Post Card Quiz

8/3/2019 Post Card Quiz

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Post Card Quiz

Alicen Hoy


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Table of ContentsSLIDES 3-4: History of Instructional DesignSLIDES 5-6: Definition of Instructional Design

SLIDES 7-8: Systematic ApproachSLIDES 9-10: Instructional Design ModelsSLIDES 11-12 : Gerlach and Ely ModelSLIDES 13-14: Heinich, Molenda, Russell and Smaldino ModelSLIDES 15-16: Newby, Stepich, Lehman, and Russell Model

SLIDES 17-18: Morrison, Ross and Kemp ModelSLIDES 19-20: IPISD ModelSLIDES 21-22: Gentry ModelSLIDES 23-24: ConstructivismSLIDES 25-26: EmpiricismSLIDES 27-28: BehaviorismSLIDES 29-30: Information processing theorySLIDES 31-32: Instructional Design and Educational TechnologySLIDE 33: APA Style Citations


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Definition of Instructional Design

Instructional design is based on designers taking their knowledge of learning(how people learn, popular principles in learning, etc.) and applying thatknowledge to plans for developing instruction, resources, and guides.Instructional design is based on designing the instruction, not necessarilycreating it as well (Reiser, & Gagan, 2005).

The visual that I included represents creativity. Creativity is a key point ininstructional design. So many factors need to be assessed and analyzed inorder to make learning successful that creativity is a must as well whendesigning a learning program.

http://bit.ly/m8xKYl


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Systematic Approach

Systematic means that there is order and planning that is occurring. Withteaching, everything must be systematic. In instructional design, planning needsto be systematic but needs to focus on continually analyzing the situation,creating a strategy, and evaluating the progress. If those three aspects are notincluded in an instructional design program, it is doomed for failure. They allwork together and continually need to be referenced for adequate learning tooccur (Reiser, & Gagan, 2005).

The visual I included shows a systematic approach to a problem through the useof a flow chart. The flow chart shows that the instructor is planning, reassessing,and laying out the situation at hand.

http://bit.ly/dGRxRB


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Instructional Model

Instructional models are useful to instructional designers because models helpto simplify larger ideas. There are so many theories and ideas about learningand instruction that models help to pinpoint the thinking and planning whendesigning instruction. Models show us what topics are important in planning,what direction we should take in planning, and what steps are needed in order toplan effectively (Gustafson, & Branch, 2002).The picture I chose shows someone trying to plan his next direction to take.Instructional models form the direction map for designers when planning outtheir instruction.

http://bit.ly/bcp3QM


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Gerlach and Ely Model

Vernon S. Gerlach and Donald P. Ely created their instructional design model in1980. The model starts with content and objectives being specified. Gerlach andEly preferred to have the objectives established first; however, they understoodthat most educators consider both objectives and content simultaneously. Themodel continues with the assessment of the behavior of the learners followed byanalyzing the learning environment in five simultaneous steps. The model endswith an evaluation of the performance and analysis of the feedback (Gustafson,& Branch, 2002).

http://bit.ly/edWxLg


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Heinich, Molenda, Russell andSmaldino Model

Sharon E. Smaldino, James D. Russell, Robert Heinich, and Michael Molendacreated the ASSURE model in 1999. It includes five basic steps that arecompleted in order. Designers need to analyze the learners, state the objectives,select the media and materials to be used, develop a plan for utilizing the mediaand materials, provide instruction that requires learner participation, andevaluate and revise the plan as needed. The ASSURE model is the model that iscurrently used in many college classes where instructional design/education istaught and supported. Because of the models focus on media and the learningenvironment, the model is easy to understand and apply for most classroomteachers (Gustafson, & Branch, 2002).

http://bit.ly/lmDDFW


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Newby, Stepich, Lehman, andRussell Model

T. J. Newby, D. A. Stepich, J. D. Lehman, and J. D. Russell created the model in2000. The model focuses on the creation and implementation of learning by thesame person or small group and also includes the use of media and technologywithin that instruction. The three phases that are included in the model areplanning, implementing, and evaluation (PIE). The creators of the model arguethat the model shifts learning from teacher-centered to learner-centered

(Gustafson, & Branch, 2002).

http://bit.ly/ig84DU


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Morrison, Ross and KempModel

Gary R. Morrison, Steven M. Ross, Jerrold E. Kemp created the model in 2001.The focus of the model is the planning of curriculum from the focus of the learnerrather than the content. The group believes that instructional design is alwaysmoving and changing with revision constantly occurring in the planning andinitiation of the content. There is no specific order to which the model follows butinstead flows in a circuitous pattern (Gustafson, & Branch, 2002).

http://bit.ly/f8Fl6


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IPISD Model

The Interservice Procedures for Instructional Systems Development (IPISD)model was developed as a joint effort of the military services within the UnitedStates. The model was created because the military wanted to developinstruction that was both effective and rigorous. The various levels included inthe model are analyze, design, develop, implement, and control. Because themodel is designed to be implemented in the military, it has a very detailed in the

steps that are to be utilized during the instructional design process. However, italso contains a narrow focus when looking at instruction and can only be workedthrough in a linear manner (Gustafson, & Branch, 2002).



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Gentry Model

Castelle G. Gentry created the Instructional Project Development andManagement (IPDM) model in 1994. The main focus of the model is to payattention to what needs to occur as well as how it needs to occur in aninstructional design project. Gentry intended the model to be used by graduatestudents, those that were developing various forms of instruction, and teachers.The model focuses on the importance of sharing of information between the

development and supporting components of learning. Communication is key inthe model (Gustafson, & Branch, 2002).



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Constructivism

Constructivism falls under the larger umbrella philosophy of rationalism. Thosethat follow this philosophy in education believe that reason is the source ofknowledge and that reality is not learned but is constructed through lifeexperiences. Jean Piaget is seen as the founding father of constructivism(Reiser, & Gagan, 2005).

The picture shows a sign for a construction zone. Those that followconstructivism believe that our sense of reality is continually a construction zoneas it grows and changes.

http://bit.ly/lpX7dc


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Empiricism

Empiricism follows the thought that knowledge is acquired through variousexperiences. From the perspective of John Locke, humans are born with atabula rasa, or a blank slate. As people experience various things, the blankslate begins to fill and knowledge is formed (Reiser, & Gagan, 2005).

The picture shows a blank slate which is what empiricists believe humans fill

with experiences and produce knowledge.

http://bit.ly/imb0j4


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Behaviorism

Behaviorism is a learning theory that focuses on peoples behaviors. The viewstates that the only thing that should be studied is a learners behavior andfollows an extreme view of empiricism. The view also focuses on the impact thatthe learning environment has on the learner (Reiser, & Gagan, 2005).

The picture represents behaviorism because a founding father of the movement

was B.F. Skinner who worked on training animals to perform certain behaviors.One of the behaviors that he worked on was training rats to push a lever forfood.

http://bit.ly/lwJMad


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Information-Processing Theory

The information-processing theory is focuses on how the brain processesvarious types of information in order to create knowledge. Theoriests do not seethe structures of the brain that are used as something that is physical butmerely a way to explain the learning process and the transformation ofinformation that occurs in learning.The picture of the puzzle pieces being put together represents different types ofinformation being pieced together or processed in the brain.

http://bit.ly/kL2mxs


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Instructional Design and


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Instructional Design andEducational Technology

As a history teacher, I know that many of my students do not want to enter myclassroom because of the content. Therefore, I need to make it meaningful andinteresting to them. One way that I am able to do that is through incorporatingtechnology. In order to complete the goals and objectives needed in instructionaldesign, I can use technology to help. Through things such as blogs, wikis,creation of presentations or websites, and computer surveys, I can quickly

gather information and assess how my students are doing at achieve goals,standards, and objectives. Because I can obtain information quickly throughtechnology, I am also able to quickly re-design information in order to help mystudents achieve the most.The picture shows something that you might see from the movie Matrix which

was about the new uses of technology in our world. Technology will continuallychange and as that change occurs, our world will have to change as well.Instruction design is not an exception to that change.

http://bit.ly/155CXW


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APA Style Citations

Gustafson, K, & Branch, R. (2002). Survey of Instructional Design Models: FourthEdition. Syracuse, NY: ERIC Clearinghouse on Information and Technology.

Reiser, R. (2001). A History of Instructional Design and Technology: Part II: A Historyof instructional Design.

Reiser, R, & Gagan, T. (2005). Instructional Design: Third Edition. Hoboken, NJ:John Wiley & Sons, Inc.

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