Kenny et al. (2005) added that IDs should be well-versed in several ID models and strategies from which to choose a case-specific process and keep up with new education or training theories and research. Lance (2005) added that IDs require competency in knowledge of learning theories as well. We learned learning theories in the MDDE603 and the instructional model (ID) models specifically practicing the steps in the ADDIE model in the MDDE604. The materials in the MDDE603 and 604 equipped us, instructional designers (IDs) to enter the instructional design world. We briefly reviewed the learning theories and ADDIE model in the first few weeks of the MDDE619 course. It refreshed my knowledge about those topics.
In the second week of this course, we learned about the universal design of learning (UDL) framework. I wish that this topic could be included in the MDDE604 because UDL framework and accessibility are important elements that IDs must have when they employ a certain ID model.
There are many ID models in the ID worlds: ADDIE, Dick & Carey, Agile, and Kemp model (Power, 2023). I am often curious about which ID model should we employ. I think the ADDIE model has a comprehensive step in creating an inclusive learning environment. But I am not sure if I am correct. Thus, I am looking forward to discussing the ID models in the next few weeks.
Another question is how to make me to be qualified as an instructional designer. I have not worked as an instructional designer before. Will my master's education that focuses on the ID be enough to enter the ID world?
My other reflection for Week 7 was about the Instructional Design (ID) model. When we learned about competency, I learned that an Instructional Designer must have a knowledge of ID models and learning theories to be able to successfully design a meaningful learning environment. I have my first experience applying the ADDIE model in the MDDE604. I found this model to be a very detailed and thorough process to guide me in designing and developing a meaningful learning environment. The approach was discrete, in sequential components, and time-consuming. I enjoyed the process and allowed me to think carefully about every single important element in each phase. Of course, it will require practice to be able to conduct this model effectively.
Tessmer & Wedman (1990) introduced Layers of Necessity, a new approach to using the existing ID model and strategies in a practical and integrated manner. The essential of this approach is based upon the time and resources available to the developer, the developer chooses a layer of design and development activities to incorporate into an instructional product. The layer is matched to the necessities of the project (Tessmer & Wedman, 1990). This approach allows the IDs to use some reflection in their daily design activities before they process the next level to bridge the gap between ID theory and practice. It offers a systematic way of achieving quality instruction. I can use this approach in implementing the ADDIE model even though many researchers found the ADDIE model is too linear and inflexible. Even though it is linear we could use the layers of necessity approach before we go to the next step or layer.
Another important component in week 7 was the multimedia instruction material from Richard Mayer. His presentation at Harvard University provided me with excellent information about the design of instructional materials to help our learners have meaningful learning. He taught us how to use graphics to enhance the power of words based on his research. Following are a few of the results of his research on multimedia instruction:
People learn more deeply when extraneous material is excluded rather than included (coherence).
People learn more deeply from animation and narration than from animation, narration, and on-screen text. (Redundance Text)
People learn more deeply when corresponding printed words and graphics are placed near rather than far from each other on the page or screen (Spatial Contiguity Principle). It’s better to have the text in the graphics itself.
People learn more deeply when corresponding graphics and narration are presented simultaneously rather than successively.
People learn more deeply when words are in conversational style rather than formal style.
People learn more deeply when the narration is spoken in a standard-accented human voice rather than a machine voice.
Harvard University. (2014, July 8). Research-based principles for multimedia learning. https://youtu.be/AJ3wSf-ccXo?si=VlcmFpumVLvTf3t4
Kenny, R.F., Zhang, Z., Schwier, R.A., & Campbell, K. (2005). A Review of What Instructional Designers Do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1), 9 – 26. https://cjlt.ca/index.php/cjlt/article/view/26504/19686
Lance, M. (2022). A Review and Analysis of Instructional Design Competencies. Dissertation. Georgia State University. https://doi.org/10.57709/wv09-3d32
Power, R. (2023). Chapter 2: What do instructional designers do?. Everyday instructional design: A practical resource for educators and instructional designers. Power Learning Solutions.
Tessmer, M., & Wedman, J. F. (1990). A Layers-of-Necessity Instructional Development Model. Educational Technology Research and Development, 38(2), pp. 77-85. DOI:10.1007/BF02298271