Instructional Design Models

Herbert Dunbar
This paper will explore three categories of instructional design models.

University Of West Georgia **** MEDT 7461**** Spring 2018

 Instructional Design Models

The Definition

The dictionary defines design as a plan or drawing produced to show the look

and function or workings of a building, garment, or other object before it is built or

made. When this same concept is applied to classroom studies it is call

Instructional Design. Purdue University online simply defines Instructional Design

as “a field of study that marries education, psychology and communications to

create the most effective teaching plans for specific groups of students.” MY

personal definition of ID is “the intentional and deliberate integration of

multimedia and technology to achieve learning outcomes.

A Brief History

The History of instructional design begins in 1944 when thousands of soldiers

needed training in various very complicated tasks, scenarios, and etc. in a short

period of time. To do this Tasks were broken down into smaller chunks or

modules that soldiers could learn more easily. Further advancement in ID came

in 1954 when B, F. Skinner introduced Programmed Instruction which is based

on Skinner’s operant Conditioning which stated that learning can be influenced

by breaking in down in to smaller chucks with rewards for desired responses

along the way. By 1956 Benjamin Bloom developed Bloom’s Taxonomy which is

a set of three hierarchical models used to classify educational objectives into

various levels of complexity. The in 1957 the Soviet Union launched their Sputnik

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satellite in orbit. This event would vastly accelerate the attention and speed at

with ID began to develop. The government began to pour millions of dollars into

math and science instructional initiatives. NASA began to create instructional

designs to train astronauts to land a man on the moon. In the 1960’s concepts

like task analysis, criterion-referenced testing and objective specification were

designed. Among the first individuals to describe such models were Gagné,

Glaser, and Silvern. In the 1970’s ID truly began to flourish as people continued

to build on the works from previous decades. Over 40 new systems were

developed. The military also began to create ID training systems off of their

works. By the 1980’s PLATO (Programmed Logic for Automatic Teaching

Operation), was created. It was one of the first commercialized computer

assisted instructional system that integrated computers into instruction.

In the 1990’s the concept of constructionism took off its key component is the

idea that learning should be authentic and based on real world experiences

allowing the learner to construct their own knowledge. CBT or Computer Based

Training delivered from CDs became a common form by of interactive

lesson/trainings. The 2000’s have brought about tremendous improvements and

penetration in technology. Computers are smaller and faster than ever before,

the Internet has saturated almost every highly populated area. ELearning and

multimedia presentations are a becoming a part of the ID design process and if

Schools leaders genuinely dedicate their effort to fully integrating ID in our

schools, we’ll have a very bright future.

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What is Instructional Design Theory?

Webster’s dictionary defines a theory as a plausible or scientifically acceptable

general principle or body of principles offered to explain phenomena. From that

definition it is easily understood that ID Theory is a theory that gives a generally

accepted guide or method of how to better teach learners using ID.

Models

In this paper I will attempt to discuss three categories for Instructional Design.

 The Cognitivism

 The Prescriptive

 The Constructivist

Cognitivism

Cognitivists believe in learning theories that are based on rational information

processing model of the human mind. Cognitivism is the study in psychology that

focuses on mental processes, it seeks to understand how people perceive, think,

remember, learn, solve problems, and direct their attention in one direction

versus another. Cognitivists seek to understand a learner’s internal behaviors

instead of just monitoring their external behaviors. The model in this category

that I find most useful in my line of work is Concept Mapping. This model

represents a type of graphic organizer that is used to help learners organize their

knowledge of a subject. Concept maps begin with a main idea (or concept) and

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then branch out to show how that main idea can be broken down into specific

topics. There are three major steps to creating a concept map:

Step 1: List key concepts/terms related to the topic.

Step 2: Build up concepts to elaborate key concepts.

Step 3: Identify links between concepts.

Once learners have followed these steps they should have a visual

representation of what they know to be used for activities ranging from studying

to general idea exploration.

Prescriptive

Prescriptive learning theories involve instructions and guidelines that describe

what to do to reach specific outcomes. They are often based on descriptive

theories; sometimes they are derived from experience. As its definition suggests,

it is a prescription for successful learning outcomes. The model that I find most

useful in this category is the ADDIE model of instruction. The ADDIE Model is a

systematic instructional design consisting of 5 different phases: Analysis, design,

development, implementation and evaluation. ADDIE is use to design and

develop instructional programs and processes. In my line of work I would use this

model to create an instructional-designed programs to use with digital books and

multimedia content.

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Constructivists

The Constructivist learning theory involves the belief that learning occurs when

learners are active in the of mean making and knowledge construction. They

believe that learners construct new/original ideas and concepts based on their

past knowledge and experiences. Constructivism is best used for student

centered and project based learning. The model that I find most useful is the

Project Method or model of instruction. Project Based Learning or PBL is an

instructional model in which leaners gain knowledge and skills by working to

investigate and respond to authentic, engaging and complex problems, or

challenges. PBL improves learning and makes classroom tasks more engaging.

Because projects often require unique and authentic thought, students are

invested stakeholders in the projects and tasks that they complete. I am a big

believer in allowing students to make mistakes. PBL allows students to work

through some trial and error to find out what works. The confidence gained from

accomplishing a big task like a project will help a learner in every other learning

experience that follows.

During my process of researching and writing this paper, the model that I liked

and that stood out to me the most was the ADDIE model. I currently work as a

high school Business Education teacher. I teach Computer Applications, Intro to

Business concepts and Business Communications. I would one day like to see

schools systems go completely digital as it relates to textbooks and various

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school materials. To roll out a completely digital textbook system I would employ

the ADDIE system.

Based on my readings I believe that the ADDIE system is perfect to rolling out

any new instructional design project. I would use the ADDIE system in the

following ways:

In the Analysis phase I would identify my goal of getting rid of paper textbooks in

favor of Digital textbook for reason ranging from price, ease of update, portability

and the fact that multiple books can be carried on one device. I would compare

the strengths and weakness of both and move forward.

In the Design phase I would use the information gathered and vetted during the

analysis phase to plan out and design a systematic approach to the rollout of

digital textbooks.

In the Development phase I would write out my actual step by step plan of how I

would replace all paper textbooks with digital versions. I would use this time to

acquire all of the necessary materials and come up with contingency plans for

potential problems.

In the Implementation phase I would put my plan in to action. This is when

electronic device would be delivered and teachers/administrators would be

taught how to use them. Systems would be upgraded as needed to

accommodate the load of the new changes.

In the Evaluation phase I would take a look at how effective my new system all

digital books is working. This is when any revisions and modifications can be

made.

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References

How to Develop a Concept Map.

http://tutorials.istudy.psu.edu/conceptmaps/conceptmaps6.html#headingtaglink_7

Instructional Design Timeline.

https://www.instructionaldesigncentral.com/instructional-design-history

Brenda Mergel, (1998). Instructional Design & Learning Theory;

http://www5.csudh.edu/dearhabermas/lrnthry01bk.htm

Learning Theories.
http://learningtheoriesinmath.weebly.com/design-theories-and-models-
prescriptive.html

What’s Instructional Design.

https://online.purdue.edu/ldt/learning-design-technology/resources/what-is-
instructional-design

Robert A. Reiser, (2001). A History of Instructional Design and Technology: Part

II: A History of Instructional Design.
http://www.speakeasydesigns.com/SDSU/student/SAGE/compsprep/History_of_I
nstructional_Design.pdf