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Instructional Design
Instructional Design
Simply put, Instructional Design is a systematic approach, using a set of procedures, to create a lesson or training to build skills and/or knowledge. For myself and many others, this might mean creating a lesson plan or teaching module, though the process can be used to create a training in any field.
Simply put, Instructional Design is a systematic approach, using a set of procedures, to create a lesson or training to build skills and/or knowledge. For myself and many others, this might mean creating a lesson plan or teaching module, though the process can be used to create a training in any field.
ADDIE Design Process
ADDIE Design Process
Analysis
Analysis
Analysis is the discovery phase, and helps to determine what a training will cover. The main questions to answer here are who, what and how.
The analysis includes collection of data as well as the designer needs to understand what the learners know, what they need to know, and what limitations there may be.Other instructional designers may include collection of different types of data and may perform different analysis (task vs. job vs. learner) to better understand what their trainees need, and what instructional delivery may be best suited for their needs.
My Analysis:
My design project focused on teaching students the Cornell note-taking process. I started by determining the what my students needed to do, what they weren't doing, and how to fill that gap. I looked at who I was going to focus this lesson on, and started to create a lesson based on this knowledge.
Design
Design
Design includes using the information collected in the analysis phase to begin mapping the training program. There are many steps to follow in this process, and many questions to answer.
Besides understand what goals and objectives need to be met, the designer will also look at other important information including the project scope as a whole. They must determine what needs to be done, and what the best methods to relay content are (also known as delivery method and content). The goals and objectives, though already likely created, must be refined to fit the training. Materials must accounted for as well, as they play an important part in trainings.
My Design:
My design focused on determining the content and objectives I wanted students to meet. It also included a significant portion of materials that I would need for the lesson, including rubrics and hand-outs. This step was most time-consuming, but it provided a significant look at how I would make the training work for my students.
Development
Development
Development helps the instructional designer understand what the end product should look like. This includes packaging the course content to meet the objectives and goals, but also ensures that an end product in understood and achieved. For most this will be a strong lesson or training that teaches knowledge or a skill, but this stage is reliant on the chosen delivery system and choices that have been made earlier in the ADDIE process.
My Development:
My development stage includes recognizing the learning objectives of the lesson (teaching Cornell-style notes) and ensuring that activities align with these objectives. Additionally, I outlined the assessments and technologies that would be needed for each step in the instructional routine. By outlining these stages in more specific steps I help to create a rough facilitators guide to better understand the lesson-giving process that should be followed.
Implementation
Implementation
Implementation is the goal of instructional design (in some ways), and is where the routines and trainings are completed. This stage includes beta-testing and pilots to help ensure that the delivery works as intended, two culminating steps in the final review of the delivery. This is where the delivery takes place, and is where implementation occurs.
My Implementation:
My delivery system focusing on following the routines-outline, and allows for students to work independently when appropriate. While focused on developing an in-depth beta test (as I worked with a fellow teacher whom helped to informally test this) as a test and measurement for the instructional routines.
Evaluation
Evaluation
Evaluation is just what one would expect from the name - an evaluation of the processes of a training and the effects it had. A vital step in the ADDIE process, evaluation helps the instructional designer recognize what works and what doesn't. Though this is often the last step, it is far from the easiest, though the information provided can be priceless.
My Evaluation:
As the on-site teacher and "manager" of the training, understanding what I was looking for was a lot simpler than it might be for others. I looked into students' ability to find important information, to recognize the format of Cornell-style notes, and to appropriately summarize information.
Dick and Carey Instructional Design Model
Dick and Carey Instructional Design Model
The Dick and Carey Model of instructional design is a 10-step model that focuses on the relationship between instructor, student and content (as well as instructional routines / techniques). This model's focus on inter-connectivity between the various parts of the learning process uses a systems approach to provide a design that focuses on a goal and the steps to make that goal realized. As a result of including more factors to consider, and putting emphasis on the connection between parts of the design, this model is often viewed as more "in-depth" and might be more useful for beginning designers (as it provides multiple steps to follow).
This approach helps the designer understand how vital parts of the design (and design process) impact one another, and is often viewed as a foundation for other systems. Generally, this system builds on some parts of the ADDIE design, trading a more linear design for one that is more in-depth in some areas.
SAM Instructional Design Model
SAM Instructional Design Model
SAM is an instructional design model that stands for Successive Approximation Model. This model, in the most widely used iteration, is small, consisting of just three parts: evaluation, design and development. As a smaller cycle of concepts, this model may be used when time constraints limit other design models, or when rapid, continuous evaluation is needed. This model's focus on a continuous cycle of evaluation helps the designer address problems more rapidly, but also limits the depth that the design model can address.
Similarities, Differences and Uses
Similarities, Differences and Uses
The three design models listed each have strengths and weaknesses that may influence a designers choice when looking for a design foundation. The ADDIE model is often used as a foundation in many designs due to its robust nature and the ability to expand or limit portions of the design. However, unlike the SAM and Dick and Carey models, it is more linear and may not be suitable for smaller projects.
The Dick and Carry Model is the most in-depth of the models listed, and relies on the instructional designer to use time and resources to make the best use of this design. Like the other designs it relies on providing an analysis, design and evaluation phase, though this design may become bloated over time, leading to a loss of resources. For more rapid instructional design, this method may not be the strongest.
The SAM model's strengths lay with the flexibility and agility of the process. As used generally, the process has only three steps (continuously reviewed), allowing for more rapid and just-in-time design. The limits here are apparent though: by saving time, the format sacrifices depth, something important when considering larger projects that may affect many people. Additionally, when SAM model is used on larger projects, the continuous cycle of the design may leave the designer with many parts to review and little planning to use as a support.
ETEC 644 Design
ETEC 644 Design
My design project for ETEC 644 differed from my previous design project, both in scope and overall evaluation. In ETEC 644, I juggled between a few different design ideas before setting into a lesson plan and module based on bias in the media. Working to design a lesson that I could use for distance learning was difficult though rewarding, and has provided me with a module that I can use both inside of the classroom, and though Google Classroom online. The module requires students to read three articles provided and create three writing pieces based on their findings. Through the ETEC 644 class, I was able to recognize some shortcomings of the initial design (lacked pre-test and a synchronous meeting of students) and reevaluate my work in the design steps. My end product, reviewed by colleagues and students, is a strong, self-contained leson plan that will have use in the furture.
Reflection
Reflection
Designing is difficult! As a tenured high school English teacher, I knew that lesson planing was not an easy task, but by working through lessons using the ADDIE (and other) instructional design processes, I was able to see how much further I could go. I learned to take a second look at what I was teaching, to differentiate between goals and objectives, and to recognize the importance of outside evaluation. As well, I learned to accept that nothing will be perfect, but by partaking in the process, I can help to make the lessons I create more effective, to be better aimed at student achievement, and transform overtime to meet my ever changing needs.
Going forward, I will use instructional design when planning my calendar for the year. I will use it daily in lesson planning, fixes lessons and ensuring that the content I deliver is aimed at building student skills and knowledge. I will also use it regarding trainings for my peers. As I move forward as a teacher, helping colleagues learn the skills and knowledge needed becomes a larger priority. As instructional design is a process that can be used in many different situations, I will continue to reflect on what I have learned to build better trainings for those that need them, and to provide appropriate materials when called upon.
References
Adler, R.B., Rodman, G., & Du Pre, A. (2017). Understanding Human Communication.(13th edition). Oxford University Press.
Jung, H., Kim, Y., Lee, H. & Shin, Y. (2019). Advanced Instructional Design for Successive E-learning: based on the Successive Approximation Model (SAM).
International Journal on E-Learning, 18(2), 191-204. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
Kurt, S. "Dick and Carey Instructional Model," in Educational Technology, November 23, 2015.
Piskurich, G.M. (2015). Rapid Instructional Design: Learning ID fast and right. (3rd edition).
John Wiley &Sons, Inc.
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