INSTRUCTIONAL DESIGN Models
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Transcript of INSTRUCTIONAL DESIGN Models
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