INSTRUCTIONAL-DESIGN-MODELS

INSTRUCTIONALDESIGNMODELSMAed(ELTEXAMPLESOFIDMODELSTherearenumerousinstructionaldesignmodels:ADDIEModelASSUREModelDick&CareyModelHannafin&PeckModelWaterfallModelRapidPrototypingModelHipermediaDesignModelMultimediaDesignModelIDmodelsInstructionalDesignModelshelpcurriculumdevelopersto“visualizetheproblem,tobreakitdownintodiscrete,manageableunits”They“typicallyspecifyamethod,thatiffollowedwillfacilitatethetransferofknowledge,skillsandattitudetotherecipient”IDModelsThereareover100differenttypesofdesignmodelsincluding(butnotlimitedto):ADDIEModelDickandCareyModelKempDesignModelSmith-RaganModelADDIEDesignModelPerhapsthemostcommonmodelusedforcreatinginstructionalmaterialsistheADDIEProcess.Namedforthefivephasesofdesignitincorporates:AnalysisDesignDevelopmentImplementationEvaluationMostofthecurrentinstructionaldesignmodelsarevariationsoftheADDIEprocess.ADDIEMODELAnalysisTheanalysisphaseclarifiestheprojectrequirementsDesignThedesignphaseistheplanningphasethatincorporatesstrategies,objectives,content,subjectmatteranalysisandlessonplanningDevelopmentPullstogethertheinformationfromthedesignphaseImplementationAppliesthecurriculumEvaluationAllowsforreviewofthecurriculumbasedonassessmentssetinplaceincludingexaminationsanduserfeedbackIntheADDIEmodel,eachstephasanoutcomethatfeedsintothesubsequentstep.AnalysisDesignDevelopmentImplementationEvaluationMostofthecurrentinstructionaldesignmodelsarevariationsoftheADDIEmodel.ASSURETheASSUREmodelisanISDprocessthatwasmodifiedtobeusedbyteachersintheregularclassroom.YoucanusethisprocessinwritingyourlessonplansandinimprovingteachingTheASSUREmodelincorporatesRobertGagne‘s(加涅)eventsofinstructiontoassureeffectiveuseofmediaininstruction.AkindofMinimodel：ASSUREmorespecificandclosertoclassroomAnalyzelearnersStateobjectivesSelectmethods,media,andmaterialsUtilizemediaandmaterialsRequirelearnerparticipationEvaluateandreviseAbouttheModelToASSUREgoodlearning,Ibelieveitisnotonesinglethingthatateacherordesignershouldconsider,butIdobelievethatthereareareasofemphasis.---SharonSmaldinoASSUREModelAnalysisoflearnersoskills,styles,priorknowledge,attitude,age,gradeStatementoftheobjectives(expectations)oclear,sound,systematic,observablebehaviorSelectionofmediaandmaterialsorelevant,bridgesnewtechnologywithexistingmaterialsUtilizationofmaterialsointeresting,appropriate,conditions,equipmentRequirelearnerperformanceopractice,feedback,activities,authenticassessmentEvaluationorevise,improvetoachieveobjectivesComparison:ASSUREADDIEin{COMPARISON}1.toASSURE·AnalyzeLearners·StateObjectives·SelectMediaandMaterials·UtilizeMediaandMaterials·RequireLearnerParticipation·EvaluateandReviseASSUREASSUREADDIEUnderstandingASSUREStrengthsolinear,step-by-stepprocessisusedfriendlyomediausesupportscontentoflessonWeaknessesotoorigidforsomedesignersoleavesoutstepforsupportservicesIdealUseoteacher-drivenlearningonovicedesignerswhoneedsimplifieddesignprocessKempModel(ID1)Morrison,Ross,KempModelsystemic,holistic全面的approachtoproblemsolvingfocusoniterative重复的,circularcycledesignedforclassroomteacherswhoareinstructionaldesignersTheKempModelTheKempmodelisclassroom-orientedItdescribesaholisticapproachtoinstructionaldesignthatconsidersallfactorsinvolved.ThismodelprescribesaprocessthatisrepetitiveandsubjecttoconstantrevisionThismodelisdesignedtofocusoncontentandappealtoclassroomteachersTherepresentativeofID1.Teacher-centredBasedonBehaviorist4/3/104basicpoints,Objectives,learnerfeatures,resourcesandevaluation3mainproblemsWhattolearn?Howtoteach?Howtoevaluate?10instructionalprocessesDetermination,selection,learner-analysis,content-analysis,statement,implementation,recources,aid,evaluation,predictionofSs’preparation.Howtogetstarted?Thedesignerbeginsbyaskingquestionsrelatedtothefollowing:requiredleveloflearnerreadinessinstructionalstrategies/mediamostappropriateforthecontentandtargetpopulationleveloflearnersupportrequiredmeasurementofachievementstrategiesforformativeandsummativeevaluationWhatmakesthismodelsoappealing?TheKempmodelthrivesonflexibility.Anyoftheelementscanbeaddressedduringtheprocess,givingtheeducatorthefreedomtomodifytheirinstructionalongtheway.AneducatorusingtheKempmodelisnotrequiredtouseallofthedesignelements.Theymaypickandchoosehowtobestinstructtheirstudents.Whatarethepotentialdown-fallstothismodel?TheKempModelisnotstraight-forwardleavingyouwiththeabilitytostartanywhereThereisn’tasystematicapproachtousingtheKempModel,whichmaynotfitwithallteacherpersonalitiesHowdoestheKempModeldesignwork?Theovalshapeofthemodelgivesthedesignerthesensethatthedesignanddevelopmentprocessisacontinuouscyclethatrequiresconstantplanning,design,developmentandassessmenttoinsureeffectiveinstruction.AnyonecanusetheKempModel!Aninstructorwithlittleexperiencecandevelopapieceofinstructionusingfewornoadditionalresourcesusingthismodel.Amoreexperienceddesigner,oronewithaccesstomoreresources,couldalsousethismodelinthedesignofacomplexandwidelycirculatedprogram.WhatmakestheKempModeldifferentfrom