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Instructional Design Models

These are some of the models have been developed to aid in the instructional design process.

1. A very basic model includes the following events in instruction:

2. ASSURE

  1. Analyze learners
  2. State objectives
  3. Select instructional methods, media, and materials
  4. Utilize media and materials
  5. Require learner participation
  6. Evaluate and revise
A Analyze audience Gather as much information as possible about recipients of the instruction.
   

General Characteristics
Number of Students:
Level (grade or age):
Gender:
Age range:
Exceptionalities - adhd, hearing, etc:
Cultural/Ethnic/or other types of Diversity:
Other:

Entry Competencies
What skills do they have already:
They need to review:
Other:

Learning Styles
Visual (% of students):
Auditory (hearing/verbal):
Kinesthetic (hands on/physical):
Other:

S

Set objectives

Describe what the learner will demonstrate after instruction. 3-5 learner objectives, including at least one application level objective. Bloom's Taxonomy.

S

Select methods, media, and materials

Select learning activities that provide students with examples and non-examples of desired outcomes and guide students to practice new behaviors or skills to master objectives. Choose media based on how they can add value to the learning experience.

U

Utilize methods, media, and materials

Describe how you are going to implement your media and materials.

R

Require learner participation

Describe how you are going to get each learner "actively" and individually involved in the lessons.

E

Evaluate and revise

Observe students using the materials, collect data from student surveys. Analyze grades to determine what components of the class worked best. Did students achieve the desired outcomes? What revisions are necessary to improve the learning process?

Heinich, Molenda, Russell, Smaldino, (2001). Instructional Media and Technologies for Learning. Prentice Hall.

3. ADDIE:

  1. Analyze What are course goals? What learning outcomes or competencies will your students demonstrate? How will the outcomes be assessed? Who is your audience? What are special needs of audience? How will needs be addressed? Are there prerequisite skills or knowledge student will need?
  2. Design Identify specific student learning objectives based on course goals and learning outcomes. State in terms that are measurable. Establish criteria for successful mastery of each objective. Determine assessments for each objective. Design instructional strategies based on objectives. How will students learn? Will you use discussion, debates, case studies, collaborative or cooperative groups?
  3. Develop Create a variety of interactive learning activities that provide students with examples and non-examples of desired outcomes and guide students to practice new behaviors or skills to master objectives.
  4. Implement Apply objectives, activities and assessments to instruction. Guide students through learning, provide feedback on performance. Pilot test the materials with the intended audience.
  5. Evaluate Observe students using the materials, collect data from student surveys. Analyze grades to determine what components of the class worked best. Did students achieve the desired outcomes? What revisions are necessary to improve the learning process?

    Dick, W., & Carey, L.(1978). The Systematic Design of Instruction. Glenview, IL.: Scott, Foresman