Design

Definition of Instructional Design

Instructional design is the process of creating learning experiences that help learners acquire new knowledge or skills as well as means of assessing that knowledge or skills are applied in real-life contexts.

Instructional Design Models

A.D.D.I.E Process

The ADDIE process is a widely used instructional design model that helps create effective learning and development programs. The key tasks of each stage are:

Analysis: This stage involves identifying the learning problem, the goals and objectives, the audience’s needs, the existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, the project constraints, the delivery options, and the timeline for the project.

Design: This stage deals with the planning and structuring of the learning content and activities.

Develop: This stage involves the creation and assembly of the learning content and the technical components.

Implement: This stage involves the delivery and the facilitation of the learning product to the learners.

Evaluate: This stage involves the collection and the analysis of the data related to the learning product and the learning process.

Dick and Carey Model

The Dick and Carey model of instructional design is a systematic approach to designing, developing, and evaluating instruction. It is slightly more detailed and complex than ADDIE, and it is based on the premise that instruction is a process of facilitating learning and improving performance. The model consists of several stages that are interrelated and iterative. The key concepts and tasks of each stage are:

Identify Instructional Goals: This stage involves determining the desired outcomes of instruction, such as the skills, knowledge, or attitudes that learners should acquire.
Conduct Instructional Analysis: This stage involves identifying the subskills and entry behaviors that are required to achieve the instructional goals.
Identify Entry Behaviors: This stage involves gathering information about the characteristics and preferences of the learners, such as their prior knowledge, motivation, learning styles, and attitudes.
Write Performance Objectives: This stage involves specifying the observable and measurable behaviors that learners should demonstrate after the instruction.
Develop Criterion Referenced Tests: This stage involves designing and developing the tools and methods to measure the learners’ achievement of the performance objectives.
Develop Instructional Strategy: This stage involves selecting and organizing the instructional methods and materials that will facilitate learning and performance. The instructional strategy should be based on the principles and theories of learning, motivation, and instruction.
Develop and Select Instructional Materials: This stage involves creating and choosing the resources and media that will support the instructional strategy. The instructional materials should be appropriate, attractive, and effective for the learners, the content, and the objectives.
Develop and Conduct Formative Assessment: This stage involves testing and improving the instruction before it is implemented. This should be conducted throughout the development process to identify and correct any problems or errors in the instruction.
Revise Instruction: This stage involves making changes and refinements to the instruction based on the results of the formative evaluation. The revision should aim to enhance the quality and effectiveness of the instruction.
Develop and Conduct Summative Assessment: This stage involves measuring and evaluating the impact and outcomes of the instruction after it is implemented. The summative evaluation should be conducted to determine the extent to which the instruction has achieved the instructional goals and met the needs and expectations of the learners and the stakeholders.

Artifacts

ETEC 5440 Project_Group4.pdf

Overview to Artifact #1:

In this overview, our team outlines the basis of our project for ETEC 5440 and demonstrates our mastery of the A.D.D.I.E Process to create content designed to help identify signs of neglect in K-12 students.

Link to Artifact #1:

This link will take you to the website where employees in a K-12 setting can learn some of the basics of identifying signs of neglect.

(A. Kleger) Instructional_Design_Project.docx

Overview to Artifact #2:

This overview outlines a structured approach to instructional design using the process of the Dick and Carey model learned in ETEC 6440. The document details the problems in a real-life context with secondary students in an educational setting learning how to improve their writing skills. It sets a measurable goal, and outlines specific sub-skills to address reach these goals and demonstrates a comprehensive understanding and application of the model.

Link to Artifact #: 2

The project itself is disseminated to real students via Google Classroom. For their privacy protection, this link will take you to my presentation of my project to my peers in ETEC 6440.

Reflection

What did I learn from these design courses?

This course was one of the more challenging courses I have taken. These types of courses are where rubber meets the road - where theory meets practice. I learned about various learning theories such as Behaviorism, Cognitivism, Constructivism, and Connectivism. I learned about different design processes like the A.D.D.I.E Proces or the Dick and Carey Model. I learned how to implement a Universal Design for Learning (UDL) and how to create graphics and other assets.

However, beyond the theoretical - I learned ideas that reading can't teach you. I learned how about the complexities of working with a team of other working professionals. I learned how to let go of any notion of a "perfect" learning experience or "perfect" design. But most of all, I learned that designing instructional courses or modules is not a mythical process - but one that I could realistically attain. I learned to be more confident in my design capabilities and to ask for help when needed.

How has this experience shape my future career?

Overall, I feel as though I have reached the peak one of many mountains I'm climbing - not the summit, just a cliff where I can take stock of how far I've come so far. Looking out, I can see when looking down the trail that I can apply this to where I have been and where I am now - the classroom. A lot of the principles I'm learning about such as UDL (readability, captions, etc.), these are ideas I'm passing down to my students as they shy away from strictly essay-writing to more multimodal approaches.

Looking forward, on the horizon, I see main mountain trails I can take - I can remain in the classroom, I can work as a corporate trainer, or mix the two with a private company making material for public education. Regardless the path I choose, I feel as though I am on the right path. However, this course is opening new trails and pathways to explore. At this point, I don't know which pathway I will choose. All I know is that this course has giving me the tools needed to scale any mountainous obstacle in my path - any career path I choose to hike.

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