Instructional Design
Instructional Design (Baek, 2018) is a systematic and systemic process for the creation of educational resources. It is often viewed as a "problem solving" process. Instructional Design (ID) usually be viewed as a "problem solving" process.
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Systemic refers to something that affects an entire system. In this sense it is complete.
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Systematic refers to something done according to process or plan.
ADDIE Model
ADDIE model is part of the models that make up instructional design. The model was used to design courses and other instructions through taking a five phase process. This starts with analysis, design, development, implementation and eventually evaluation (Branch & Kopcha, 2014).
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Figure 2: ADDIE model of Instructional Design.
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Analysis:
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​ 1. Learner analysis: the designer wants to know the target audience's prior entry behavior target audience's level.
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2. Instructional analysis: provide the application of instructional goals to identify relevant skills and information.
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Designing: Writing performance objectives, deciding the delivery system, and choosing the media.
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Development: Based on analysis and design, the development phase focuses on the development of course materials, such as video, audio, pictures, and content.
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Implementation: This phase is means open the class to all target audiences.
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Evaluation: This is the last phase of the process, aims to evaluate the effectiveness of the course.
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Benefits: ADDIE is widely recognized and provides a comprehensive and structured approach to course design. It ensures that all critical aspects of instruction are considered, including learner analysis and clear objectives. The evaluation phase allows for continuous improvement.
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Limitations: ADDIE is often criticized for its linearity, which can make the design process slow and less responsive to changes. It can be overly rigid and does not always allow for iterative development, which can be a drawback in fast-paced environments.
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Dick&Carey And Carey Model
The Dick & Carey instructional design model is a nine step process for planning training and development initiatives. It is more detailed than the ADDIE model, and provides for ongoing revision and iterative development.
Step 1: The first step is figure out the instructional goals.
Step 2: Instructional Analysis means you are determining the skills that your students will need to learn what you plan to teach them.
Step 3: Entry Behaviour and Learner Characteristics means you have to assess which skills the students have out of those that you previously determined are needed for this lesson.
Step 4: Performance objectives means you must figure our specific goals and objectives for the lesson.
Step 5: Criterion-Referenced Test Items means you must create a test that will reflect what you're hoping to teach the student.
Step 6: Instructional Strategy means you begin to outline your lesson plan, your are be able to know what you want ot them to learn, add activities and decide how much module will be created.
Step 7: Instructional Materials means you make sure you have what you need ready for the lesson.
Step 8: Formative Evaluation means you can evaluate how the lesson went during the project progress.
Step 9: Summative Evaluation means you can evaluate the effectiveness of the class.
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Benefits: This model is thorough and systematic, ensuring that instruction is directly linked to performance objectives and outcomes. It encourages regular testing and revision of instructional strategies based on data.
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Limitations: The Dick and Carey Model's structured and linear approach can lead to longer development times, making it less adaptable to changes and demanding in terms of resources, which may not align with the constraints of fast-paced or resource-limited projects.
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Successive Approximation Model
Successive Approximation Model is the iterative and agile model. It emphasizes iterative design, rapid development, quick prototype, and ongoing evaluation. It is also flexible to make adjustments as the project progresses when designer gets new information or needs from requirements and stakeholder feedback. And they don't need to spend much more time and cost after implementation.
1 . Preparation Phase: In this phase, you gather all the necessary information and materials for your project. This includes identifying the learning objectives, understanding the target audience, and collecting any existing content or resources that can be used.
2. Iterative Design Phase: In this phase, start designing the course or learning experience in small modules. Instead of creating the entire course at once, it's focused on creating smaller modules or "chunks" of content. Each module is designed, reviewed, and revised before moving on to the next.
3. Iterative Development Phase: In this phase, refine and enhance the course based on the feedback received in the previous phase.
4. Evaluation Phase: In this phase, evaluate the effectiveness of the course and gather feedback for future improvements.
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Benefits: SAM is flexible and adaptive, making it well-suited for projects that require rapid development. It allows instructional designers to respond to changes quickly and encourages innovation and creativity through its iterative cycles.
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Limitations: The agility of SAM can also be a drawback if not managed well, as it may lead to scope creep or project delays if constant revisions are made. Additionally, the lack of a linear structure can sometimes make it difficult for stakeholders to understand the process and progress.​
Reflection of instruction design.
The ETEC 544 course good introduction to instructional design process. The class covered a number of topics dealing with instructional design from starting the process, the models used in the instructional design and implementing it in a class setting. In the class we learned the different technologies available for learning purposes, such as skype, zoom, blackboard navigation and how learning in general can be personalized.
The course had a number of test questions and assignments, which helped in gauging the overall understanding of the student. In the assignments the different topics that were covered in class was examined.
As students, we asked to give our feedback to how the class was in terms of meeting its objectives, delivery and among other things how it helped demonstrate instructional design in general. From a student perspective, I feel that the course achieved its objectives and the instructors was incredible. I was able to learn and hopefully in future I will use what I learned in teaching other students become more effective in their classes. Lastly, the class required as students we develop a final project that had a number of requirements. Alongside this project we were also required to make an e-portfolio as a demonstration of what we had learnt and how to practical implement what had been learnt.
ETEC 644 sample work
Reference
Kurt, S. (2016, December 12). Dick and Carey Instructional Model - Educational technology. Educational technology. https://educationaltechnology.net/dick-and-carey-instructional-model/