Design & Development
Instructional Design
Instructional Design
Instructional design is a step by step process based on a set of rules and procedures to create a training that will serve a specific need in any field. Piskurich (2015) states that "Instructional design stripped to its basics is simply a process for helping you to create effective training in an efficient manner". Simply, I see it similar to what a teacher does when planning a lesson that students need to learn in the end with clear objectives, engaging and relevant activities, and an effective tool to measure learning and evaluate success.
Instructional design is a step by step process based on a set of rules and procedures to create a training that will serve a specific need in any field. Piskurich (2015) states that "Instructional design stripped to its basics is simply a process for helping you to create effective training in an efficient manner". Simply, I see it similar to what a teacher does when planning a lesson that students need to learn in the end with clear objectives, engaging and relevant activities, and an effective tool to measure learning and evaluate success.
Models for Instructional Design
Models for Instructional Design
The ADDIE Model
The ADDIE Model
One of the most common instructional design models is the ADDIE model. This model consists of 5 phases known as Analysis, Design, Development, Implementation, and Evaluation. Briefly explained, the ADDIE Model looks like that;
One of the most common instructional design models is the ADDIE model. This model consists of 5 phases known as Analysis, Design, Development, Implementation, and Evaluation. Briefly explained, the ADDIE Model looks like that;
Starting with a detailed needs analysis (Analysis), the designer then has to focus on the learning objectives, how the training will be delivered, evaluated, etc (Design). The next step is to put together the materials and design the flow of the training with specific learning activities such as pre-tests, discussions, games, post-tests etc. (Development). The next phase involves beta testing and pilot testing, and then making the final product available to the actual, intended audience (Implementation). The final phase is when we evaluate if the final goals have been met and if the training has served to the need it was designed for (Evaluation). This whole process takes careful analysis, review, and constant feedback at each phase (Piskurich, 2015).
Starting with a detailed needs analysis (Analysis), the designer then has to focus on the learning objectives, how the training will be delivered, evaluated, etc (Design). The next step is to put together the materials and design the flow of the training with specific learning activities such as pre-tests, discussions, games, post-tests etc. (Development). The next phase involves beta testing and pilot testing, and then making the final product available to the actual, intended audience (Implementation). The final phase is when we evaluate if the final goals have been met and if the training has served to the need it was designed for (Evaluation). This whole process takes careful analysis, review, and constant feedback at each phase (Piskurich, 2015).
ANALYZE - Instructional Goals, Instructional Analysis, Learner Analysis, Learning Objectives
ANALYZE - Instructional Goals, Instructional Analysis, Learner Analysis, Learning Objectives
DESIGN - Design Assessments, Choose a Course Format, Create an Instructional Strategy
DESIGN - Design Assessments, Choose a Course Format, Create an Instructional Strategy
DEVELOP - Create a Sample, Develop Course Materials, Conduct a Run-through
DEVELOP - Create a Sample, Develop Course Materials, Conduct a Run-through
IMPLEMENTATION - Train the Instructor, Prepare the Learners, Arrange the Learning Space
IMPLEMENTATION - Train the Instructor, Prepare the Learners, Arrange the Learning Space
EVALUATION - Formative Evaluation (one-to-one, small group, field trial), Summative Evaluation
EVALUATION - Formative Evaluation (one-to-one, small group, field trial), Summative Evaluation
The Dick and Carey Systems Approach Model
The Dick and Carey Systems Approach Model
Developed by James Carey, Lou Carey and Walter Dick, this model consists of 9 steps, and is one of the most popular instructional design models used to create instruction. It consists of the elements resembling the ADDIE model, but is a more detailed and systematic approach in terms of how each step is built upon another, and there is an ongoing revision in the whole process. At the core of this model are the learners' objectives and their final achievements before any steps are taken in planning and implementation. As the illustration below depicts, this instructional model has a linear form to follow.
Developed by James Carey, Lou Carey and Walter Dick, this model consists of 9 steps, and is one of the most popular instructional design models used to create instruction. It consists of the elements resembling the ADDIE model, but is a more detailed and systematic approach in terms of how each step is built upon another, and there is an ongoing revision in the whole process. At the core of this model are the learners' objectives and their final achievements before any steps are taken in planning and implementation. As the illustration below depicts, this instructional model has a linear form to follow.
Image retrieved from Dr. Eun-Ok Baek's ETEC_644 Lecture Notes (2020 Spring).
Keller's ARCS Model Of Motivation
Keller's ARCS Model Of Motivation
Motivation is the key to meaningful learning. No matter how good a course or an instructional material is, it will surely be ineffective if it has no connection to a learner's life in any way. Keller's model that was presented back in 1987 focuses on the motivational aspects of learning and its incorporation into instructional design. According to this model, in order to motivate students and keeping them to continue learning, the instruction should;
Motivation is the key to meaningful learning. No matter how good a course or an instructional material is, it will surely be ineffective if it has no connection to a learner's life in any way. Keller's model that was presented back in 1987 focuses on the motivational aspects of learning and its incorporation into instructional design. According to this model, in order to motivate students and keeping them to continue learning, the instruction should;
ATTENTION --> catch and sustain students' attention
ATTENTION --> catch and sustain students' attention
RELEVANCE --> state why the students need to learn the content
RELEVANCE --> state why the students need to learn the content
CONFIDENCE --> make students believe that they are able to succeed if they exert effort
CONFIDENCE --> make students believe that they are able to succeed if they exert effort
SATISFACTION --> help students feel a sense of reward and pride
SATISFACTION --> help students feel a sense of reward and pride
ETEC 544 Course Project
ETEC 544 Course Project
An online self-instructional module on "Health Literacy - Body Posture"(Group Project)
An online self-instructional module on "Health Literacy - Body Posture"(Group Project)
In this project, we worked as a group to create an online self-instructional module on Health Literacy with a focus on Posture Health targeting Advanced level adult ESL students and their specific language needs.
ETEC 544 - Project Walkthrough
ETEC 544 - Project Walkthrough
ETEC 544 - Project Storyboard
ETEC 544 - Project Storyboard
ETEC 644 Course Project
ETEC 644 Course Project
An online self-instructional module on "Google Classroom for Instructors" (Individual Project)
An online self-instructional module on "Google Classroom for Instructors" (Individual Project)
In this project, I worked individually to create a self-instructional online module about how to use Google Classroom as a teacher. I decided to create a website with step-by-step video tutorials since there was a real need to learn this tool after the school closures during the pandemic. School districts were encouraging the teachers to quickly adapt to this change, and my module aimed to answer this need in a time and cost effective manner.
ETEC 644 - TRAINING MODULE
Please click on Google Classroom icon above to view my work
ETEC644_Donmez_Analysis Report (1).docxETEC 644 - Analysis Report
ETEC644_Donmez_Design_Document (2).docxETEC 644 - Design Document
ETEC 544 & 644 - My Reflections
ETEC 544 & 644 - My Reflections
Overall, both ETEC 544 and 644 courses provided me with key theoretical as well as practical information and skills every instructor or an instructional designer should possess and implement while designing instruction. Although I was briefly introduced to the ADDIE model in an elective class prior to taking ETEC 544 and 644, through these courses, I started to feel more comfortable about the process as we uncovered each step while working towards completing our project.
Overall, both ETEC 544 and 644 courses provided me with key theoretical as well as practical information and skills every instructor or an instructional designer should possess and implement while designing instruction. Although I was briefly introduced to the ADDIE model in an elective class prior to taking ETEC 544 and 644, through these courses, I started to feel more comfortable about the process as we uncovered each step while working towards completing our project.
In ETEC 544, working as a group was a little challenging task especially when everybody on our team had busy schedules. However, it has been a very rewarding experience for me since we had great communication and a sense of shared responsibility in every part of our project.
In ETEC 544, working as a group was a little challenging task especially when everybody on our team had busy schedules. However, it has been a very rewarding experience for me since we had great communication and a sense of shared responsibility in every part of our project.
In ETEC 644, working individually made me realize each step in depth while exploring the aspects of ADDIE and following the The Dick and Carey Systems Approach Model as well as other models and approaches such as motivation theory, instructional strategies, first principles of instruction, cognitive load theory and visual design principles. Most of these concepts were new for me, and it was a great experience to immediately put each one into use in my project right after I was introduced to them throughout the quarter. What I have learned in these courses will help me make better decisions while planning and designing instruction in any educational setting.
In ETEC 644, working individually made me realize each step in depth while exploring the aspects of ADDIE and following the The Dick and Carey Systems Approach Model as well as other models and approaches such as motivation theory, instructional strategies, first principles of instruction, cognitive load theory and visual design principles. Most of these concepts were new for me, and it was a great experience to immediately put each one into use in my project right after I was introduced to them throughout the quarter. What I have learned in these courses will help me make better decisions while planning and designing instruction in any educational setting.
References
References
Dick, W., Carey, L. & Carey, J. (2015). Systematic Design of Instruction, (8th ed.) Upper Saddle River, NJ: Pearson.
Gustafson, K.L. & Branch, R.M. (1997). Survey of Instructional Development Models (3rd ed.). Syracuse, NY: Information Resources Publications, Syracuse University
Li, Kun & Keller, John. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 54-62.
Piskurich, G.M.(2015). Rapid instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.