Instructional  Design Models

Instructional design models offer systematic frameworks for creating effective educational resources. These models guide educators through phases like analysis, design, development, implementation, and assessment, ensuring learning goals are met. By integrating ICT with traditional resources, educators can enhance teaching and personalize learning experiences. Technology's role in education is transformative, fostering engagement, personalized learning, and critical skill development, ultimately aligning education with the demands of a digital society.

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Figure 1:  Gagne’s Nine Events of Instructions

Gagné's Nine Events:

1. Getting Attention (Reception): At the start of the class, grab students' attention and make sure they are prepared to interact with the content. 

- Make use of case studies, YouTube videos, current affairs, icebreaker exercises, and so forth.

2. Explaining the Objective (Expectancy): Give students a clear understanding of the lesson's direction and purpose by clearly communicating the learning objectives.

- Incorporate learning objectives into the syllabus, lecture slides, and the guidelines for assignments, papers, projects, and other assignments.

3. Stimulating Recall of Prior Learning (Retrieval): Encourage students to draw on their past experiences and make connections by drawing on their prior knowledge that is pertinent to the current material.

- Recall events from earlier lectures, incorporate activity results into the current subject, and/or make connections between earlier material and the current issue.

4. Presenting the Stimulus (Selective Perception): To suit a range of learning preferences and styles, introduce new material or concepts utilizing a variety of instructional methods.

- Make use of a range of techniques, such as readings, projects, activities, multimedia, lectures, and others.

5. Giving Learning Guidance (Semantic Encoding): Assist students in comprehending and successfully organizing the new material by providing advice and assistance. This could involve justifications, illustrations, or performances.

- Add specific details about projects, activities, and rubrics. Give timelines, directions, and expectations.

6. Eliciting Performance (Responding): Encourage active participation and practice by having learners demonstrate their understanding of the material. This step reinforces the learning process.

- Encourage students to apply what they are learning in group or individual projects and activities, written assignments, lab practicals, and so on.

7. Providing Feedback (Reinforcement): Offer constructive feedback on learners' performance, highlighting correct responses and addressing any misconceptions. Positive reinforcement enhances learning.

- Provide detailed feedback on assignments showing students what was done correctly, and what must be improved, and include explanations. 

8. Assessing Performance (Retrieval): Evaluate learners' understanding and performance to gauge the effectiveness of the instruction. This step helps identify areas that may need further clarification or reinforcement.

- Utilize a variety of assessment methods including exams/quizzes, written assignments, projects, and so on. 

9. Enhancing Retention and Transfer (Generalization): Promote the transfer of knowledge to real-world situations and encourage learners to apply what they have learned in diverse contexts, ensuring long-term retention and practical application.

- Provide opportunities for students to relate coursework to their personal experiences when designing essays and projects.

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Figure 2: Bloom's Level of Cognitive Learning 

Bloom’s Revised Taxonomy

According to the revised version of Bloom's Taxonomy, there are six levels of intellectual learning. There are conceptual differences in each level. Six levels of cognitive learning are remembering, understanding, applying, analyzing, evaluating, and creating.

These levels may help to classify the results of teaching in an appropriate way, depending on the level of cognitive needs and requirements as well as learners' abilities.  The teacher was able to determine his own learning objectives accordingly. In addition, teachers will be able to assess their understanding of different cognitive domains on the basis of their own knowledge.

1. Remember – Simple retrieval, recall, and recognition of important and relevant knowledge from a long-term memory. 

-Simple identification of the different parts of the human body, sing a lyrics song, or was able to tell the previous lesson. 

2. Understand – Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

-Summarize a story, rephrase an article, outline the steps in case of emergency.

3. Apply – Carrying out or using a procedure for executing, or implementing.

-Translation of the local dialect to the second language, demonstrating the different approaches to teaching and executing the basic steps in dancing.

4. Analyze – Breaking material into constituent parts, determining how the parts relate to one another and an overall structure or purpose through differentiating, organizing, and attributing.

-Compare and contrast the similarities and differences between land and water animals, analyze the relationship between different characters in a play, and analyze the relationship between various members of the family according to the group.

5. Evaluate – Making judgments based on criteria and standards through checking and critiquing.

-Determine the quality of the manuscript according to a given standard, judge whether methods used in a demonstration of the product are valid or not, and determine the fallacies of an article based on criteria.

6. Create – Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

-Like composing a song, writing a research paper, making a narrative essay of an event.

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Figure 3:  ADDIE Model 

1. Analysis – this phase aims to introduce the goals and objectives of the lesson, as well as the learning environment, the learner’s prior knowledge, cognitive level, and learning style.

2. Design – this phase is systematic and specific, and it involves considering various aspects of the learning process, such as crafting learning objectives, assessment instruments, and appropriate contents and materials.

3. Develop – this phase is where developers create and assemble the content assets that were crafted in the design phase.

4. Implement - a training procedure is created for both facilitators and learners. The facilitators’ training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. The learners’ preparation includes training on new tools (software or hardware) and student registration.

5. Evaluate - the evaluation process is divided into two parts: formative and summative. Formative evaluation is conducted throughout the learning process, while summative evaluation is performed at the end of the learning process to assess the learner’s comprehension.