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Instructional Design Models

The document discusses several instructional design models, including ADDIE, ASSURE, ARCS, and the Morrison, Ross & Kemp model. It provides details on the phases and processes involved in each model. The ADDIE model involves the five phases of analysis, design, development, implementation, and evaluation. The ASSURE model focuses on selecting appropriate instructional materials and ensuring good learning through understanding learners and learning outcomes. The ARCS model identifies four key elements to motivate learners: gaining attention, promoting relevance, building confidence, and providing satisfaction.

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100% found this document useful (1 vote)
284 views29 pages

Instructional Design Models

The document discusses several instructional design models, including ADDIE, ASSURE, ARCS, and the Morrison, Ross & Kemp model. It provides details on the phases and processes involved in each model. The ADDIE model involves the five phases of analysis, design, development, implementation, and evaluation. The ASSURE model focuses on selecting appropriate instructional materials and ensuring good learning through understanding learners and learning outcomes. The ARCS model identifies four key elements to motivate learners: gaining attention, promoting relevance, building confidence, and providing satisfaction.

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Instructional

Design Models
Dr Nor Hafizah Adnan
Instructional Design
What is Instructional Design?
Instructional Design is a systematic process of translating general
principles of learning and instruction into plans for instructional
materials and activities.
It is the entire process of analysis of learning needs and goals and the
development of a delivery system to meet those needs.
It includes development of instructional materials and activities; and
tryout and evaluation of all instruction and learner activities.
Role of Instructional Design?
Systematic process of instructional design enables you to:
◦ Identify a performance problem
◦ Determine the goals and objectives
◦ Define your learners and their needs
◦ Develop strategies to meet needs and goals
◦ Assess learning outcomes
◦ Evaluate if goals, objectives, and needs are met
Instructional Design Models
Procedural and conceptual models
Based on theory (learning theory, systems theory) or practice
(company, military, software development)
Give us structure and meaning to a problem
Examples of Instructional
Design Model
ADDIE
ASSURE
ARCS
Morrison, Ross & Kemp
The ADDIE Model
Five essential phases:
ADDIE: Analysis Phase
Basis for all other phases in the instructional design process.
To identify barriers or constraints:
◦ Define the problems
◦ Identify the audiences
◦ Identify the cause of the problems
◦ Determine possible solutions
ADDIE: Design Phase
How will the content be organized?
How will it be presented to learners?
What delivery format will be used?
What types of activities and exercises will be included?
How will learners' accomplishments be measured?
ADDIE: Development Phase
Focus on generating the course documents and materials used by
faculty, trainers and participants during the delivery of the course.
Outputs of this phase include competency-based learning guides and
checklists, pre- and midcourse questionnaires, computer based
learning/traning, web page, trainer’s notes, presentation plans,
assignment sheets, case studies, etc.
ADDIE: Implementation
Phase
The implementation phase of the instructional design process refers to
the actual delivery of the instruction as designed.
Competency-based as part of mastery learning
In-service and pre-service delivery
Group-based, computer-based
ADDIE: Evaluation Phase
The systematic collection, processing, analysis and interpretation of
data to determine whether education or training has met its objectives
and to identify aspects of the process that should be strengthened.
Types of evaluation include participant reaction, participant learning,
on-the-job performance and effect of training.
The ASSURE Model
Note the selection of materials instead of development
Classroom orientation
Smaldino et al. (2008)

Dr. Sharon Smaldino:


“To ASSURE good learning, I believe it
is not one single thing that a teacher or
designer should consider, but I do believe
that there are areas of emphasis.”
The ASSURE Model
The ASSURE Model
Dr. Sharon Smaldino (2008)

“ First, ASSURE starts with looking at the learner in detail.


Nothing you plan or design is effective unless you have taken
the time to look at the learners. In Illinois, for example, it is
now state law that ALL teachers must assess their students'
knowledge and skills prior to instruction to ensure that they
differentiate instruction. That means that by understanding
where the learners are at the start of instruction, a teacher will
make every effort to assist all learners to be successful in their
learning endeavors. This new direction supports my position
about knowing the learner. I feel that knowing as much as
possible about your learners is critical to design and
implementation of instruction.”
The ASSURE Model
Dr. Sharon Smaldino (2008)

“Second, the second letter in ASSURE, S, refers to knowing the


intended outcomes or expectations. No instruction should begin
without everyone having a clear understanding of what is supposed
to happen in the instruction. This does not preclude the possibility
of additional learning taking place, but without a road map, some
of your learners may well be "lost." And, especially in the schools
today, as we edge closer to the 100% of all students meeting or
exceeding expectations, I believe that students need to know what
is expected of them. I do believe that there is more than one "right
way" to achieve those expectations and more than one "right
medium" to use, because it's not a one-size fits all world. I add that
you cannot assess learning without knowing what was expected.”
The ASSURE Model
Dr. Sharon Smaldino (2008)

“My final area of importance in the design and implementation process


to ASSURE good learning is the reflection component of evaluation.
Once you have completed the design and instruction and gathered the
data about the outcomes and impressions from your learners, you need
to take the time to consider what went well and what could be changed
in that particular instructional event. This information will help you re-
design that instructional event for future opportunities. But, this
information also guides you on how to better address your learners in
instruction beyond this particular instructional event. We often do not
put enough emphasis on reflection as teachers and designers, but I do
consider that it is not time wasted. I will close with the idea that it's not
about the technology and media. It's about the learners and the
important decisions we make as designers and  instructors to ensure
successful learning opportunities.”
The ARCS Model
Keller’s ARCS Model of motivation can be perceived as a problem
solving approach to learning that instructional designers can use to
develop even more engaging learning activities.
Four key elements in the learning process which can encourage and
sustain learners’ motivation. 
◦ Attention
◦ Relevance
◦ Confidence
◦ Satisfaction
The ARCS Model: Attention
Learners are encouraged to become active participants in the
learning process. As they get more engaged in the learning process,
it is more likely to be interested in the learning content and there
are higher chances of completing the course.

Employing a variety of different media can definitely make the


learning more interesting.

Learners get more motivated if they believe that what they learn
has a practical application in real life. Informing learners of the
practical use of the learning material in their daily lives, either
personal or professional, by employing real life stories or
examples, will grab their attention and will make them want to
know more.
The ARCS Model: Relevance
Allowing learners to establish connections of the new information presented and
what they already know from previous experience.

Adult learners usually get more motivated if they see a direct connection of how the
course they attend will equip them with new skills that will help them to resolve their
current issues.

Set an example and offer presentations by those who may present them with a model
of success. Knowing that other people have successfully applied the particular piece
of knowledge or skill presented, motivates learners to perceive course as useful and
as the first step towards their personal success story.

Giving learners choice upon their own instructional strategy is another factor that
increases motivation. They have preferences on specific learning methods or media
that they may find more effective for them compared to others.
The ARCS Model:
Confidence
Encourage learners to take small steps and immediately show them their
progress in the course.

Feedback is another important determinant of learners motivation. If no


feedback is provided, learners feel confused as they cannot be sure about
their progress in the course. Feedback, especially constructive one, is
essential in order to encourage learners to proceed with confidence to the
next activity or to review a previous one, making the learning experience
even more effective.

By providing learners with some degree of control over the learning process
gives them a sense of independence and that they are in control of their
own success. In other words, it makes them believe that they are
responsible for their own learning. Allowing learners to choose the learning
method they find more suitable, motivates them to commit to the learning
course, as it is a strategy that actively engages them in the learning process.
The ARCS Model:
Satisfaction
The learning process must present learners with some kind of reward,
whether this may be a sense of accomplishment or praise from the
trainer or online facilitator. They can both increase learners levels of
satisfaction from the learning course as they will leave them with the
sense of achievement and recognition of their efforts throughout the
learning process.

Learners should feel as though the skills or materials that they are
mastering will be useful in the future. This can be achieved by
encouraging learners to apply their newly acquired knowledge and skills
in real world settings or by engaging them in real problem solving
activities. This will give learners inner satisfaction as they will find
worthwhile the time, money, and effort they’ve put in the learning
course.
The Morrison, Ross and
Kemp Model
There are nine basic steps in the systematic design process
Comprehensive ID plan
Classroom orientation
The Morrison, Ross and
Kemp Model
The Morrison, Ross and
Kemp Model
Circular (Flexible) Design
◦ Since the MRK model is circular and the steps are interdependent, the steps
do not have to be followed in any particular order to complete the
instructional learning system design.
◦ The MRK model is learner centered, it provides a good application of the
systems approach wherein the instructional design process is presented as a
continuous cycle, while retaining an emphasis on how to manage the
instructional design process.
The Morrison, Ross and
Kemp Model
MRK is a Cognitive Learning Design Model
◦ Cognitive learning places greatest emphasis on the mental process of
learning. Instruction is organized into pieces that fit the learner’s capabilities.
◦ Since the MRK model is circular and the steps are interdependent, the steps
do not have to be followed in any particular order to complete the
instructional learning system design.
The Morrison, Ross and
Kemp Model
Final Thoughts on Course Design
◦ A designer can start at any point in the process which makes sense for a
particular project and change the order of the steps and revisions as they
make sense in a project.
◦ Another point worthy of note is that in today's world instructional designers
are often told what the development and delivery technology will be and,
sometimes, what the instructional strategies will be.
ID Model: Advantages and
Disadvantages
Advantages:
◦ Cost effective
◦ Saves time and trouble
◦ Promotes effective learning
◦ Systematic

Disadvantages:
◦ Very linear
◦ Constraining, limits creativity
◦ Time-consuming to implement
Thank You!

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