Features of Design Models

 The Dick and Carey Systems Approach Model, formulated by Walter Dick and Lou
Carey, employs a holistic systems approach to instructional design, treating each
element of the process as interconnected rather than isolated components.

1. Identify Instructional Goals.

- Emphasizes defining instructional goals aligned with organizational strategic objectives.

- Focuses on determining what learners should know and be able to do, considering needs
analysis for understanding current knowledge and skills.

2. Conduct Instructional Analysis.

- Involves procedures to identify specific skills and knowledge necessary to achieve

instructional goals.

- Ensures a focused understanding of essential elements within a larger topic.

3. Identify Entry Behaviors.

- Considers learners' skills, knowledge, and attitudes before engaging in the learning task.

- Connects learners to the subject being taught by evaluating demographics, prior

knowledge, experiences, and performance levels.

4. Write Performance Objectives.

- Specifies performance criteria to assess learners' achievements.

- Outlines a framework for transforming task needs and goals into clear-cut objectives.

5. Develop Criterion-Referenced Tests.

- Involves creating assessments that align with performance objectives, including testing,
pretesting, post-testing, and practice problems.

6. Develop Instructional Strategy.

- Develops modes of instruction, engagement activities, participation criteria, and

assessments to achieve objectives.

- Addresses how information is presented, how learners practice, and how they are tested.

7. Develop and Select Instructional Materials.

- Involves determining media selection, content sequencing, and instructional strategies.

- Ensures clarity, measurability, and specificity of learning objectives, with materials

aligned with objectives, assessment, and instructional strategies.
8. Develop and Conduct Formative Evaluation.

- Collects data to enhance instructional materials and improve overall instruction for a
broader audience.

9. Revise Instruction.

- Constantly revises each stage based on formative evaluation data, ensuring continuous
improvement throughout the learning program.

10. Develop and Conduct Summative Evaluation.

- After program creation and delivery, assesses the quality and achievement of
instructional goals, typically conducted by a third party.

 The Smith and Ragan model, grounded in a system-oriented approach, defines a

system as a cohesive assembly of discrete elements working towards a specific
learning goal. This model underscores the significance of crafting explicit and
measurable learning objectives, aligning them with purposeful activities.

1. Analysis and Assessment - This phase precedes instructional development and

encompasses four components: contextual analysis, learner analysis, task analysis, and
assessment of the learning process. Smith and Ragan advocate for early attention to analysis
in the model, asserting that this proactive approach saves time, resources, and minimizes
frustration.

2. Instructional Strategies - This section incorporates essential characteristics, including

organizational strategies (sequencing of instruction), delivery strategy (choice of
instructional medium and grouping of learners), and management strategies (scheduling and
resource allocation).

3. Evaluation - Formative and summative evaluations are integral to the design

development, occurring during and after the instructional process. These evaluations inform
both the designer and the learner about the attainment of desired learning outcomes.
Utilizing one-to-one and small group evaluations helps identify potential issues with the
instruction and its context.

 The ADDIE model, an instructional design methodology, serves to organize and

optimize course content production. ADDIE stands for Analysis, Design,
Development, Implementation, and Evaluation, emphasizing a sequential process
with a focus on reflection for continuous improvement.

1. Analysis Phase - Initiate with an in-depth analysis of the training landscape, including
learners' needs, context, and available resources. Pose key questions to comprehend the
current situation and training objectives, guiding subsequent decisions and ensuring an
informed instructional approach.

2. Design Phase - Here, practical decisions are made based on insights from the analysis.
Develop a strategy, choose delivery methods, define structure, duration, and feedback
mechanisms. Storyboard ideas or create prototypes to communicate the course blueprint
effectively to stakeholders.

3. Develop Phase - Utilizing information from the Analysis and Design phases, create course
content adhering to the predetermined design. Add detail and polish to elements such as
textbooks, videos, and activities. Incorporate graphics, colors, and fonts to enhance the
overall quality of the courses.

4. Implement Phase - The instruction is delivered to learners after thorough testing. During
this phase, the instructional designer monitors the instruction's effectiveness to ensure
alignment with the intended goals.

5. Evaluate Phase - Assess the success of the instruction, aiming to gather feedback
comprehensively. The primary objective of the ADDIE model is to provide a structured
approach to developing training programs. Continuous feedback is crucial for refining and
revising content, prompting questions like, "Is this model coherent and effective?"

 The Kemp Model, introduced by Jerrold Kemp in collaboration with Gary Morrison
and Steven Ross in 1994 through the publication "Designing Effective Instruction," is
also recognized as the Pyramid Model. This model comprises several key features:

1. Attention Level - This initial phase emphasizes capturing the learner's attention with a
compelling opening and engaging presentation. It also involves defining the learning
outcomes for the course.

2. Learning Styles and Needs - The second element addresses the diverse learning styles and
needs of students, along with the cognitive load related to topics, tasks, and procedures. It
includes identifying what students need to learn and the skills they must acquire.

3. Content and Learner Characteristics - Similar to stages in other instructional models, the
third element is pivotal for considering learner characteristics in relation to course content.
Activities such as simulations and role-playing facilitate skill practice.

4. Content and Task Analysis - The fourth element focuses on the comprehensive
understanding required from the learner regarding new material, determining the depth of
understanding to be demonstrated.

5. Objectives for Learners - In this phase, broad learning objectives are analyzed and
translated into specific, defined goals for the learners.

6. Design of Facilitative Activities - The sixth element involves designing activities that aid in
facilitating the course.
7. Instructional Resources - In the seventh phase, the designer determines the instructional
resources necessary for effective teaching and learning.

8. Support Services - This feature recognizes available or required support services, such as
technological support personnel or special education assistants, essential for both teaching
and learning activities.

9. Evaluation and Assessment - The final component addresses formative and summative
evaluations, as well as assessment modes throughout the instructional process.

 The ASSURE model, which stands for Analyze, State standards, Select methods,
Utilize media, Require learner participation, and Evaluate and revise, provides a
structured approach to instructional design. This model offers the advantage of
simplicity, making it easy to remember and implement.

1. Analyze Learners

- Begin with a detailed examination of the learners, considering factors such as grade level,
age, sex, mental, emotional, physical, or social aspects.

- Assess specific entry competencies, including prior knowledge, skills, attitudes, and
learning styles.

- Understanding the audience is crucial for selecting the most suitable medium to achieve
instructional objectives.

2. State Objectives.

- Clearly articulate objectives that define what learners will accomplish as a result of
instruction.

- Frame objectives in terms of desired behavior to ensure clarity.

- Specific and well-defined objectives enhance both learning and teaching effectiveness.

3. Select Methods, Media, & Materials

- Connect the audience characteristics to the stated objectives to determine the

appropriate method for the learning task.

- Choose or adapt materials and media that align with the selected method.

- Ensure a strong connection between the chosen instructional approach and the learning
objectives.

4. Utilize Media.

- Develop a plan for implementing media and materials, specifying how each will support
the lesson objective.
 - Practice using electronic equipment beforehand to ensure proper functionality.

- Thoroughly practice the lesson itself before presenting it to learners.

5. Require Learner Participation.

- Describe strategies to actively involve each learner in the lesson.

- Incorporate questions, discussions, group work, hands-on activities, and other engaging
methods.

- Provide feedback to learners before proceeding to any form of evaluation.

6. Evaluate Student Performance.

- Match the evaluation process to the defined objectives.

- Assess the entire instructional process, including objectives, strategy, materials, and
assessment.

- Reflect on the effectiveness of the lesson and consider modifications or re-examination of

any steps if necessary.

 The Ely-Gerlach Model, developed by Gerlach and Ely, underscores the significance
of employing diverse methods and resources in teaching. At its core, the model
prioritizes systematic planning, giving equal weight to two critical elements of
effective teaching: clearly defining teaching goals and devising methods to achieve
desired learning outcomes. The underlying principle is that optimal instruction
should be meticulously planned, well-designed, and expertly implemented. The Ely-
Gerlach model comprises five key steps: information gathering, analysis, design,
production, and evaluation.

1. Information Gathering - This initial stage involves collecting pertinent information about
learners, the subject matter, and the learning environment.

2. Analysis Stage - Here, the gathered information is scrutinized to determine the

instructional goals.

3. Design - This phase is dedicated to crafting the instruction. All information gathered in
prior stages is utilized to create the most effective instructional content.

4. Production - In this stage, materials and resources for instruction are generated. This
encompasses tasks such as writing text, creating visuals, and producing any required
materials.

5. Evaluation - The evaluation stage assesses the effectiveness of the instruction. Various
methods, such as surveys, tests, and interviews, can be employed to gauge how well the
instruction is functioning. Based on the results, revisions to the instruction can be made as
needed.