AMY S

HELLEY

INSTR

UCTIONAL

DESIGN M

ODELS

Instructional Design ~Used to simplify a learning theory.

~Many instructional design models are based on the ADDIE Instructional Design Model. ~ADDIE Model (Analysis, Design, Development, Implementation, Evaluation).

WHAT IS INSTRUCTIONAL DESIGN?

o Philosophy, methodology, and delivery of information. (www.neiu.edu)

o Learning the needs of learners, designing and developing instruction around those needs. (www.umich.edu)

FOUNDATION OF INSTRUCTIONAL DESIGN

Learning Goals

Instructional Design/Development

Learning Outcomes

FRAMEWORK TO INSTRUCTION

Learner’s needs Materials, Activities, and

Learning Strategies. Learning Outcomes

WHY INSTRUCTIONAL DESIGN?

How will we get there?

Where are

we going?

How will we know we are there?

(evaluate)

EXAMPLES OF INSTRUCTIONAL DESIGN

o There are several instructional design models.

o The models discussed will be:o ASSURE Model

o The ARCS Modelo Backward Design Model

THE ASSURE MODEL

A nalyze learnersS tate objectivesS elect MethodsU tilize MediaR equire Learner ParticipationE valuation/Revise

ASSURE MODEL

Learning style of student. Ensure success through learning

opportunities. Learning comes from interaction. Incorporates Gagne’s Model.

(www.mscd.edu)

ASSURE INSTRUCTIONAL MODEL

o Model is not always delivered using textbooks

and lecture.o Out-of-class resources.o Helpful for courses using different kinds

media.o This is a good model for an online course.

ARCS MODEL OF MOTIVATIONAL DESIGN

John Keller (based on Tolman’s &Lewin’s

expectancy-value theory. People are motivated to learn

when there is

value (i.e. personal needs). Expectation for Success

(www.mscd.edu)

ARCS MODEL OF MOTIVATIONAL DESIGN

**Two key areas:

~value in presented materials(wow factor)

~expectations for success

(www.educause.edu)

ARCS MODEL OF MOTIVATIONAL DESIGN

Four main components of this model. Attention: to the

information/concepts being taught. Relevance: learner familiarity Confidence: + expectations+

success = confidence. Satisfaction: sense of achievement

BACKWARD DESIGN MODEL

Understanding by Design (UBD) Universal Design for Learning (UDL)

**Wiggins & McTigue Improving student learning and

achievement. Districts choose framework and

implement curriculum.

BACKWARD DESIGN

Assessment designed first Unlike other models, it starts with

evaluation.

BACKWARD DESIGN

Identify desired results. Evidence of results. Experiences and instruction to

get results. Learning outcomes.

REFERENCES

Mager, R.F. (1984). Preparing instructional objectives (2nd edition). Belmont, CA: Fearon-Pittman.

www.learning-theories.com

www.instructionaldesign.org

www.umich.edu

www.neiu.edu

clip art from Microsoft