1.+Instructional+Model+Comparison

[|instructional design model graphics[1.doc]] [|ModelComparison.doc] [|commercial_0001.wmv] media type="file" key="commercial_0001.wmv"

 Instructional Design An instructional design model provides the foundation educators uses to build their instruction. The purpose of the instructional design model is to “improve instruction through the analysis of learning needs and systematic development of learning materials” (Culatta, 2009). By using the instructional design models, educators can ensure the effectiveness and quality of their instruction. There are many instructional design models to choose from but most of them are modeled loosely from the ADDIE model. ADDIE is an acronym for analyze, design, development, implementation, and evaluate. By following each of these steps, educators are guided through the process of designing an instructional design model that will identify and solve their instructional problem (Gagne, 2005).
 * Instructional Design vs. Instructional Strategy **

Instructional Strategies An instructional strategy is the techniques educators use to teach the lesson. The strategies that are used depend on the type of lesson and the student’s learning styles. Instructional strategies are used by teachers to put their instructional design models into effect. Each model needs a strategy to carry out the instruction.

The instructional design models chosen for comparison are “Dick and Carey” and “Morrison and Ross”. Both instructional models follow an ADDIE framework. The Dick and Carey model follows the basic ADDIE model fairly closely. This process contains ten components and is said to be rather rigid and difficult when used in real life instructional design. The process begins by identifying instructional goals and ends with a summative assessment. The components are listed here: 1. Assessing needs to identify goals 2. Conducting instructional analysis 3. Analyzing the learners and contexts 4. Writing performance objectives 5. Developing assessment instruments 6. Developing instructional strategy 7. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Developing and selecting instructional materials <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">8. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Designing and conducting formative evaluation <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">9. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Revising instruction <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">10. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Conducting summative evaluation Morrison and Ross appears complex, but when broken down into its nine elements it is more or less a flexible model. Those nine elements, represented in each of the small ovals, cover similar aspects of the design process as Dick and Carey. The two outer ovals suggest that the activities within them are conducted throughout the process, at all points. The elements are listed here: <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">1. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Identifying instructional design problems and specifying goals <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">2. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Examining learner characteristics <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">3. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Identifying subject content and analyzing task components that are related to goals <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">4. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Stating instructional objectives for the learner <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">5. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Sequencing content within each unit to sustain logical learning <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">6. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Designing instructional strategies for each learner to master the objectives <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">7. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Planning instructional delivery <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">8. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Developing evaluation instruments <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">9. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Selecting resources to support learning activities Both models are described as being iterative, or repeating. One of the main differences appears to be that Morrison and Ross claim that users may enter at any point which is most relevant to their particular project, while the Dick and Carey model appears to have a distinct starting point. The Dick and Carey model also contends that each component is critical to the process and must not be left out while Morrison and Ross’ model states that elements may be used or left out depending on what is needed. While ideally, instructional review and revision takes place continually and at any point in the Morrison and Ross model, one criticism is that instructors do not have the time or money to edit and revise the process this often. While the Dick and Carey model also shows revision at various points during development, the simplicity and logical flow of the design may make the chances for revision more structured. As stated before, both instructional models follow an ADDIE framework. Both could be successfully used to solve an instructional problem. As with any model, both have strengths and weaknesses, commonalities and differences. The model chosen by an instructor would likely be determined by the specific problem, their own personal experience, and their instructional style. The flexibility of the Morrison and Ross model may be a benefit, but its lack of a true structure could also present problems. The rigidness of the Dick and Carey model may help a novice find their way, but it may also stifle the creative freedom of some. We have chosen to use the Dick and Carey model over the Morrison and Ross model. This seems to be well known and widely used. Its very organized systems approach, we believe, will be most beneficial in addressing our instructional problem. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Problem-Based Learning This is a student centered instructional strategy. This strategy allows for students to collaboratively and extensively work with one another in guided, facilitated instruction, which will enhance students learning by challenging open-ended questions. Problem based learning allows students to actively solve problems by questioning, interpreting, reflecting and experiencing the problem given to them. Problem solving never challenges skill, but allows for the assistance in developing those skills for the students. Teachers are not there to directly instruct the students, but to act as guides, or facilitators. Teachers may assist in showing one of the many ways to solve a problem by assisting in possible guidelines for the students, which in turn will allow for the student to develop strategies to approach the problem addressed to them. The task is authentic and realistic for the students to achieve. It develops higher-level thinking processing, while acknowledging basic core curriculum in the development of the task. Constructivist Learning Environments This strategy is directed more into the thought process of interpretation within the students. Here, students are encouraged to interpret text for generalization purposes. Here the students will understand how to take large backgrounds of information and build inferences, and interpretations from it. This type of learning environments use a design model that is laid out into seven different steps that can show the effectiveness of the SSE model (Study Support Environments): Observation, interpretation construction, contextualization, cognitive apprenticeship, collaboration, multiple interpretations, and multiple manifestations. This model when supported by authentic artifacts, in content of rich background materials in a central focus, can produce productive learning results in support of the SSE. Some similarities between the two types of strategic instructions are that both are student centered and with guided support from the teacher. They both work with authentic material that needs to be interpreted, and examined by the students. Here, both activities allow for collaboration of the students while at the same time asking for multiple perspectives which allow for further discussion to solving the problem, or task at hand. Both models have also shown increased score results in a variety of learning areas, such as history, science, and literature. Both models also allow for investigation of new possible ways to determine problem-solving possibilities. Lastly, these models allow for students to take responsibility for themselves and for the cooperating group. By doing this, students organize and direct their learning process the ways they deem necessary to solve the problem, or task, with the guidance of their instructor. This allows for students to build onto their communicating skills and self-directed learning skills. <span style="font-family: 'Times New Roman','serif';">In problem solving, for the most part the students are given a problem in which they need to solve using multiple methods to come to a clear proposal of how the task can be resolved. Where PBL allows for a proposal of an answer, the Study Support environment gives a more interpretive analysis of the student’s thoughts. Students here are in a “learning environment” however their focus is not on just finding a solution but interpreting it in a multitude of ways. In SSE/constructivist learning environments, there are three types of constructive design principles; archaeotype, Galileo, and playbill. Each has their specific ways of addressing the constructivist-learning environment (Observation, interpretation construction, contextualization, cognitive apprenticeship, collaboration, multiple interpretations, multiple manifestation). Students in these models are given a subject matter, which they then study, measure, infer, interpret, build a project based around the subject then implement their understanding of this aspect or subject matter. Here the teacher can act more as a model than a facilitator. Another difference would be that the constructivist learning environment model is more addressed towards history, science and literature, while the problem-based learning can be used more widely, in all subject matters. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Instructional Design Model Comparison **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Instructional Strategy Comparison **
 * <span style="font-family: 'Times New Roman','serif';">Instructional Strategy Pros/Cons **
 * <span style="font-family: 'Times New Roman','serif';">Pros || <span style="font-family: 'Times New Roman','serif';">Cons ||
 * <span style="font-family: 'Times New Roman','serif';">Variations can assist one another in achieving a learning based environment || <span style="font-family: 'Times New Roman','serif';">Many variations exist, from very pure to very impure. ||
 * <span style="font-family: 'Times New Roman','serif';">Some students thrive on learning environments. Collaboration allows for more viewpoints and interpretation to achieve a certain task, problem or goal. || <span style="font-family: 'Times New Roman','serif';">Some students do no thrive on learning environments. Students find that the group process can be difficult, frustrating, time consuming, and unorganized. May require a type of individual. ||
 * <span style="font-family: 'Times New Roman','serif';">Students learn to think more critically, analytically, and interpretively. Student’s use of inquiry learning is found more purposeful and meaningful in context and content. || <span style="font-family: 'Times New Roman','serif';">Student’s come away with less conventional wisdom. ||
 * <span style="font-family: 'Times New Roman','serif';">When execution is done properly, outcome results can reduce achievement gaps in students learning. || <span style="font-family: 'Times New Roman','serif';">Less effective instructional strategy if used to early in the learning process of the students. ||

<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> http://edutechwiki.unige.ch/en/Instructional_design
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">References: **

http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html

http://www.instructionaldesign.org/

http://olc.spsd.sk.ca/DE/PD/instr/index.html

http://www.effectperformance.com/sites/prestera/html/M4/L1%20-%20ISD/M4L1P1.htm http://www.quasar.ualberta.ca/edit573/modules/module4.htm http://tojde.anadolu.edu.tr/tojde26/articles/article_5.htm http://www.sjsu.edu/depts/it/mcgriff/kbase/isd/kemp.html