St.

Louis College Of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

MODULE 1 (Learning Theories and the Instructional Design Models )

Intended Learning Outcomes
At the end of the chapter, students are expected to:
 Integrate the theories and the different instructional design models in designing models for a learning experience.
 Compare the different learning theories related to educational technology for teaching and learning as to
a. Key concepts, relevance to educational technology and strategies applying the different theories
b. Technology utilization
LEARNING THEORIES RELATED TO EDUCATIONAL TECHNOLOGY

Comparing the learning theories will enable you to develop lessons applying your knowledge about the learning theories with integration of technology.
This experience will enhance your competency in integrating technology for effective lesson planning.

E N G AG E
Teachers are now aware that teaching and learning can be enhanced by technology. Likewise, technology begins to change the vision of education
because it appears to be an important component of a teaching-learning program. Nowadays, many teachers are using technology along with the
application of appropriate theories of learning.
Technology allows the students and teachers to live within the four pillars of education: learning to be, learning to do, learning to live together, and
learning to learn. Because of these, Information and Communication Technology focused on computer assisted instructions. Both teachers and
students use the computer to learn new ideas and recent researches, which are unknown and search about them. New innovation of technology is
shaping the future of higher education and influencing teaching methodologies. The globalization of technology continues to change the way we live
and work. Teaching and learning are more effective when technology is added to the classroom and when used to improve students' learning and to
help them reach their goals. Effective use of technology will also benefit the learning process if it motivates the learner and provides an authentic
learning experience that continues beyond the virtual or physical classroom. Also, teachers have to be aware of the interest students have in the
technological world, and take this interest and use it as a means to develop competitive individuals for society, the country and the world.

LEARNING
What is Learning?
The following diagram and discussion will make you realize what learning is.

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 Learning

It is a process of acquiring, remembering, It involves relatively permanent change in

and applying skills, knowledge, attitudes behavior or knowledge as a result of an
and other modes of response. experience or practice.
PROCESS PRODUCT

The concepts about learning in the diagram exemplify that learning is both a process and a product. It also emphasizes acquiring knowledge or skill
after an experience or practice.
This is illustrated in the following:
Clara does not usually eat ampalaya at home. Her teacher in Technology and Livelihood Education showed a Powerpoint
presentation about the food value of ampalaya such as a good source of Vitamin A, Vitamin C, iron, and phosphorus.
F0110W'ing the lesson, the class prepared recipes using ampalaya as the main ingredient. Because of this knowledge, she
started to eat ampalaya. Her mother was so glad to know that Clara learned to eat vegetables.
Ramon was amazed with the knowledge he learned from surfing the internet through his computer. He obtained different views
about the things he can access from the internet.
David was taught to use the electronic mail by his teacher. He found that he could hear fresh news from friends through e-mail.
From then on, he checks his e-mail everyday and sends e-mail to them.

Principles of Learning and their Application in the Classroom

Teachers make use of principles in designing classroom episodes. Classroom episodes are the collection of activities to realize the intended learning
outcomes. The following are the principles of learning and how they can be applied in classroom setting.

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 Principles Intended Learning Classroom Episode Outcome
Outcome
Lear rung by dong
Show aesthetic
IS more effective
sense through finger Encourage the students to move freely like a wind blowing. Let the students move their hands like blowing wind.
than sitting and Students apply finger painting on a cardboard imitating how the wind blows.
painting
listening Intended
Present concepts in Explore the reaction Have the students pour % cup of vinegar in an aluminum pot and let it stand for 30 minutes to 1 hour and heat it.
various ways of metal to acid. Pour the vinegar in a glass and see what happened, There's discoloration to the portion of the pot where the vinegar
was heated. There's also a change in the color of the vinegar.
Learning is aided Explain how The teacher asks the students how colors are produced.
by formulating colors are
and asking produced using
questions primary colors. The Teacher asks the following questions:
1. What are the primary colors?
2. Which color is produced if you mix red and yellow? (students get their water color and mix red and yellow in a
container)
3. Which color is produced when you mix red and blue? (Students do the same as in number 2 but using red and
blue colors.)
4. Which color is produced when you mix yellow and blue?
More effort is put Compare and Some students hold on to their cellphones and look at what they can do with it. Other students are seated in front
forth when tasks contrast a of a computer and list what they can do with it.
are challenging cellphone and a
computer Students with cellphone report their list of can be done with the cellphone and what service can be obtained
from it.
The same will be done by those in front of the computer.
Students then summarize their findings.
Readiness is Describe the Illustrate the effects of a strong typhoon.
related to the events that will
learner’s stage of happen when Write a story about happens to crops and plants when there is a typhoon.
development and there is a
their previous typhoon.
learning.

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 LEARNING THEORIES
How teachers view the role of technology and media in the classroom depends very much on their beliefs about how people learn. Over the past
half-century, there have been several dominant theories of learning. Each has implications for instruction in general and for the use of technology and
media in particular. Driscoll detail. Driscoll (2005) discusses learning theories and their impact on teaching decisions in greater
The analysis and application of the learning theories will also determine the appropriate technology application in classrooms to ensure the
efficient and effective integration. Technology made a lot of modifications on how teachers and student access, gather, analyze, present, and transmit
information by giving them more power in the classroom (Dooley, 1999).
Learning theories provide a pedagogical basis for understanding how students learn.
As McLeod notes:
Each theoretical perspective offers benefits to designers but the perspectives must be taken into context depending upon the situation,
performance goal(s), and learners. And since the context in which the learning takes place can be dynamic and multi-dimensional, some
combination of the three learning theories and perhaps others should be considered and incorporated into the instructional design process to
provide optimal learning.

Behaviorism
Here are the key concepts about behaviorism and their relevance to educational technology.
Key Concepts
Behaviorism is a theory of animal and human learning that focuses on objectively observable behaviors and discounts mental activities. Behavior
theorists define learning as nothing more than the acquisition of new behavior.
Experiments of behaviorists identify conditioning as a universal learning process. There are two different types of conditioning, each yielding a
different behavioral pattern:
1. Classic conditioning occurs when a natural reflex responds to a stimulus. The most popular example is Pavlov's observation that dogs
salivate when they eat or even see food. Essentially, animals and people are biologically "wired" so that a certain stimulus will produce a
specific response.
2. Behavioral operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant conditioning is a simple feedback
system: If a
Reward or reinforcement follows the response to a stimulus, then the response becomes more probable in the future. For example, leading behaviorist
B.F. Skinner used reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.

In behaviorism, the learners are passive and just responding to stimuli. The teachers design the learning environment. They shape the learners'
behavior by positive and negative reinforcement. The teacher presents the information, then the demonstrate their understanding from the teacher's
presentation. Students' assessment is in the form of tests.

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 In behaviorism, the following are the relevant educational technology which can be used.
1. Observation of learners are bases for identifying materials for reinforcing learning. Examples are cards, mathematics counters, pictures and
charts to be used for learners learn best with the use of visuals.
2. Selecting stimulus. Some learners need varying stimuli in order to learn. There are learners who learn faster by being exposed to real
objects or actual experiences while others learn from pictures and stories.
3. Educational technology used by the teacher can help elicit the outcomes which are easily observed like use and production of proper words in
writing a story. creating greeting cards for special occasions, using the dictionary to get the word meaning, throwing and catching ball
correctly in physical activities and other observable behavior which correspond to expected outcomes.
4. Educational technology to be utilized in developing mastery learning can be used in behavioral approaches. Students are repeatedly exposed to
a technology until such time that mastery of a skill, knowledge, and attitudes is manifested by the students.
5. Technology to promote motivation, classroom management, and special education needs are also used in behaviorism. Example is the
technology or art of story-telling to motivate students to imbibe values like honestly, respect, patriotism. good classroom behavior like
orderliness and systematic presentation of assignment. good or proper eating habits, thoughtfulness and cooperation.

Possible Learning Activities is Behaviorism

1. Instructional cues to elicit correct response Examples are hand signals, signages like danger, speak softly speak louder, forming circles or lines
and direction (left, right. up, down forward, etc.)
2. Practice paired with target stimuli. Teachers can provide standards which the students follow for proper action and behavior like standards for
reading properly, standard for joining a field trip or safety rules when working in a laboratory
3. Reinforcement for correct responses. The teachers can adopt varied ways to encourage students to do well in class like praises, tap on the
shoulder, a smile, ask the class to clap for good deeds and many more acknowledgement of success in class work.

4. Building proficiency. The teacher can adopt ways to encourage students to be proficient in communication skills, mathematics skills, work skills
and in other class activities.

Cognitivism
Key Concepts
Cognitivism focuses on the "brain". It involves processing and storing information which are very important in the process of learning. Cognitive
structure which is called schema constitutes the internal knowledge structure. Schema maybe combined, extended, or altered to show new
information. Learners process, store, and retrieve information for later use-creating associations and creating a knowledge set useful for living. The
learner uses the information processing approach to transfer and assimilate new information. The teacher manages problem solving and structured
search activities, especially with group learning activities. The teacher provides opportunities for students to connect new information to schema.

Relevance of Cognitivism to Educational Technology

With this idea, cognitivists believe that learning develops through receiving, storing, and retrieving information. Instructional designers must
analyze thoroughly and consider appropriate tasks needed to allow learners to effectively and efficiently process the information they received.

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Instructional material designers must consider the relevant learner characteristics that will promote or impede cognitive processing of information such
as the following:
Conduct task analysis and learner analysis
Create tests
Create learning materials according to any of the Instructional Design Models

Constructivism

Key Concepts
Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge, social interactions,
and motivation which affect the construction of knowledge, social interactions, and motivation.

Educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies
to student responses and encourage students to analyze, Interpret and predict information. Teachers also rely heavily on open-ended questions
and promote extensive dialogue among students. Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes
using curricula customized to the students' prior knowledge. Also, it emphasizes hands-on problem solving.

Constructivism is a movement that extends beyond the ideas of cognitivism, considering the engagement of' students in meaningful experiences
as the essence of learning. Shifting from passive transfer of information to active problem solving and discovery, constructivists emphasize that
learners create their own interpretations of the world of information. They argue that students situate the learning experience within their own
experience and that the goal of instruction is not to teach information for their understanding. The role of instruction is to provide students with
ways to assemble knowledge rather than to dispense facts. Constructivists believe that learning occurs most effectively when students are engaged in
authentic tasks that relate to meaning contexts (i.e., learning by doing). The ultimate measure of learning is therefore the ability of the student to use
knowledge to facilitate thinking in real life, an approach that fits with the learning abilities of 21 st century learners need for an uncertain future, in
which they must solve problems that not only capitalize on their existing knowledge but also require them to seek additional information or skills in
finding effective solutions.

Relevance of Constructivism to Educational Technology

Constructivism is characterized by open-ended expectation where results and methods of learning themselves are easily measured and may not be
consistent with each learner.

TECHNOLOGY UTILIZATION

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Principles of Effective Instruction
As a classroom teacher, your role is to establish learning environments that foster the defined outcomes for your learners. At times, those
outcomes may be based on local or national learning standards; at other times they may be based on negotiated outcomes with your Individual
leaners. Whichever direction you take, you need to think continually about how to engage your students in the learning process.
As educators continually seeking ways to improve our practice, it is important to consider how to engage learners in their learning. Because one
common feature across all classroom settings the variety of learning levels and needs among students, it is also critical to determine the ways to
meet the needs of all our learners. Teachers need to become skilled at differentiating instruction to ensure that all learners are challenged
adequately and appropriately jn their learning.
The following principles of effective instruction have evolved from a variety of sources.

1. Assess prior knowledge. Before you can properly provide instruction, you should gather relevant information about each student's knowledge
and skill level. You need to know what knowledge your students already have learned. To learn from most materials and activities, students
must possess prerequisite knowledge and skills.
2. Consider individual differences. Learners vary in terms of personality, general aptitude, knowledge of a subject, and many other factors. Be aware
of the multiple learning needs of your students. For example, whether a language other than English is spoken in a child's home. You need to
consider the technology and media experiences your students have had and what resources are essential to help your students learn. Effective
instruction allows individuals to progress at different rates, cover different materials, and even participate in different activities (Cooper & Varma,
1997).
3. State objectives. For you and your students to know where instruction is going and what is to be accomplished, the goals must be specified.
Learning objectives must match expected outcomes or standards (Mager, 1997).
4. Develop metacognitive skills. The skills of selective monitoring, evaluating, and adjusting their approaches enhance students' learning and help to
make them lifelong learners. Learners need assistance in understanding how they learn and what resources help in that process. (Nelson, 1992)
5. Provide social interaction. Teachers and peers serving as tutors or group members can provide a number of pedagogical as well as social supports.
Learners gain experience and expertise when collaborating with others in and beyond the classroom. (Jonassen, Howland, Marra, & Crismond,
2008)
6. Incorporate realistic contexts. Learners are most likely to remember and to apply authentic knowledge presented in a real-world context. Rote
learning leads to "inert knowledge"; that is, learners know something but cannot apply it to real life, students benefit from understanding how
their knowledge and skills fit into the world around them (Bransford, Brown, & Cocking, 2000)

7. Engage students in relevant practice. The most effective learning experiences are those requiring learners to practice skills that build toward the
desired outcome. Learner participation increases the probability of learning. Practice, especially in varying contexts, improves retention rate and
the ability to apply the new knowledge, skill, or attitude. Practice promotes deeper, longer lasting learning (Morrison & Lowther, 2010).

8. Offer frequent, timely, and constructive feedback. Student learning requires accurate information on misconceptions, misunderstandings, and
weakness. Learners need to know if their thinking is on track. Feedback may come from a teacher, a tutor, electronic messages from a computer,

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 the scoring system game, or oneself. In addition to knowing that responses are incorrect, students need to know why they have been unsuccessful
and how they can Improve performance. Further, knowing details about their correct responses in terms of how and why they are accurate helps
students understand more about What have learned (Black & William, 1998)
Principles of Effective Technology Utilization
Teachers are expected to be competent in the use of technology in their teaching (Bowing, D'Onofrio, & Marker, 2006). This is especially true
when working with 215t century learners and addressing the skills outlined for them, for which teachers not only need to use technology effectively
in their teaching but also need to guide students in using those tools to enhance their learning. The advent of newer technologies requires critical
decisions related to the best tools to integrate into teaching.
The National Education Technology Standards for Students (NETS-S), noted in the following list specifically outline expectations for students use
of technology to guide their learning (International Society for Technology in Education [ISTE], 2007).
Creativity and Innovation
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving, and Decision Making
Digital citizenship
Technology Operations and Concepts

st
Many of these standards address the essential elements for success in acquiring 21 century knowledge and skills. Teachers also have standards
for acquiring these skills. These are also provided by the ISTE namely:
Student Learning and Creativity
o Digital-Age Learning Experiences and Assessments
o Digital-Age Work and Learning
o Digital Citizenship and Responsibility
o Professional Growth and Leadership
As a teacher, you will be expected to enhance students' abilities to engage in the use of technology to support their learning and address these six
areas of competency, also known as technology literacy skills.
You can combine knowledge and skills related to content areas and information literacy skills by using technology in ways that help students
learn information and communicate knowledge. For example, in a science lesson on weather, you can present a problem to your students that will
require them to search websites for data or information, use communication tools to collaborate with outside experts, generate solutions to the
problem collaboratively, and present their ideas to classmates using creative resources. By approaching your instruction in that manner, you have
addressed many of the standards by which your students will be measured and will be given guided practice in developing their knowledge and
skills.

Principles of Effective Media Utilization

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We are continually learning from multiple sources of media that provide us with information and challenge thinking. As users of these sources, we the
need media literacy skills to know how to access them, how to understand and analyze the content, and how to create new media messages (Stanbury,
2009)
Text, television, video, and a host of the other media sources that will be covered within this text are all valid and vital sources of information.
Your role is to guide your students to use these media as sources for their learning in ways that are wise, safe, and productive. For example, students
need to learn to find multiple sources to verify facts they may have heard on the television news. They need to learn to be critical users of these
resources to ensure that they are well-informed and their conclusions are accurate. As mentioned earlier, the ISTE NETS-S address many of the skills
learners need to be successful consumers of the media resources surrounding them.
Furthermore, your teaching approach should provide students with opportunities to explore how to use these media resources to communicate
their knowledge.

Principles of Effective Text Utilization

Text is everywhere in students' learning experiences. Text materials include textbooks, fiction and nonfiction books, newspapers, booklets,
computer screens, magazines, study guides, manuals, and worksheets, as well as word-processed documents prepared by students and teachers.
Textbooks have long been the foundation of classroom instruction. The other forms of technology and media discussed in this textbook are frequently
used in conjunction with and as supplements to text-based materials. The 21 st century learner encounters text as part of daily interactions with
technology and media. The ability to use text as a means to gather information or to communicate is known as text literacy. The two aspects to
becoming literate in the use of text as part of the learning process are reading and writing. Reading is the ability to look at text and gather knowledge
from the message. Writing is the ability to generate text through tools such as pencils, pens, or computers to communicate. Both skills develop over
time and the technology and media you use as a teacher can help address their development.

Advantages
Availability. Text-based materials are readily available on a variety of topics and in many different formats.
Flexibility. Text is adaptable to many purposes and may be used in any well-lit environment.
portability. Texts are easily carried from place to place and do not require any equipment or power supply.
User friendly. Properly designed text materials are easy to use, requiring no special effort to "navigate" through them.
Limitations
Reading level. The major limitation of text materials is the reading level needed for comprehension. Some students are nonreaders. Others
lack adequate literacy skills for text materials above their reading level. Still others lack the prerequisite knowledge to comprehend the
vocabulary and terminology.
Memorization. Some teachers require students to memorize many facts and definitions, which diminishes text materials to mere
memorization aids.
Vocabulary. Some textbooks introduce a large number of vocabulary terms and concepts in a short amount of space, placing a heavy cognitive
burden on students, which may be overwhelming for some.

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 One-way presentation. Because most text materials are not interactive, they tend to be used in a passive way, often without comprehension.
Curriculum determination. Sometimes textbooks dictate the curriculum rather than supporting it. Textbooks are often written to
accommodate the curriculum guidelines of particular states or provinces. Consequently, the preferences of these authorities disproportionately
influence textbook content and its treatment.
Cursory appraisal. Selection committees might not examine textbooks carefully. Sometimes textbooks are chosen by the "five-minute thumb
test" whatever catches the reviewer's eye while thumbing through the textbook.

Integration
The most common application of text materials is presenting information. Students are given reading assignments and held accountable for the
material during class discussions and on tests. Teacher-made handouts can also complement a teacher's presentation, or students may use them to
study independently. Students can use text materials to augment either teacher-presented information or other forms of media. Students frequently
refer to supplementary printed materials (such as books and magazines from the media center) to locate information on a specific topic not covered
in their textbook.
Teachers need to understand the best ways to use text to facilitate learning. Designing good text-based materials involves a few basic elements:

Font choice. Remember to select a clear font that helps learners to read the information, select only one or two fonts; it is not necessary to
use many different typefaces in a single document. Keeping it simple and clean is best when selecting fonts for your text materials.
Background and patterns. When putting text on a page, website, or PowerPoint presentation, use backgrounds that are not busy with
distracting images. Don't scrimp on the page margins or use of space. It is better to use double spacing and wide margins, making it easy for
Learners of all ability levels to read.
Arrangement. Use space and text styles like bold and italics, to help your learners find the information quickly and easily. By using headings
and changes in text styles, you guide your learners through the material to help them garner the most important information. This is
especially useful when you have challenged readers in your classroom.
Check and revise. Always be sure to proofread your materials. Spell-checker software helps but is not perfect. You might mean to type the word
"then" but only to manage to type "hen." Your spell-checker will accept this as correct, when the meaning is clearly impacted by the misuse of
the word. You should also carefully review and be prepared to revise your phrasing of certain critical text such as instructions to help ensure
that all your students will understand the message correctly.

Text-based materials are used in all subject areas and with students of all ages once they learn to read. The media center provides a variety of text
materials on countless topics and in almost every conceivable format. Guidelines and examples are found in When to Use Text-Based Materials and
Using Text Materials in the Classroom.

Evaluation
As a teacher, you will want to consider all the types of text -based materials your students will be encountering in your classroom as well as their
individual reading abilities. You'll want to be sure that they are able to read and comprehend the messages that they encounter. Address your
students' literacy levels by assessing their reading ability and putting them into appropriate learning groups to develop reading and literacy skills.
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 Address materials by taking the time to evaluate al) reading materials in your classroom. For example, textbooks are often prepared at a general
grade-specific reading level without regard to the actual reading levels of individual children in your classrooms. You will also want to be sure that
your students can read other content area text and resources as well. You will find the selection rubric: text materials at the end of this chapter
helpful when you review text-based materials in your classroom.
When to Use Text-Based Materials
Use when student learning will be enhanced by

Reading text information for which they will be held

Students read an assigned article from an online source.
accountable
Supplementing teacher-presented material Students use library books, encyclopedias, or newspapers to add to their knowledge of a topic.
Using handouts that guide them through learning activities Students use a step-by-step guide to write a book report.
Implementing the Survey, Question, Read, Recite and Review Students survey, ask questions, read, recite, and review printed information about the Bill of
method (SQ3R) Rights.
Using Text Materials

Get learners actively involved with the materials. One technique is to have students use the "SQ3R" method: Survey, Question, Read, Recite, and Review.
 survey stage requires students to skim through the text material and read the overview and/or summary.
 Question stage requires students to write a list of questions to answer while reading.
 Read stage, students are led to look for the organization of the material, put brackets around the main ideas, underline supporting details, and
answer the questions written in the previous step.
 Recite requires them to test themselves while reading and to put the content into their own words.
 Review suggests that the students look over the material immediately after reading it, the next day, a week later, and so on (Robinson, 1946).
Direct student reading with objectives or questions, and provide a worksheet if one is not included with the materials.
Emphasize the use of visuals in text materials and teach students to study visuals in an effort to increase their comprehension of the content.

E XP LOR E
Activity: Find and Analyze
This activity will apply a certain theory to a particular lesson you plan to teach.
Find a sample of the instructional materials below from your own collections, your library or your audiovisual room. Indicate the title of the material
and determine the Instructional Design Model used together with its phases/stages/components used during the development.

Lesson
Learning Outcomes
Materials
Procedure

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Answer the following:

1. What theory did you employ in your lesson?

2. What strategies did you use to clearly show the theory in the discussion?
3. How was technology utilized?

ASSESS:

Name:
Lesson Plan Analysis Date:

This activity will show the comparison among the three theories of learning that are related to educational technology.
Show through a table the comparison of the different learning theories as to key concepts, relevance to educational technology, strategies applying
the different theories and technology competencies.
Key concepts Relevance to Educational Technology Strategies Technology Competencies
Behaviorism
Cognitivism
Constructivism

INSTRUCTIONAL DESIGN MODELS AND METHODS

This chapter will acquaint you to the different instructional models and methods which will enable YOU to design lessons integrating technology in
particular teaching-learning situations. This experience will enhance your competency in integrating technology for effective lesson planning.

Intended Learning Outcome

At the end of the chapter, students are expected to:

 Develop lessons following the appropriate instructional design model for effective technology integration.

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 E N G AGE
Models enable people to make a sense of the world. A model helps the users to comprehend faster and better. An instructional design model gives a
detailed picture that helps would-be designer solve a problem, and clarify structure and enable to convey the ideas for the design. Models help us to see
the problem vividly, and analyze its part carefully. Models are better appreciated if one sees its value or usefulness based on the intention of the users.
Models for instructional design provide procedural frameworks for the systematic production of instruction. They incorporate fundamental elements
of the instructional design process including analysis of the intended audience or determining goals and objectives (Braxton et al., 1995). An
instructional design model gives structure and meaning to an ID problem, enabling the would-be designers to negotiate their design task with a
semblance of conscious understanding. Models help to visualize the problem to break it down into discrete, manageable units. A model should be
judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the
object of the design activity (Ryder, 2001). Instructional models prescribe how combination of instructional strategy components should be integrated to
produce a course of instruction (Braxton ct al, 1995). According to Braxton et al. (1995), instructional models are guidelines or sets of strategies on
which the approaches to teaching by instructors are based. Effective instructional models are based on learning theories.
Different Instructional models came about to suit diverse learners and instructional materials over the years. Some models which are easy to apply
are discussed to help teachers in designing instructions and lessons. Let us review and compare various instructional design models and methods
below:
ASSURE Model
ADDIE Model
Dick and Carey Model
Gagne’s Nine Events of Instruction

ASSURE MODEL
The ASSURE model is a guide for planning and conducting instruction that uses media. It has six steps, represented by the acronym in its title that
describes a set of tasks central to the informed selection and use of educational technology. The tasks are:
Analyze learners
State objectives
Select Media and Materials
Utilize Media and Materials
Require Learner Participation
Evaluate and Revise
Analyze Learners
The first step in planning is to specifically identify your audience. Your audience can be students, new teachers, members of an organization, a
youth group etc. You must know the audience if you are to select the best medium to meet the objectives you have set. The audience should be

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analyzed in terms of their general characteristics (grade level, age, sex, mental, emotional, physical or social problems, socio-economic status etc.)
and specific entry competencies (prior knowledge, skills, and attitudes about the topic), and learning styles (visual, musical, verbal, logical, etc.).
Example:
The learners are the second year taking Bachelor in Elementary Education, consisting of 15 female and 5 male students with skills in
using the computer and audio-visual materials like charts, tape-recorder, board and chalk, posters and real objects. They have varied
Learning Styles (Estimate % of Students): Some students are Visual (80 percent). They learn when they see the things that are being
taught. Some students are Auditory (Aural) (80 percent). They learn best when they hear and listen while the others are Kinesthetic or
Hands On (90 percent) because they learn best when they actually do the activity or skill being taught.
Discuss the contributions of Edgar Dale's cone of experience to the teaching and learning process, analyze the media to be used to enable the
students to learn to the fullest the cone of experience and appreciate the value of the knowledge of the Cone of Experience in designing lessons for
the students.

The following are some data which the teacher can use to analyze the learner.
Number of Students - This will help the teacher look for strategies suited for small group or big group.
a. Collaborative strategies can be used for small group of students composed of varied ability levels like above average, average and below average
students working together to solve a problem, constructing miniature buildings, and playing games.
b
. Big groups can be given a lecture and discussion after the lecture, games for big groups, while small groups can conduct research and
experimentation.
c. Learning styles like visual, aural, and kinesthetic will help the teacher plan lessons suited to each style.

State Objectives
The next step in planning is to specifically state the objectives for the instructional experience. Objectives are the learning outcomes, that is,
what will the Student get out of the lesson? Hence, they must be stated in behavioral terms of what the learner (not the teacher or presenter) will be
able to do as a result of instruction.
The learning objectives are derived from the curriculum and technology standards which describe the expected performance outcomes established at
the school. The learning objective is a statement of what the learner will achieve and not how the lesson will be taught. Standard can be content or
achievement.

Example of content standard:

A Second Year Education student in Educational Technology can apply media techniques and processes.

Example of achievement standard:

A Second Year Education student in Educational Technology conceive and create works of visual art that demonstrate an
understanding of how the communication of their ideas relates to media, techniques, and processes they use.
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 Importance of Standards and Objectives

Standards and objectives are basis for strategies, technology, and media selection. If the teacher has a clear statement of what students will
know and be able to do at the end of the lesson, the teacher will be better able to carefully select strategies, technology, and media that will ensure
learning. Stating standards and learning objectives also helps the teacher design accurate assessment of student learning. Clearly stated student
outcomes guide the creation of assessments that measure the targeted knowledge and skills which enable the alignment with the standardized
tests. Standards and objectives enable the students to prepare for and participate in activities when they know the expected outcomes.
Objectives typically contain four basic parts:
Audience-who your learners are?
Behavior to be demonstrated.
Conditions under which the behavior will be observed.
Degree to which the learned skills are to be mastered.
State the objectives using the ABCD format, describing what the learners will be able to do as a result of the instruction.

Audience-who your learners are? Second year students who will be teachers.
Behavior to be demonstrated. Select activities based on the levels of remembering as illustrated in the cone of experience in planning
activities utilizing varied media.
Conditions under which the behavior will be observed. Compare the extent of remembering the lessons of the students taught,
using different media with varied involvement of the senses.
 Degree to which the learned skills are to be mastered. Applying activities utilizing as many senses as possible when planning activities
guided by the Cone of Experience.

Example of stating the objectives:

At the end of a one and a half hours, the second-year students in Educational Technology class should be able to:
explain the content of Edgar Dale's Cone of Experience.

Select Methods, Media and Materials

Once you know your audience and have a clear idea of what they should get out of the lesson, then it is time to select the appropriate method
for the given learning task, select available materials, modify existing materials, or design new materials to help accomplish this task.

All methods, media, and materials needed for the lesson are listed. Give rationales why these selected methods, media and materials are appropriate
for your lesson.
1. What are the methods (more than 2)? interactive, integrated, experiential, thematic, collaborative, or research.
2. What are the media (ex: flip chart, poster, modules, sound system, powerpoint, slide, computer-based tools, etc.)
3. What are the materials (ex: textbook - the book title, audio visual by Edgar Dale.

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 a. Powerpoint presentation using a laptop, multimedia projector, paper and pen.
b. Next, select the methods, (brief lecture, small group activities, games, etc) and media/materials, (computer, projector, pictures, tape recorders
etc.) to utilize in the instruction.
c. Materials were previewed; the room set-up, the teaching situations showing the extent of learning after the different group's activity utilizing
the hierarchy of activities in the cone.
d. The instructional experience followed. Decisions as to how to get each learner individually involved in the lesson (watching the activities
shown by the different groups by utilizing activities using sense of hearing, creating Power point presentations etc.).
e. Feedback is prepared to let students know how well they are progressing. Students must be assessed based on each individual's contribution
to the group's success.
f. finally, evaluate the students whether or not the objectives were met and if the media and methods used were effective. Then the lesson will
be revised for future use.

Utilize Media and Materials

Now you must decide how the media, materials and technology must be used to carry out your method/s. It is important to preview the
materials before using them, if you decide to use electronic equipment, practice using the equipment in advance to be sure everything works. If all is
not well, (equipment malfunctions) ensure that you have a plan B. It is also important to practice the lesson itself before it is implemented. Next,
prepare the room and make the necessary equipment and facilities ready. Learners should be prepared for the learning experience. Then, conduct
the instructional experience.
After selecting the materials, be sure to utilize them during the lesson. It is suggested here that you follow the "5 P's" process which includes the
following:

1. Preview the technology, media, and materials.

give everything a thorough review

2. Prepare the technology, media, and materials.

Make sure you have everything you need and that it all works.
gather all the equipment that you need
create a list of materials and equipment that you will need for the lesson and an outline of the presentation sequence of the activities

3. Prepare the environment.

4. Prepare the learners.

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 • inform students of the learning objectives
• tell students up front how they will be assessed
• create a "need to know" by telling students how they will "profit" from the lesson
5. Provide the learning experience.

Require Learner Participation

It is important to note that students learn best when they are actively involved in the learning experience. Whatever your teaching strategy, be
sure to incorporate questions and answers, discussions, group work, hands-on activities, and other ways of getting students actively involved in
the learning of the content. One should try to avoid lecturing for lengthy periods. It is very important to listen to your audience and allow them to
become aware of the content. Allow them to construct knowledge as opposed to trying to "teach" them knowledge. Feedback must be provided
before any type of evaluation is administered.
The "R" step in the ASSURE acronym is where you require learner participation. Your lesson plan should include a description of how you will
require your learners to remember, understand, apply, analyze, evaluate, and create the information included in the lesson. It is critical that your
description states how you plan to get each learner actively and individually involved in the learning process. The goal here is for active learning
to occur! Hence, all of your planned activities should provide opportunities for your learners to practice the new knowledge or skills and to receive
feedback on their efforts before being formally assessed. Includes detailed methods for actively engaging all students for the lesson's duration.
Starting from how long you will need for this whole lesson, it might be one class session, but it might be five class sessions. In this period of time,
how do you engage your students with the methods that you provide in the previous sections?

Sample Activities on Requiring Learner Participation

1. Read and Tell

Ask three students to read the following. Then ask two students to go outside the room and let the 1 st reader stay and recall what he/she read.
Then call the second' student to do the same thing, and so with the third one. The student who can tell the story close to what he/she read will be
the winner.

The Cone of Experience tells that a learner remembers

 10 percent of what is read
 20 percent of what is heard
 30 percent of the image or video seen
 50 percent of what is heard and seen
 70 percent of what is said and written
 90 percent of what is done
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Analyze the words which were forgotten. What happens when someone makes a mistake? What should the teacher remember? Never teach a
wrong concept. Students will remember and it is difficult to unteach.

2. Blind Fold Guessing

Blind Fold Guessing is an activity to test the senses of smell and taste. The teacher prepares the following in a tray:
• 2 tablespoons of soy sauce on a saucer
• 2 slices of cheese in a saucer
• 2 teaspoons of pepper
• 2 tablespoons of vinegar

Five students will be blindfolded and seated in front of the class. Another student will let the five students smell the condiments one at a
time and will whisper to him/her the name of the condiment each of the Students smelled until all the five students are finished. Another
student gets the next saucer and does the same as the first student. When all the condiments have been presented, the condiments will be
presented again one by one but the students will use teaspoons to taste what condiment is in the saucer. The blindfolded student will whisper
his/her guess to the one serving the condiment. Later, the five students will be asked to write their answers on a piece of paper after removing
their blindfold. The class will discuss the analysis of the activity.

Evaluate and Revise

This last stage is often overlooked but it is the most important. After instruction you must evaluate the entire instructional process. You must
reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these
elements of the lesson were effective or if one or more of them need to be changed. If there are discrepancies between what you intended and what
actually happened during the lesson, make appropriate revisions before using the lesson again.
In this step, you document your plans for evaluating the impact of your lesson on student learning. Your plans should not only include plans
for assessing student achievement of the learning objectives but should also include plans for evaluating the strategies, technology, media, and
materials you used. You may want to ask yourself the following questions during this step in the process:

• Did this lesson meet the objectives? How will you determine whether or not students achieved the stated learning objectives? Are your
assessment strategies properly aligned with your learning objectives?
• Can this lesson be improved? How so?
• Were the media and materials appropriate? How will you determine the effectiveness of the media and materials?
• Are there other technologies, media, and/or materials that may have worked better?

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 You may also want to ask your students to reflect on their learning experiences and have them provide their feedback.

• How will you determine whether or not your own performance was effective?

Evaluation methods for each of the following are included:

1. Student Performance
Create a rubric based on the objectives that you listed in the second part of this lesson plan as detailed as possible.

2. Media Effectiveness
How will you evaluate the effective use of the media that you select for this lesson?
3. Instructor Performance
How is your performance assessed in this lesson? You can have students,
co-workers, your supervisors and others to evaluate your performance. Provide detailed information.
As a teacher using the ASSURE model, you can use the ASSURE rubrics model to evaluate your application of the process used in developing
instructional materials.

Sample Evaluation Rubric for the lesson designed by the teacher.

ASSURE Model Rubric

CATEGORY UNSATISFACTORY
DISTINGUISHED
PROGRESSING PROFICIENT
(1) (2) (4)
Not completed Few Learner Most learners Described including
characteristics are characteristics are grade, demographics, learning styles,
included. included, but some key background knowledge, ac-
Analyze learner information is missing.
Michigan and/or
national standards
include behavior to
Benchmarks are Benchmarks are be demonstrated conditions under which
State included but provided, but key behavior be observed; degree to which learned
benchmarks rudimentary/not information is skill are to be mastered
and standards Not completed defined (too many). missing.

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 Appropriate
technology hardware/
software is fully
Integrated Media
Select Inappropriate implementation is described and an
instructional technology is Appropriate explanation for included Technology
methods, included and/or no technology is Standards (NETS) how media help to meet
media, and explanation is included, but not objectives is provided.
materials Not completed provided. described well.
Utilize media A technology Evaluation of student
and materials Evaluation of evaluation IS meeting objectives of
technology use is included, but is not NETS is included
poorly written and sufficient to fulfill lesson completed
Not completed inadequate. objectives
Require learner Not completed Individual acquisition Individual or group activities Individual and small/ large group activities
participation of are planned, but end product are planned and the lesson incorporates
lesson is not generated by collaboration and/or cooperative learning.
information collaboration.
Evaluate and Not completed Criteria for evaluating the Criteria for evaluating the Criteria for measuring the effectiveness of
revise effectiveness of the lesson are effectiveness of the lesson are the lesson are clearly explained.
poorly explained. partially explained.
Assessment Not completed Criteria for success are barely Criteria for success are at Criteria for success are clearly stated in the
described. least partially described. form of a rubric. Criteria include qualitative
as well as quantitative descriptors. The
evaluation instrument clearly measures what
students must know and be able to do to
accomplish the task. See Creating a Rubric
and, you could use Rubistar.
Lesson Not completed Lesson process is not clearly Some directions are given, Every step is clearly stated. Most teachers
stated. Teachers would not but there is missing would know exactly where they are at each
know exactly what they were information. Teachers might step of the lesson and know what to do next.
supposed to do just from be confused.
reading this lesson plan.
02007-2009 Sean Lancaster – Rubric made using Rubistar

ADDIE MODEL
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 The ADDIE instructional design model is commonly used by instructional designers. The ADDIE model is at the very core of instructional design
and is the basis of instructional systems design (ISD). ADDIE model consists of five cyclical phases-Analysis, Design, Development, Implementation,
and Evaluation. These processes represent a dynamic, flexible guideline for building effective training and performance support tools. The following are
the phases of ADDIE model.
Analysis
In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are set and the learning environment and
learner’s existing knowledge and skills are identified.
Design -The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media
selection. The design phase should be systematic and specific.
Development
The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the
design phase. In this phase, storyboards are created, content is written and graphics are designed. If e-learning is involved, programmers work to
develop and/or integrate technologies.

Implementation
During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators’ training should cover the
course curriculum, learning outcomes, method of delivery, and testing procedures.

Evaluation
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process.
Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from
the users which were identified.

It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE
instructional design model; other models include the Dick and Carey and Kemp Instructional System Design (ISD) models. One commonly accepted
improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials
are being created. This model attempts to save time and money by catching problems while they are still easy to fix.

Figure 6.1 below

illustrates the
ADDIE model:

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 Figure 6.1 ADDIE Model
Diagram by: Steven J. McGriff, Instructional Systems, College of Education, Penn State University

DICK AND CAREY MODEL

Another well-known instructional design model is the Dick and Carey Systems Approach Model. This model was originally published in 1978 by
Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.
Dick and Carey marked a useful contribution to the instructional design field by introducing a system view of instruction holistically rather than
viewing instruction as a sum of isolated parts. The model views instruction as an entire system, focusing on the interrelationship between context,
content, learning, and instruction. According to Dick and Carey:
Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments
interact with each other and work together to bring about the desired student learning outcomes.
The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:
Identify Instructional Goal(s): Goal statement describes a skill, knowledge or attitude (SKA) that a learner will be expected to acquire.
Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task.
Analyze Learners and Contexts: Identify general characteristics of the target audience including prior skills, prior experience, and basic
demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings.
Write Performance Objectives: Objectives consist of a description of the behavior, the condition, and criteria. The component of an objective
that describes the criteria that will be used to judge the learner’s performance.
Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of post testing, purpose of practice
items/practice problems. Develop Instructional Strategy: Pre-instructional activities, content presentation, learner participation, assessment
Develop and Select Instructional Materials
Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need of
improvement. Revise Instruction: To identify poor test items and to identify poor instruction. Design and Conduct Summative Evaluation.

With this model, components are executed iteratively and in parallel rather than linearly.

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Figure 6.2 Dick and Carey Model Source: http://en.wikipedia.org/wiki/
Instructional_design#Dick_and_Carey

DALE’S CONE OF EXPERIENCE

Dale’s cone of Experience is a model that incorporates several theories related to instructional design and learning processes. During the 1960s,
Edgar Dale theorized that learners retain more information by what they “(10” as opposed to what is “heard,” “read,” or “observed’% His research led to
the development 0t the cone 0t Experience. Today. This “learning by doing” has become known as “experiential learning” or “action learning

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 According to Dale’s research, the least effective method at the top, involves learning from information presented through verbal symbols, i.e.,
listening to spoken words. The most effective methods at the bottom, involves direct, purposeful learning experiences such as hands-on or field
experience. Direct purposeful experiences represent reality or the closest things to real, everyday life.
The cone shows the average retention rate for various methods of teaching. The further you progress down the cone, the greater the learning and
the more information is likely to be remembered by the learner. It also recommends that when choosing an instructional method, it is important to
remember that involving students in the process strengthens knowledge retention. It reveals that “action-learning” techniques resu lt in up to 90%
retention. People learn best when they use perceptual learning styles Perceptual learning styles are sensory based. The more sensory channels
possible in interacting with a resource, the better chance that many students can learn from it According to Dale, instructors should design
Instructional activities that build upon more real-life experiences.
Dales’ cone of experience is a tool to help instructors make decisions about resources and activities. The instructor can ask the following:

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 Where will the student’s experience with this instructional resource fit on the cone? How far is it removed from real-life?
What kind of learning experience do you want to provide in the classroom?
How does this instructional resource augment the information supplied by the textbook?
What and how many senses can students use to learn this instructional material? Does the instructional material enhance learning?

GAGNE’S 9 EVENTS OF INSTRUCTION

Gagne’s theory is classified as an instructional theory because it seeks to describe the conditions under which one can intentionally arrange for the
learning of specific performance outcomes. Gagne’s (1988) instructional theory has three major elements. First, it is based on a taxonomy, or
classification, of learning outcomes. Second, it proposes particular internal and external conditions necessary for achieving these learning outcomes.
And third, it offers nine events of instruction, which serve as a template for developing and delivering a unit of instruction.
This theory stipulated that there are several different types or levels of learning. The significance of these classifications is that each different type
requires different types of instruction. Gagne (1977) identified five major categories of learning: verbal information, intellectual skills, cognitive
strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive
strategies to be learned, there must be a chance to practice developing new solutions to problems. To learn attitudes, the learner must be exposed to a
credible role model or persuasive arguments.
Gagne suggested that learning tasks for intellectual skills could be organized in a hierarchy according to complexity: stimulus recognition, response
generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary
significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing
a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.
In addition, the theory outlines nine instructional events and corresponding cognitive processes:
1. Gain attention
2. Inform learner of objectives
3. Stimulate recall of prior learning
4. Present stimulus material
5. Provide learner guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention transfer
These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate
media.
Gagne’s work has contributed greatly in the field of instructional technology especially regarding the design of instruction. According to Gagne, the
following steps should be clearly thought out when designing instruction.

 Identify the types of learning outcomes.

 Each outcome may have prerequisite knowledge or skills that must be identified.
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  Identify the internal conditions or processes the learner must have to achieve the outcomes.
 Identify the external conditions or instruction needed to achieve the outcomes.
 Specify the learning context.
 Record the characteristics of the learners.
 Select the media for instruction.
 Plan to motivate the learners.
 The instruction is tested with learners in the form of formative evaluation.
 After the instruction has been used, summative evaluation is used to judge the effectiveness of the instruction.
The researcher is best known for three of his contributions in this area: the events of instruction, the types of learning, and learning hierarchies.
Gagne used the information processing model of internal processes to derive a set of guidelines that teachers could follow to arrange optimal conditions
of learning (Bostock, 1996).
Gagne's model is very simple. It is designed for system wide (large scale) curriculum One of the strengths of this model is that the design is focused
on front end analysis with the learner in mind. Furthermore, the fact that all the steps of the model are sequenced makes it easy for teachers or
instructional designers to implement and follow. Using this sequence should help to ensure that the learner masters the desired objective. Richey (1986)
noted that by sequencing instruction, one creates external conditions, which complement the internal conditions of learning. The framework can be
adapted for use in a variety of classroom settings, including college teaching. Gagne's model could also be effectively used for developing distanc e
education courses or programs. However, one can see that adapting the "events" to ma ny classroom settings might be problematic. Most teachers do not
use the kind of language contained in this framework (e.g., terms such as "presenting the stimulus", or "eliciting performance"). In fact, the whole Idea of
framing a course as a series of skills that can be practiced and performed by students is an unfamiliar concept to some teachers.

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