INSTRUCTIONAL DESIGN MODEL

Michelle GordonEDT/721

October 24, 2011Dr. Sean Preston

The Five D’s model of

Instructional Design

Critical elements of instructional design involves determination, design, development, delivery, and discussion.

Circular representation of each stage denotes a connection among the different levels and the flexibility to support dynamism.

The connection of the stages also represents the formative evaluation process that is supported at all stages of the model.

The ModelDetermine

and Devise

Develop

Deliver

Discuss

Determine and Devise Collect relevant data regarding:

Learners needs and characteristics Tasks Instructors Delivery methods (including

technology) Formulate logical, creative plans to

achieve objectives. Review and solicit feedback to gain

approval to move forward.

Development

Develop and assemble the content Integrate appropriate technologies Pilot groups test and debug the

product Solicit feedback to modify as

necessary

Delivery Implement on a large scale Provide clear outline of objectives Create a community of excellence

Provide adequate training on procedures Facilitate open discussions to gain learners’

perspectives Promote interactions among participants Solicit feedback

Discuss Measure outcomes Groupthink

Generate dialogue about the product Solicit feedback from stakeholders Modify processes

References

Baturay, M. (2008). Characteristics of basic instructional design models. Ekev Academic Review, 12(34), 471-482. Retrieved from http://www.ekevakademi.org/

Isman, A. (2011). Instructional design in education: New model. Turkish Online Journal of Educational Technology - TOJET, 10(1), 136-142. Retrieved from http://www.tojet.net

Kanuka, H. (2006). Instructional design and elearning: A discussion of pedagogical content knowledge as a missing construct. E-Journal of Instructional Science and Technology, 9(2), 1-17. Retrieved from http://www.usq.edu.au/electpub/e-jist/docs/vol9_no2/papers/full_papers/kanuka.htm

Parrish, P. (2009). Aesthetic principles for instructional design. Educational Technology Research & Development, 57(4), 511-528. doi:10.1007/s11423-007-9060-7

Sarfo, F., & Elen, J. (2007). Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments. Learning Environments Research, 10(3), 207-221. doi:10.1007/s10984-007-9031-2