[MUSIC] Hello everyone, welcome back. In this video, we're going to talk about instructional design models. Here is the list of topics that we'll be discussing. We'll first look at what instructional design models are. That among various existing instructional design models, we'll look at five instructional design models and their characteristics. As we have talked about before, instructional design is a systematic process for developing educational and training programs, in order to solve performance problems due to deficits in knowledge, skills, and/or attitudes. So basically, instructional design models guide the systematic process. In general, instructional design models are both descriptive and prescriptive in their nature. The instructional design models are descriptive because they typically show its process and what happens during a process. They also show explained relationships, particularly if then relationships among various parts during the design process. Instruction design models are prescriptive as well, because they guide the design process by suggesting methods, procedures, and strategies that are relevant for each stage of the design process. And the model typically simplifies the complex reality, what it tries to represent. So, in the same way instructional design models also help us conceptualize the complex and diverse reality of instructional design context and process in a simplified format. By identifying and presenting generic processes and activities. Instructional design models also give us conceptual and communication tools that we can visualize, guide, and manage the instructional design process. Finally, instructional design models serve as a framework for following basic steps, applying important principles, and using operational tools and techniques. If you look at various models, some models are more prescriptive than others as they guide us a greater detail in terms of selecting and constructing operational tools, such as certain diagrams, templates, and worksheets. We have talked about ADDIE briefly in an earlier video. ADDIE is an acronym for analysis, design, implementation and evaluation. Which are the essential activities to design learning experiences. They are the core elements of many instructional design models. Yeah, we can customize the ADDIE process to meet the needs of the project context, okay? So, let's see the other models one by one. The first one that I want to introduce here is the Dick, Carey and Carey model. The initial model was developed in 1978, and it's been modified slightly. The version that you see on the screen was introduced in a recent publication of theirs. And this model's pretty standard model, and certainly one of the most widely used ones. And this is one of the system oriented models which typically starts with a data collection, to decide whether developing an instructional solution to a problem is visible and desirable. The model particularly stands out from other models by its focus on using needs assessment, and clear goal identification to design instruction. The models also intended for use in a variety organization settings, including business industry, government and military and so forth. And it's quite prescriptive model by containing a number of operational pools. A very detailed and useful during the analysis and evaluation phase of a project, so great way to introduce people to the instructional design process and field. In this model, the first three steps, assess needs to identify goals, conduct instructional analysis, and analyze learners and contacts kind of follow into the analysis stage of the ADDIE process. The design stage include writing performance objectives, developing an assessment instrument, and in developing an instructional strategy. Once the instructional strategy is decided, instructional designers develop and select instructional materials. The implementation stage is not clearly specified here. But through the formative evaluation of instruction which involves one-on-one small group and field trials, revision of the instruction happens. As illustrated in the model, such revision can be made at any stop of the instruction design, depending on the findings. The evaluation stage includes both planning and conducting formative and summative evaluation of the instruction. This is Smith and Ragan model, which is another system-oriented model like the Dick, Cary and Cary model. The Smith and Ragan model was originally created in 1999, and has been widely used by students and professionals. As you can see, the model is divided into three primary phases: analysis, strategy, and evaluation. And these three phases are the foundation for the eight associate steps of the instructional design process. As you can see in the analysis stage, instructional designer analyse learning context, by substantiating a need for an instruction. And by understanding the learning environment where the instruction will be offered. Also, instruction designers analyze the characteristics of target learners, as well as learning task. Lastly, they plan the overall assessment and develop assessment instruments for the learning objectives identified in the prior step. In the next phase, the strategy section includes determining various instructional strategies for organizing and managing instruction. Then the instructional designers translate those instructional strategy agents into actual instruction, while they write and produce instruction. The last phase is evaluation, where instruction designers conduct formative evaluation and modify instruction. Instructional material is based on the findings from those formative evaluations. The model looks pretty linear, but Smith and Ragan explain that there are often situations, where several steps can happen concurrently. The next model is the Marison, Ross, Kalman, and Kemp model. This is another popular model that was initially created by Kemp, and adopted by Kemp, Marison, and Ross in 1994. As you can see, this is an oval shaped circular model without any lines, meaning that they believe the instructional design is a continuous process. And revision really can happen within and between all of the other design elements, as a kind of ongoing activity. So considering the information that the designers already have, the designers can start anywhere that they are, and proceed in one direction. So in that sense, this model can be also particularly appealing to teachers and instructors, because instructional design can be started in any place again. And gives much freedom to them to modify the instruction as necessary. And the goal of having such flexibility is to correct issues as they arise, and make high quality instruction more efficiently. As seen in the slide, the model also emphasizes evaluation. And recognize more environmental factors in the learning settings, such as support services and resources that will help instruction and learning activities. The analysis step is pretty similar by identifying instructional problems and specifying goals for designing instruction, examining learner characteristics that are important to instructional decisions. Identifying subject content and analyzing task components related to the goals, and specifying instructional objectives. During the design stage, the goal is to really to sequence the content within each instructional unit, so that instruction can be offered in a logical way. Design instructional strategies will engage learners and help them master the objectives. And also designed instructional messages to facilitate learning to be effective, efficient and attractive. Based on the design output developed instruction and planning implementation and project management aspects, are also highlighted in this model. Develop evaluation instruments, conduct evaluations when necessary, and make revisions. The last model that I would like to introduce is rapid prototyping. This is one of the rapid prototyping models by Tripp and Bichelmeyer. Rapid prototyping models tend to be product oriented models. That means that the designers need to produce an instruction product, rather than slack or modify existing materials. And the designers need to spend considerable time on tryout and revision. Although the amount of time that the designers would spend for front and analysis of activities can vary, often the rapid prototyping approach facilitates quick assessment of goals and design specifications. With such information, designers can quickly develop the prototype, which they can test and improve it through iterative tryout and revision cycles. And as you can see, analysis, construction of a prototype, its utilization and implementation of the design, all proceed as they overlap with each other, requiring revision of the product throughout the project. This kind of rapid prototyping approach helps the clients to see the prototype early on. So it helps the communication between the clients and the designers. Also, prototyping can promote quicker user feedback, so we can accelerate the overall development cycle. However, if earlier prototyping is somewhat premature and irrelevant, then commitment to it can result in a risky situation. And this kind of prototyping activity approach can be challenging for novice designers. Lastly, sometimes prototyping can be possibly decrease the motivation to improve the creativity and and make a better design, once we commit to certain prototype. So far we have discuss the concept, roles and some examples instruction design modeles. Hopefully you have tasted the depth and the breadth of this field, and how models differ from each other while they share essential components, ADDIE. I would like to end this lecture with a statement by Gustafson and Branch. No single instructional design model is well matched to the many and varied design and development environments, in which instructional design personnel work. Hence, instructional design professionals should be competent in applying and possibly adapting a variety of models, to meet the requirements of specific situations. [MUSIC]
