Instructional Design
Instructional Design
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Instructional design:
Instructional design:
Sara McNeil defines Instructional design as a:
Process: Instructional design involves the procedural development of instructions through the application of learning and instructional theory to ensure the quality of education needs are attained. It includes the entire process of examining the goals and demands of learning needs as well as creating a delivery system to enable and meet these needs. It entails coming up with appropriate educational activities and resources as well as evaluation actions for both the student and educator.
Discipline: Instructional design is a discipline of knowledge that includes studying, researching, designing, and applying instructional methods and processes for developing and implementing those strategies.
Science: Instructional design is the science of developing detailed specifications for the development, implementation, assessment, and management of conditions that support the learning of both large and small units of the subject matter at all levels of intricacy.
Reality: The design process can start with instructional design at any level. The focal point of an educational scenario is frequently created as a glimpse of a topic. The designer goes back after the entire procedure is finished to ensure all the "science"-related factors have been considered. The entire process is then documented to look like it appeared methodically or systematically.
Instructional Design Models:
Instructional Design Models:
ADDIE Model
ADDIE Model
ADDIE stands for Analysis, Design, Develop, Implement, and Evaluate.
The ADDIE model is a process that instructional designers and training developers use to design learning initiatives. This model is generic, can be used for various purposes, and is among the oldest and most widely used instructional design approaches. In addition, the concept was created in the 1970s for the American army, but corporations have subsequently embraced many of the tools created for it. The Addie model is well-known in part because it offers a straightforward process that anyone may utilize to create educational materials. The model provides opportunities for iterations and changes at each stage, allowing for adjustments before moving on to the next phase.
The ADDIE process is a series of steps used to create instructional materials. The steps are:
Analysis — Why is the training required? The popularity of the Addie model can be attributed partly to the fact that it offers a straightforward process that anybody can utilize to create educational materials since the design and development process is driven by analysis.
Design —During this stage, IDs identify the instructional strategy to use, divide activities into steps, write objectives, and select the best medium and delivery techniques.
Development — The course materials are created by IDs using the agreed-upon expectations from the design process.
Implementation — The course is made available, rolled out, or given to the instructors and students, and its results are tracked.
Evaluation — Does the course deliver the anticipated outcomes? IDs work closely with the client to assess the effectiveness of the course using analytics like formative and summative evaluations, questionnaires, and learner feedback.
SAM Model
SAM Model
Michael Allen of Allen Interactions created the Successive Approximation Model (SAM). SAM was created to solve ADDIE's constraints, like the amount of time required to complete the ADDIE stages and the rigorous linear method to the design phase. SAM enables iterative design, allowing designers to resolve issues as they go through the procedure.
The Preparation Phase is the initial stage of SAM. The preparation phase, much like analysis phase in ADDIE, is often used to establish the target attributes, what is required from the teaching, and the final objectives of the instruction (Blair et al., 2018). SAVVY begins this step with a brainstorming session that includes all important parties so that storyboards and prototypes may be generated as potential concepts for the lesson.
The Iterative Design Phase is the second phase of SAM. This step includes further instruction design as well as the establishment of budgets and timeframes (Blair et al., 2018). The instruction must be transformed into a confirmation at the conclusion of this step before moving on to the Development Phase.
The Iterative Development Phase is the last stage of SAM. Once the design is completed, it will be developed, implemented, and evaluated to correct any design faults or criticism. The final gold design is offered for dissemination after the layout has passed through the alpha and beta rounds of adjustment.
ADDIE
ADDIE is a cyclic and flexible, it's simple to determine where things went wrong. It's also adaptable, since it may be used for a range of e Learning applications. Regardless of the topic, specialty, or learning goals, the ADDIE methodology also makes it simple to monitor quantifiable results based on specified criteria (Jones, 2014). Its linear technique, nevertheless, it has several limitations.
It might be difficult to reverse a mistake that has already been reinforced by later steps. Considering that each stage must be finished before proceeding, you may be many steps ahead of the issue before seeing it. Some believe that ADDIE is also longer and more expensive.
If a mistake is discovered later in the process, you will have to go back to the beginning to make required revisions or update eLearning material
SAM
SAM allows one to address challenges rapidly. One may change his mind without having to start from scratch. Once the Savvy Start is completed, the SAM system includes six design and development phases that operate concurrently. This makes it simple to identify an issue in one step, remedy it, and rectify any underlying problems. It's not a top-down approach (Blair et al., 2018). Everything is collaborative, with each team and procedure benefiting from the others.
Working together, in some ways, delays the process. However, since each step runs in parallel, one may save time and deal with issues rapidly. Another advantage is that one may create a less refined version of the product early on in the process (Owens et al., 2020). As a result, one may fine-tune the eLearning material as you go, ensuring that it corresponds with the learning targets and strategies
ETEC 644 Course:
ETEC 644 Course:
Analysis Report Digestive system .docxAssignment design final .docxDEVELOPMENT OF THE PPT Assiment 3 .docxETEC 644 Final Course Write up Final Revised PPT (1) final Reflection 2 .docxReflection :
Reflection :
My reflection about this project is on everything from designing the lesson plan for the digestive system to disseminating or teaching using the sparrow model in class. In designing the lesson plan using system sparrow, I found it easier organizing the things that I will teach my students in a systematic way. The process of creating the lesson plan helped me in my organizational skills.
https://sites.google.com/coyote.csusb.edu/etec644-razazfakieh-/home
References:
References:
Jones, B. A. (2014). ADDIE model (Instructional design).
Dousay, T., & Logan, R. (2011). Analyzing and Evaluating the Phases of ADDIE. In Design, Development and Research Conference, Cape Town: South Africa.
Blair, N., DiOrio, N., Freeman, J., Gilman, P., Janzou, S., Neises, T., & Wagner, M. (2018). System advisor model (SAM) general description (Version 2017.9. 5). National Renewable Energy Laboratory Technical Report.
Jones, B. A. (2014). ADDIE model (Instructional design).
Owens, L., & Kadakia, C. (2020). Designing for Modern Learning: Beyond ADDIE and SAM. American Society for Training and Development.
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