs of the students.
9- Summative Evaluation:
Summative evaluation, the last stage of the Dick and Carey Model, involves the instructional designer thoroughly analyzing the instruction after it has been delivered to ascertain whether it accomplished the desired learning goals. This entails creating assessment criteria, gathering data via tests, surveys, and observation, analyzing the data, revising the plan in light of the analysis, and informing stakeholders of the findings. Summative evaluation enables data-driven modifications to be made for subsequent iterations, helping to guarantee that the lesson is effective.
Reflection
ETEC 5440 has taught me that collaborative work simplifies and streamlines the learning process through the exchange of ideas and opinions. The advantages of such teamwork became evident as it not only accelerates learning but also cultivates a supportive environment. Furthermore, I learned how to effectively utilize the ADDIE model, discovering its simplicity and practicality. Learning how to apply this model has equipped me with a valuable tool for systematically and efficiently approaching tasks. Collaborating with my classmates, we successfully implemented a project using the ADDIE model. The experience was not only enjoyable but also ignited a sense of anticipation to apply what I've learned in this course to future and share this knowledge with others.
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