Instructional design model - Revision history

Daniel K. Schneider: /* Typology of pedagogic strategy models */

2022-11-03T12:03:58Z

Typology of pedagogic strategy models

← Older revision		Revision as of 14:03, 3 November 2022
Line 94:		Line 94:
	<td colspan="1" rowspan="1">		<td colspan="1" rowspan="1">
	Learning II-a		Learning II-a
	(~~small~~ know how)		(procedural know how)
	</td>		</td>
	<td colspan="1" rowspan="1">		<td colspan="1" rowspan="1">
Line 107:		Line 107:
	<td colspan="1" rowspan="1">		<td colspan="1" rowspan="1">
	Learning II-b		Learning II-b
	(~~big~~ know how)		(problem solving know how)
	</td>		</td>
	<td colspan="1" rowspan="1">		<td colspan="1" rowspan="1">

Daniel K. Schneider: /* Typology of pedagogic strategy models */

2022-11-03T11:56:48Z

Typology of pedagogic strategy models

← Older revision		Revision as of 13:56, 3 November 2022
Line 30:		Line 30:
	=== Typology of different sorts of models ===		=== Typology of different sorts of models ===

			We believe that the term '''instructional design model''' is overloaded with various meanings and suggest that there are least six kinds:
	~~[[User:DSchneider\|DSchneider]] belives~~ that the term '''instructional design model''' is overloaded with various meanings~~. He suggests~~ that ~~we can find at~~ least six kinds ~~(at least for now)~~:

	# Models that describe a pedagogic strategy in detail		# Models that describe a pedagogic strategy in detail
Line 42:		Line 41:
	# Complementary models that will enhance a design		# Complementary models that will enhance a design
	#* Examples: [[FEASP]] (emotion), [[Self-regulated strategy development model]] (strategy development), [[POME]] (self-regulation) ,[[Felder design model]] (learning styles)		#* Examples: [[FEASP]] (emotion), [[Self-regulated strategy development model]] (strategy development), [[POME]] (self-regulation) ,[[Felder design model]] (learning styles)
	# [[Change management]] related models that specifically address the issue of introducing new ~~pedagogics~~ and associated instructional design models		# [[Change management]] related models that specifically address the issue of introducing new pedagogies and associated instructional design models
	#* Example [[activity theory]]-based expanded learning		#* Example [[activity theory]]-based expanded learning
	# Models that describe the functions of a learning environment		# Models that describe the functions of a learning environment
Line 52:		Line 51:
	=== Typology of pedagogic strategy models ===		=== Typology of pedagogic strategy models ===

	These models define a pedagogic strategy as a design, i.e. something that you can take and adapt to produce an ~~interessting~~ [[pedagogical scenario]].		These models define a pedagogic strategy as a design, i.e. something that you can take and adapt to produce an interesting [[pedagogical scenario]].

	This typology is based on [[learning type]]s and formal vs. non-formal education.		This typology is based on [[learning type]]s and formal vs. non-formal education.
Line 64:		Line 63:
	</th>		</th>
	<th colspan="1" rowspan="1">		<th colspan="1" rowspan="1">
	~~Formal situation~~		In formal situations
	</th>		</th>
	<th colspan="1" rowspan="1">		<th colspan="1" rowspan="1">
	~~Open~~ / informal ~~situation~~		In open / informal situations
	</th>		</th>
	</tr>		</tr>
Line 157:		Line 156:
	A bare-bone's instructional model is outlined in Alessi and Trollop (2001:7-10) and called '''process of instruction'''. It has four components that usually, but not necessarily, are implemented in this order:		A bare-bone's instructional model is outlined in Alessi and Trollop (2001:7-10) and called '''process of instruction'''. It has four components that usually, but not necessarily, are implemented in this order:
	* Presentation of information to learners (e.g. with tutorials or hypermedia)		* Presentation of information to learners (e.g. with tutorials or hypermedia)
	* Guidance of ~~leaners~~' first interaction with the material		* Guidance of learners' first interaction with the material
	* Learners practicing the material to enhance fluency and retention (drills, simulations, construction tools, etc.)		* Learners practicing the material to enhance fluency and retention (drills, simulations, construction tools, etc.)
	* Assessment of learners to determine how well they have learned the material and what they should do next.		* Assessment of learners to determine how well they have learned the material and what they should do next.

Daniel K. Schneider: /* Types of design models */

2022-11-03T11:37:26Z

Types of design models

← Older revision		Revision as of 13:37, 3 November 2022
Line 21:		Line 21:

	There are probably 2 broad categories:		There are probably 2 broad categories:
	# [[Instructional systems design \| Instructional Systems Design (ISD) Models]] that are what ~~[[User:DSchneider\|DSchneider]] calls~~ [[instructional design method]]s, i.e. {{quotation \| systematic guidelines instructional designers follow in order to create a workshop, a course, a curriculum, an instructional program, or a training session}} (McGriff, 2001). A typical example would be [[ADDIE]].		# [[Instructional systems design \| Instructional Systems Design (ISD) Models]] that are what we call [[instructional design method]]s, i.e. {{quotation \| systematic guidelines instructional designers follow in order to create a workshop, a course, a curriculum, an instructional program, or a training session}} (McGriff, 2001). A typical example would be [[ADDIE]].
	# More general guidelines for designing and developing instruction at various levels of granularity. I.e. such models state what should happen during instruction, e.g. what kinds of activities learners and teachers are involved in. Typical examples are Gagne's behaviorist/cognitivist [[nine events of instruction]] or the socio-constructivist model for [[problem-based learning]].		# More general guidelines for designing and developing instruction at various levels of granularity. I.e. such models state what should happen during instruction, e.g. what kinds of activities learners and teachers are involved in. Typical examples are Gagne's behaviorist/cognitivist [[nine events of instruction]] or the socio-constructivist model for [[problem-based learning]].

Daniel K. Schneider: Created page with "{{incomplete}} Instructio..."

2022-11-03T11:35:18Z

Created page with "{{incomplete}} <categorytree mode="pages" depth="0" style="float:right; clear:right; margin-left:1px; border:1px solid gray; padding:0.7ex; background-color:white;">Instructio..."

New page

{{incomplete}}
<categorytree mode="pages" depth="0" style="float:right; clear:right; margin-left:1px; border:1px solid gray; padding:0.7ex; background-color:white;">Instructional design models</categorytree>
== Definitions ==

* {{quotation | Design is more than a process; that process, and resulting product, represent a framework of thinking}} (Driscoll & Carliner, 2005:9)

* Usually, an ''instructional design model'' tells how to organize appropriate [[pedagogical scenario]]s to achieve instructional goals. In more abstract terms an ''instructional design model'' is a kind of abstract [[design rule]] for a given [[instructional design]] approach or a given [[pedagogic strategy]].

* {{quotation | Instructional Models are guidelines or sets of strategies on which the approaches to teaching by instructors are based. Effective instructional models are based on learning theories. Learning Theories describe the ways that theorists believe people learn new ideas and concepts. Often, they explain the relationship between information we already know and the new information we are trying to learn.}} [http://lts.ncsu.edu/guides/instructional_design/selecting_models.htm Learning technology Service, NC State University] - 18:11, 18 May 2006 (MEST)]

This is just a short overview article, see also:
* [[learning theory]] for background information,
* [[instructional design]] for a definition of the field,
* [[pedagogic strategy]] for a different view on almost the same subject
* [[pedagogical scenario]] for more concrete teaching models
* [[instructional design method]] for design methods, these are also called instructional design models !
* [[educational technology]] for introduction to the field of educational technology (not technologies).

== Types of design models ==
{{Comment | This section needs yet to be written}}

There are probably 2 broad categories:
# [[Instructional systems design | Instructional Systems Design (ISD) Models]] that are what [[User:DSchneider|DSchneider]] calls [[instructional design method]]s, i.e. {{quotation | systematic guidelines instructional designers follow in order to create a workshop, a course, a curriculum, an instructional program, or a training session}} (McGriff, 2001). A typical example would be [[ADDIE]].
# More general guidelines for designing and developing instruction at various levels of granularity. I.e. such models state what should happen during instruction, e.g. what kinds of activities learners and teachers are involved in. Typical examples are Gagne's behaviorist/cognitivist [[nine events of instruction]] or the socio-constructivist model for [[problem-based learning]].

This quotation from Elean Qureshi's webpage (2004) shows again this ambiguity between the pursuit of instructional (or even educational) strategy and design methodology: {{quotation | Models for instructional design provide procedural frameworks for the systematic production of instruction. They incorporate fundamental elements of the instructional design process including analysis of the intended audience or determining goals and objectives (Braxton et al., 1995). An instructional design model gives structure and meaning to an ID problem, enabling the would-be designers to negotiate their design task with a semblance of conscious understanding. Models help to visualize the problem, to break it down into discrete, manageable units. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity (Ryder, 2001). Instructional models prescribe how combinations of instructional strategy components should be integrated to produce a course of instruction (Braxton et al, 1995).}}

You can find some models by looking at the [[:Category:Instructional design models | instructional design models category]]

=== Typology of different sorts of models ===

[[User:DSchneider|DSchneider]] belives that the term '''instructional design model''' is overloaded with various meanings. He suggests that we can find at least six kinds (at least for now):

# Models that describe a pedagogic strategy in detail
#* Examples: [[Nine events of instruction]] (behaviorist/cognitivist), [[inquiry-based learning]] (constructivist)
# Models that relate to the quality of a design.
#* Example: Merrill's [[First principles of instruction]]
# Models that provide a method to create a design: See [[instructional design method]]
#* Example: [[Instructional systems design]] models like [[ADDIE]]
#* There exist submodels for things like defining goals, analysing a domain of knowledge, evaluation, etc.
# Complementary models that will enhance a design
#* Examples: [[FEASP]] (emotion), [[Self-regulated strategy development model]] (strategy development), [[POME]] (self-regulation) ,[[Felder design model]] (learning styles)
# [[Change management]] related models that specifically address the issue of introducing new pedagogics and associated instructional design models
#* Example [[activity theory]]-based expanded learning
# Models that describe the functions of a learning environment
#* The [[Sandberg learning environment functions]]
#* [[Picciano multimodal model for online education]]

These types can be complementary in certains ways, but not in every way. I.e. a typical [[instructional systems design]] method is probably not appropriate for the design of a open-ended [[project-based learning]] design.

=== Typology of pedagogic strategy models ===

These models define a pedagogic strategy as a design, i.e. something that you can take and adapt to produce an interessting [[pedagogical scenario]].

This typology is based on [[learning type]]s and formal vs. non-formal education.

{{comment | For the moment, table entries are not very complete, also consult the list of [[:Category:Instructional design models | instructional design models]].}}

<table border="1">
<tr>
<th colspan="1" rowspan="1">
Learning Type
</th>
<th colspan="1" rowspan="1">
Formal situation
</th>
<th colspan="1" rowspan="1">
Open / informal situation
</th>
</tr>
<tr>
<td colspan="1" rowspan="1">
Learning I-a (information)
</td>
<td colspan="1" rowspan="1">
[[Lecturing]], [[teleteaching]], "page turners", drill and practise, ....
</td>
<td colspan="1" rowspan="1">
On-demand tutorials, handbooks, ....
</td>
</tr>
<tr>
<td colspan="1" rowspan="1">
Learning II-b (concepts)
</td>
<td colspan="1" rowspan="1">
[[Writing-to-learn]], Exploratory concept learning
</td>
<td colspan="1" rowspan="1">
Literature review
</td>
</tr>
<tr>
<td colspan="1" rowspan="1">
Learning II-a
(small know how)
</td>
<td colspan="1" rowspan="1">
Exercising, [[e-instruction]], [[simulation]]s, ....
</td>
<td colspan="1" rowspan="1">
on-demand e-instruction,
self-learning with textbooks, ....
</td>
</tr>
<tr>
<td colspan="1" rowspan="1">
Learning II-b
(big know how)
</td>
<td colspan="1" rowspan="1">
[[Problem-based learning]],
[[Inquiry-based learning]],
[[Simulation and gaming]],...
</td>
<td colspan="1" rowspan="1">
help desk model,
on-demand tutoring,
[[knowledge management]],...
</td>
</tr>
<tr>
<td colspan="1" rowspan="1">
Learning III
(knowing in<br>
action)
</td>
<td colspan="1" rowspan="1">
[[Project-based learning]],
formal [[learning e-portfolio]]s,
....
</td>
<td colspan="1" rowspan="1">
[[Community of practice | Communities of practice]],
[[Mentoring]], ....
</td>
</tr>
</table>

=== List of instructional design models ===

* see entries of the category "[[:Category:instructional design models | instructional design models]]"

== Bare-bones ==

Instructional design models and [[instructional design method]]s can be very complex. However, there are some common questions an educator or a course designer should ask:

# What do the learners have to learn ? This does not just include definition of the subject matter but also the [[learning type]] (in particular the [[learning level]]) and a sort of description of what the learner should be able to do with his new knowledge.
# Who are the learners ? This includes assessment of their entry skills and maybe [[learning style]]s.
# What is the setting ? How many learners ? How much resources can you spend ? Who is teaching ? Is the design "industrial" (i.e. a canned product) or can it be dynamically changed ?
# Given these constraints, what are the appropriate [[pedagogic strategy | strategies]] and [[instructional design model]]s. Do we need a formal [[instructional design method]] ?
# How should we evaluate the learning ? Are their institutional rules ?

Brent Wilson (1997) asks: {{quotation | Is 'content' defined as "What is," "What is presented to the student," or What is expected to be learned?"}}. Most likely, we have to answer at least all these three questions. Once we answered these questions, we have to figure out how to design teaching and learning activities.

A bare-bone's instructional model is outlined in Alessi and Trollop (2001:7-10) and called '''process of instruction'''. It has four components that usually, but not necessarily, are implemented in this order:
* Presentation of information to learners (e.g. with tutorials or hypermedia)
* Guidance of leaners' first interaction with the material
* Learners practicing the material to enhance fluency and retention (drills, simulations, construction tools, etc.)
* Assessment of learners to determine how well they have learned the material and what they should do next.

== Links ==
{{comment | needs to be completed}}

* The ''best meta resource'' regarding serious theory on the Internet used to be Martin Ryder's [http://thingsorganic.tripod.com/Instructional_Design_Models.htm Instructional Design Models]. '''If anyone knows about an legit archived copy, please tell !'''
* [http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html Applying Learning Theories to Online Instructional Design]
* [http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm Instructional Design & Learning Theory]
* Depover Christian, Bruno De Lièvre, Jean-Jacques Quintin, Filippo Porco et Cédric Floquet. [http://ute.umh.ac.be/dutice/uv6a/ Les modèles d'enseignement et d'apprentissage]
* Carl Berger's 1996 [http://www.umich.edu/~ed626/626.html Education 626: Educational Software Design and Authoring] course, University of Michigan.
* Effective Instructional Design Method for Training Organisations [https://compliantlearningresources.com.au/blog/effective-instructional-design-model-training-organisations-addie/ Compliant Learning Resources ADDIE MODEL]

== References ==

* Alessi, Stephen. M. & Trollop, Stanley. R., (2001) Multimedia for Learning (3rd Edition), Pearson Allyn & Bacon, ISBN 0-205-27691-1. (This is probably the best overall introductory textbook for all sorts of interactive multimedia. It includes a lot of learning theory and instructional design theory.)
* Braxton, S., Bronico, K., & Looms, T. (1995). Instructional design methodologies and techniques. (Dead web page cited by Qureshi)
* Driscoll, M., Carliner, S. (2005) Advanced Web-Based Training : Adapting Real World Strategies in Your Online Learning, Pfeiffer. ISBN 0787969796
* Gustafson, K., & Branch, R. M. (1997). Instructional design models. Syracuse, NY: ERIC Clearinghouse on Information and Technology.
* Kemp, J.E., Morrison, G.R., & Ross, S.M. (1996). Designing Effective Instruction, 2nd Edition. Upper Saddle River, NJ: Prentice-Hall.
* McGriff, Steven (2001), Instructional Systems Design Models, Pennsylvania State University, [http://www.personal.psu.edu/sjm256/portfolio/kbase/IDD/ISDModels.html Web Page] accessed on 18:11, 18 May 2006 (MEST).
* Qureshi, Elena (2004), Instructional Design, University of Windsor, [http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm Web Page] accessed on 18:31, 18 May 2006 (MEST).
* Orey, Michael (ed.) (2001-present). Emerging Perspectives on Learning, Teaching and Technology [http://www.coe.uga.edu/epltt/ HTML]. This is an nice '''open content''' e-book reader with many excellent articles, including a section on Instructional Theories and Models
* Wilson, Brent, G. (1997) Reflections on Constructivism and Instructional Design, Preprint for (C. R. Dills and A. A. Romiszowski (Eds.), Instructional Development Paradigms Englewood Cliffs NJ: Educational Technology Publications. [http://carbon.cudenver.edu/~bwilson/construct.html HTML]
* Picciano, A. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, 21(3). doi:http://dx.doi.org/10.24059/olj.v21i3.1225

[[Category:Instructional design models]]
[[Category:Overviews]]
{{edutechwiki}}