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Assignment - Features of the Design Models

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Assignment - Features of the Design Models

Uploaded by

inioluwaoladosu9
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Oladosu Inioluwa Aderonke

221728

Special Education

STE 353

Features of The Design Models

A. ADDIE MODEL

Analysis: Conduct an analysis to identify the learners’ needs and characteristics and thereby establish
the learning objectives for the training course.

Design: Based on the output of the analysis, you then design the instruction, including instructional
strategies, methods, and materials.

Development: Develop instructional/course materials, such as online modules, job aids, and simulations.

Implementation: Implement the instruction by delivering the training to the employees. This could be
via their Learning Management System or in person in a classroom-like environment.

Evaluation: Evaluate the effectiveness of the instruction by collecting feedback from the learners and
assessing their performance. Were the learning objectives achieved and how was the learner
experience?

B. ASSURE MODEL

ASSURE is comprised of six phases, each of which have their own characteristics and goals.

1. Analyze learners - The first step in the ASSURE model is to analyze learners by identifying their
expectations, goals, preferences, and needs. In doing so, instructional designers can develop a program
that caters to learners’ expectations and keeps their desired learning outcomes in mind.

2. State standards and objectives - The second step is to determine standards and objectives for the
program. Objectives should be concrete, testable, and demonstrable. Learners should clearly
understand what they will get out of the program and be able to do once it’s completed.

3. Select methods and media - After stating learning objectives, the third stage decides which media and
technology will be used based on content. When deciding on methods and media, organizations should
keep in mind how to adopt current learning materials into the desired format, who their learners are,
and where they will learn from.
4. Utilize media and technology - This stage focuses on how the media and technology will be
implemented. Organizations should decide how they’re going to most effectively assign, deliver, and
provide access to their learning technologies.

5. Require learner participation - This fifth step determines how learners will be engaged throughout the
learning process. In this step, designers should make plans for how they’re going to actively engage
learners in the material. Learners could take part through discussions and knowledge checks, or better
yet, the program itself could incorporate interactive elements that learners must perform.

6. Evaluate and revise - The final step in ASSURE evaluates the impact of your training program by
examining learning strategies, as well as the technology, media, and materials used throughout the
program. This evaluation stage determines whether learning objectives are met, if the choice of
technology and materials are successful, and pinpoints where the program can be improved.

C. DICK AND CAREY MODEL

There are ten parts to the Dick and Carey Systems Approach Model (Instructional Design, 2010).

1. Identify Instructional Goals

Determine what learners are expected to be able to perform at the end of instruction.

2. Conduct Instructional Analysis

Determine what skills will be involved in order to achieve the goal.

3. Identify Entry Behaviors

Identify what skills and attitudes the learners will enter the learning task with.

4. Write Performance Objectives

Transform the needs and goals of the task into clear-cut objectives.

5. Develop Criterion-Referenced Tests

Identify ways to assess progress during the learning process. Assessments should reflect the
performance objectives.

6. Develop Instructional Strategy

Develop activities to help achieve the objectives. These activities include how the information will be
presented, how the learners will practice what is being learned, and how learners will be tested.

7. Develop and Select Instructional Materials

Determine what instructional materials will be used.


8. Develop and Conduct Formative Evaluation

Collect data that will be used to improve instructional materials and to expand the effectiveness of the
instruction for a larger number of learners.

9. Revise Instruction

Use the data from the formative evaluation to make improvements and revisions to the parts of the
model.

10. Develop and Conduct Summative Evaluation.

D. Smith and Ragan’s model has three phases: analyzing the learning context, generating instructional
strategies, and formative and summative evaluation. These three phases provide the conceptual
framework for the eight steps that comprise their ID process. Their eight-step approach includes:
analyzing the learning context, analyzing the learners, analyzing the learning task, assessing learner
performance, developing instructional strategies, producing instruction, conducting evaluation, and
revising instruction.

E. The central focus of the Gerlach & Ely model is on systematic planning, with equal emphasis on two
essential factors of effective teaching: clearly defining teaching goals; and methods for reaching each of
the desired learning outcomes. To that end, each of the ten elements defined within this model address
one or more of these factors.

1. Specification of Content

2. Specification of Objectives

3.Assessment of Entering Behaviors

4. Determination of Strategy

5. Organization of Groups

6. Allocation of Time

7. Allocation of Space

8. Selection of Resources

9. Evaluation of Performance

10. Analysis of Feedback

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