Learn more about Instructional Design Models.

 Instructional Design Models set the stage for pedagogical learning.  Your ability to select and adapt to using different models provides you with expertise in the field of Instructional Design.  Blending learning theory with your skill in selecting an appropriate learning model may be the difference between a good course and a great course.  Here are links to four different learning models that you may elect to use in future learning events.  This shortlist is not all-inclusive of Instructional Design models for consideration.  Remember, some employers and educational institutions may require you to use a specific Instructional Design model when developing courses.   

Gagné's Nine Events of Instruction

(https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml)

In 1965, Robert Gagné proposed a series of events that are associated with and address the mental conditions for learning. Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the events in your own instruction. Use Gagné’s nine events in conjunction with Bloom’s Revised Taxonomy to design engaging and meaningful instruction. The following steps have been adapted from Gagné, Briggs, and Wager (1992).

1. Gain attention of the students

Ensure the learners are ready to learn and participate in activities by presenting a stimulus to capture their attention.

These are a few methods for capturing learners’ attention:

• Stimulate students with novelty, uncertainty, and surprise

• Pose thought-provoking questions to students

• Have students pose questions to be answered by other students

• Lead an ice breaker activity

2. Inform students of the objectives

Inform students of the objectives or outcomes for the course and individual lessons to help them understand what they are expected to learn and do. Provide objectives before instruction begins.

Here are some methods for stating the outcomes:

• Describe required performance

• Describe criteria for standard performance

• Have learners establish criteria for standard performance

• Include course objectives on assessment prompts

3. Stimulate recall of prior learning

Help students make sense of new information by relating it to something they already know or something they have already experienced.

There are numerous methods for stimulating recall:

• Ask questions about previous experiences

• Ask students about their understanding of previous concepts

• Relate previous course information to the current topic

• Have students incorporate prior learning into current activities

4. Present the content

Use strategies to present and cue lesson content to provide more effective instruction. Organize and group content in meaningful ways, and provide explanations after demonstrations.

The following are ways to present and cue lesson content:

• Present multiple versions of the same content (e.g. video, demonstration, lecture, podcast, group work, etc.)

• Use a variety of media to engage students in learning

• Incorporate active learning strategies to keep students involved

• Provide access to content on Blackboard so students can access it outside of class

5. Provide learning guidance

Advise students of strategies to aid them in learning content and of resources available. In other words, help students learn how to learn.

The following are examples of methods for providing learning guidance:

• Provide instructional support as needed – i.e. scaffolding that can be removed slowly as the student learns and masters the task or content

• Model varied learning strategies – e.g. mnemonics, concept mapping, role playing, visualizing

• Use examples and non-examples – examples help students see what to do, while non-examples help students see what not to do

• Provide case studies, visual images, analogies, and metaphors – Case studies provide real world application, visual images assist in making visual associations, and analogies and metaphors use familiar content to help students connect with new concepts

6. Elicit performance (practice)

Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct understanding of course concepts.

Here are a few ways to activate learner processing:

• Facilitate student activities – e.g. ask deep-learning questions, have students collaborate with their peers, facilitate practical laboratory exercises

• Provide formative assessment opportunities – e.g. written assignments, individual or group projects, presentations

• Design effective quizzes and tests – i.e. test students in ways that allow them to demonstrate their comprehension and application of course concepts (as opposed to simply memorization and recall)

7. Provide feedback

Provide timely feedback of students’ performance to assess and facilitate learning and to allow students to identify gaps in understanding before it is too late.

The following are some types of feedback you may provide to students:

• Confirmatory feedback informs the student that they did what they were supposed to do. This type of feedback does not tell the student what she needs to improve, but it encourages the learner.

• Evaluative feedback apprises the student of the accuracy of their performance or response but does not provide guidance on how to progress.

• Remedial feedback directs students to find the correct answer but does not provide the correct answer.

• Descriptive or analytic feedback provides the student with suggestions, directives, and information to help them improve their performance.

• Peer-evaluation and self-evaluation help learners identify learning gaps and performance shortcomings in their own and peers’ work.

8. Assess performance

Test whether the expected learning outcomes have been achieved on previously stated course objectives.

Some methods for testing learning include the following:

• Administer pre- and post-tests to check for progression of competency in content or skills

• Embed formative assessment opportunities throughout instruction using oral questioning, short active learning activities, or quizzes

• Implement a variety of assessment methods to provide students with multiple opportunities to demonstrate proficiency

• Craft objective, effective rubrics to assess written assignments, projects, or presentations

9. Enhance retention and transfer

Help learners retain more information by providing them opportunities to connect course concepts to potential real-world applications.

The following are methods to help learners internalize new knowledge:

• Avoid isolating course content. Associate course concepts with prior (and future) concepts and build upon prior (and preview future) learning to reinforce connections.

• Continually incorporate questions from previous tests in subsequent examinations to reinforce course information.

• Have students convert information learned in one format into another format (e.g. verbal or visuospatial). For instance, requiring students to create a concept map to represent connections between ideas (Halpern & Hakel, 2003, p. 39).

• To promote deep learning, clearly articulate your lesson goals, use your specific goals to guide your instructional design, and align learning activities to lesson goals (Halpern & Hakel, 2003, p. 41).

Summary

Gagné’s nine events of instruction can help you build a framework to prepare and deliver instructional content while considering and addressing conditions for learning. Ideally, you should prepare course goals and learning objectives before implementing the nine events—the goals and objectives will help situate the events in their proper context. The nine events of instruction can then be modified to fit both the content and students’ level of knowledge.

References

Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Forth Worth, TX: Harcourt Brace Jovanovich College Publishers.

Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change, 35(4), 36-41. https://seaver-faculty.pepperdine.edu/thompson/projects/wasc/Applying%20the%20science%20of%20learning.pdf 

Selected Resources

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York, NY: Holt, Rinehart & Winston.

University of Florida, Center for Instructional Technology and Training. (2018). Gagné’s 9 events of instruction. Retrieved from https://citt.ufl.edu/tools/gagnes-9-events-of-instruction/

Virginia Tech, School of Education. (2008). Instructional planning sheet based on Gagné’s nine events of instruction [Doc File]. Retrieved from https://www.itma.vt.edu/courses/currip/lesson2/currip2.doc

 ARCS Mode 

What is the ARCS Model?

The ARCS model is a problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students’ motivation to learn (Keller, 1983, 1984, 1987). There are two major parts to the model. The first is a set of categories representing the components of motivation. These categories are the result of a synthesis of the research on human motivation. The second part of the model is a systematic design process that assists you in creating motivational enhancements that are appropriate for a given set of learners. The synthesis allows you to identify the various elements of student motivation, and the design process helps you profile the motivational characteristics of students in a given learning environment and then design motivational tactics that are appropriate for them. The model has been used and validated by teachers and trainers in elementary and secondary schools, colleges, and universities, and in adult learning settings in corporations, government agencies, nonprofit organizations, and military organization. In other words, in virtually every setting in which there is a requirement for people to learn. It has also been used around the world on virtually every continent, and has been used extensively in Asia, Europe, and Latin America. Numerous research reports verify its validity and usefulness.

Elaborations of the categories of the ARCS model and the design process are contained in the remaining two parts of this folder. Each of those parts contains references for further reading. Following are three references mentioned above that describe the theoretical foundation of the ARCS model and the applied version of it.

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.),Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.

Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and Career Updating. London: Kogan Page.

Keller, J. M. (1987). Development and use of the ARCS model of motivational design.Journal of Instructional Development, 10(3), 2 – 10.

Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York: Springer.

Learn more at https://www.arcsmodel.com/arcs-model

Kemp Design Model

The Kemp Design Model consists of 9 steps:

1. Identify instructional problems, and specify goals for designing an instructional program.

2. Examine learner characteristics that should receive attention during planning.

3. Identify subject content, and analyze task components related to stated goals and purposes.

4. State instructional objectives for the learner.

5. Sequence content within each instructional unit for logical learning.

6. Design instructional strategies so that each learner can master the objectives.

7. Plan the instructional message and delivery.

8. Develop evaluation instruments to assess objectives.

9. Select resources to support instruction and learning activities.

4C/ID Model 

The Four Components

1. Learning Tasks — concrete, authentic, whole task experiences that are provided to learners in order to promote schema construction for non-recurrent aspects and, to a certain degree, rule automation by compilation for recurrent aspects. Instructional methods primarily aim at induction, that is, constructing schemata through mindful abstraction from the concrete experiences that are provided by the learning tasks. Design steps:

   • Design learning tasks

   • Sequence task practice

   • Set performance objectives

2. Supportive Information — information that is supportive to the learning and performance of non-recurrent aspects of learning tasks. It provides the bridge between learners' prior knowledge and the learning tasks. Instructional methods primarily aim at elaboration, that is, embellishing schemata by establishing nonarbitrary relationships between new elements and what learners already know. Design steps:

   • Design supportive information

   • Analyze cognitive strategies

   • Analyze mental models

3. JIT Information — information that is prerequisite to the learning and performance of recurrent aspects of learning tasks. Instructional methods primarily aim at compilation through restricted encoding, that is, embedding procedural information in rules. JIT information is not only relevant to learning tasks but also to Part-time practice. Design steps:

   • Design procedural information

   • Analyze cognitive rules

   • Analyze prerequisite knowledge

4. Part-task Practice — practice items that are provided to learners in order to promote rule automation for selected recurrent aspects of the whole complex skill. Instructional methods primarily aim at rule automation, including compilation and subsequent strengthening to reach a very high level of automatically. Design step:

   • Design part-task practice

Fore  more  http://www.nwlink.com/~donclark/hrd/learning/id/4c_id.html