Instructional Design Comparison

Instructional Design Comparison

Instructional Design is a process that educators around the world are using in order to

enhance learner productivity.

The university of Michigan (1996) Defines Instructional Technology with the following:
Instructional Design is the systematic development of instructional specifications using
learning and instructional theory to ensure the quality of instruction. 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. ("Definitions of
Instructional Design")
This definition is a very clear and precise representation of the Instructional design process.

Instruction Design for me stands for the entire process that it takes in order to ensure that all

learning needs and goals are meet through process for all types of learners. Differentiation and

self-evaluation are key points to ensure that you have fully embraced any type of Instructional

Design process. In order to be successful with the educational process the instructor must

differentiate so that all learners needs are met. Self-evaluation, this is key so that instructors

reflect to ensure the process as a whole properly impacted learners. Also, self-evaluation is vital

for growing in your content. Throughout the paper I will describes these three types of

Instruction Design models, Dual Coding Theory, ADDIE design model, Discovery Learning

Model, model that I will use, explain the value in using instructional design for planning lessons,

and how I will different models to work with adults.

Analyze, Design, Develop, Implement, and Evaluate, or ADDIE; is a Perspective Model

for instructional design models. The ADDIE model was developed by Florida State University. I

will discuss the five different phases that make the ADDIE model successful. Analyze, During

this phase, you must assess your learners, their skills and background knowledge. Consider the
Instructional Design Comparison

goals of the lesson or course, what problems need to be addressed, and the physical context in

which you are to teach them. (Crawford, "ADDIE model")In this phase the instructor will

assess the learner of any prior knowledge that the students have on a content. This will help the

instructor to develop the proper goals, specific content information that needs to be addressed,

and how they should teach the learner. Once you have analyzed the learners you move forward

into the Design phase. Design, choose your learning objectives, approach and develop a strategy

for the lesson's implementation (Crawford, "ADDIE model").In the Design phase educators

develop the blueprint for the development stage. Creating objectives is a must, so that we

understand what it is that we want our students to know and achieve. Designing exercises to

ensure that we meet the need of the students is also a major part in this phase. The Develop phase

is after the Design phase. Develop, Create your materials, select a delivery method and design

your evaluation/assessment. (Crawford, "ADDIE model").In this phase the instructor develops

the materials for teaching, develop your evaluation and assessing materials. The Implementation

phase is after the Development phase. Implementation, Conduct the lesson! (Crawford,

"ADDIE model").The final phase in the process is Evaluation. Evaluation, This phase includes

the formative (reflection at each stage) and summative (feedback at end of process) evaluations.

(Crawford, "ADDIE model").During this phase instructors reflect on how each stage worked

during the process. Also, instructors will use this stage to see how students have grown

throughout the process.

Discovery learning is an active process of inquiry-based instruction that encourages

learners to build on prior knowledge through experience and to search for new information and

relationships based on their interests. (Coffey, "Discovery learning")Discovery learning takes

places when students are inquiring information pertaining to the content that is being taught.
Instructional Design Comparison

Students in the process are actively learning throughout this process. This process is supported

by several famous psychologist.

Heather Coffey history of the process:

deeper level. There are several process that students must go through to ensure that they have

successfully discovered on their own. First, the learner will identify the issue that they are trying

to solve. Second, the learner develops questions to answer during their research process. Finally,

the learner researchs their product to solve the problem. Instructors will assess their students

based on their research information. Research may be done in various ways; for example, the

students may write a paper, PowerPoint, make a video, etc.

Dual Coding is a process that was created by Allan Paivio.

Paivio explains the process in the following:

Human cognition is unique in that it has become specialized for dealing simultaneously with
language and with nonverbal objects and events. Moreover, the language system is peculiar in
that it deals directly with linguistic input and output (in the form of speech or writing) while at
the same time serving a symbolic function with respect to nonverbal objects, events, and
behaviors. Any representational theory must accommodate this dual functionality. ("Dual Coding
Theory (Allan Paivio)")
He concluded that the brain has two operation systems that work together to come up with an

end result. Paivo proposed that individuals learn through verbal and visual associations. Verbal is

hearing and understanding the word. Visual is putting the word into an image form. When we use

both verbal and visual associations there is a higher result in retaining information. I agree with
Instructional Design Comparison

this response. As a history teacher I implement imagery in all of my assessments and

assignments. For example, I have my students write a description of a specific event (Civil War

Battle of Chickamauga) after we have studied the standard. Next, my students will create an

image associated with the event. I have had better results using images throughout my classroom.

I will discuss the different ideals to help evoke images for success in the classroom.

I would use the Discovery learning process in my classroom. The following is how I will use the

process to evaluate my students. Exploring the real Christopher Columbus. First, my class and

I develop questions: Who is Christopher Columbus? What was his purpose? Why is he

significant? What did he do when he got to the New World? Next, I give them three articles and

we read through them together. Article one will be an excerpt from a newspaper or magazine that

mainstream media teaches about Columbus. Article two, will be a completely made up story

about Columbus. Third, the article is an excerpt written by historians that tell the truth about

Columbus. Once we have read through the article I allow the students to research and tell me

which Columbus they feel is the actual version that should be taught. The students must present

facts, and quotes in their paper. The students must defend the reason why they chose their article

in their paper. After this process the students defend their paper to a panel of teachers.

Instruction design is very valuable to instructors as explained by Kate Miffitt:

Similarly, the instructional designer is fluent in cognitive psychology and learning theory,
practiced in the systematic approach to design, experienced in designing for different learning
environments across disciplines and topics, and part of a rich community of practice. The teacher
indeed designs instruction, with varying degrees of intent and levels of success, but I would
characterize the act of designing instruction as being distinct from being an instructional
designer. (Miffitt, "The Value of an Instructional Designer")
Instructional design for me is very valuable in the educational world because you can use this

process for different contents. I think planning with instructional design allows for the teacher
Instructional Design Comparison

too vary the levels of achievement that they want their learners to reach. Instructional design is in

place to ensure that the instructor approaches learning as a system and process. A system or

process is not completely successful unless all components are successful.

My colleagues and I always design instruction together. One of the requirements for

common core is to assure that every subject ties in together across all curriculum. However, my

design process with them will change in our next meeting. I will bring up the Dual Coding

Process to the Language Arts teacher. She can use imagery to bring her text to life and evoke a

higher level of thinking. Also, one that that will be brought up is the ADDIE method. This

method is very thorough in ensuring that your lesson is detailed and has a purpose.

Throughout the paper I described types of Instruction Design models, Dual Coding

Theory, ADDIE design model, Discovery Learning Model, model that I will use, explain the

value in using instructional design for planning lessons, and how I will different models to work

with adults. The comparison paper has allowed me to understand the different perspectives in

Instructional design. I will take into consideration what I want my learners to achieve will going

through a lesson. I feel that implementing a design or process can help all educators make sure

that very process works cohesively so that the outcome is reached.

Bibliography

Definitions of Instructional Design. (1996). Retrieved September 23, 2015.

Crawford, C. (n.d.). ADDIE model. Retrieved September 23, 2015.

Coffey, H. (n.d.). Discovery learning. Retrieved September 23, 2015.

Dual Coding Theory (Allan Paivio). (n.d.). Retrieved September 23, 2015.

Miffitt, K. (2013, October 21). The Value of an Instructional Designer. Retrieved

September 23, 2015.