Visual Metaphorsof Instructional Design

By Steven PoastEDTECH 503

Boise State University

List of Postcards• 3-4: History of ID• 5-6: Definition of ID• 7-8: Notion of "systems"• 9-10: Use of models• 11-12: ADDIE ID Model• 13-14: Dick and Carey ID model• 15-16: Smith and Ragan ID model • 17-18: Rieser and Dick ID model • 19-20: IPISD ID model • 21-22: Diamond model• 23-24: Constructivism• 25-26: Empiricism• 27-28: Behaviorism• 29-30: Information Processing Theory• 31-32: Relate ID & EdTech• 33: APA references

History of ID

• ID History evolves from instructional training during WWII to the programmed instruction movement, which focuses on a small step approach to learning. 

• The 1960s saw development of a systematic design of learning objectives, leading to the development of multiple styles of instructional models.

• Throughout the 1970s and 80s, instructional design exploded as branches of the military adopted instructional design models, while in academia faculty were learning how to use new technology to enhance learning.

• The trend of technology in the learning environment continues today.• The previous slide illustrates many of the focus areas of education and instructional

design including theory, current methods, and student traits.

http://www.flickr.com/photos/mikesansone/2606565992/

Definition of ID

• The systematic approach to design learner centered instruction by assessing such items as: learning environment, resources, cultural components, instructor and student assessment, and prior knowledge of the target audience.

• The previous image displays many of the components an instructional designer will assessing: environment, resources, culture, even security.

http://www.flickr.com/photos/soldiersmediacenter/3332693961/

Notion of Systems

• An ordered approach to solving a problem.

• The development of an instructional plan requires the evaluation of many components. Therefore an instructional design must take and ordered approach to effectively and efficiently analyze all components of the target audience.

• A systematic approach is being assessed in the previous image. This gentleman must assess his approach as well as continually assess his opponents approach, then adjust for the most efficient and effective move.

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Models in ID

• Models provide a representation of a real world event, which can be applied to procedures used to replicate the event on a different scale.

• By using an ID model an instructional designer can conceptualize, communicate, and assesses the steps needed in developing an adequate instructional program.

• At first glance the previous image looks like a ship at sea. The details provide the viewer with an idea of what a real ship of that exact style would look like in the real world.

http://bit.ly/9ERMG7

ADDIE• It has been difficult to trace the origin of the ADDIE model. There are many ID models

which follow a similar style, but are unique enough to distance themselves from the ADDIE design.

• Components of ADDIE include: analyzing learner characteristics and task, designing learning objectives and instructional approach, developing instructional material, implement or provide instructional material, and evaluate that material meets objectives.

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Dick, Carey, and Carey Model

• This model conceived by Walter Dick, Lou Carey, and James Carey is the standard to which all other ID models are compared.

• The analysis and evaluation stages along with the beginning needs assessment stage set the tone for strong learner-centered development.

• The specific details make this model ideal for industrial, military, business and government.

http://jbyun.com/isd/isd_Models/ISD_Model.html

Smith and Ragan

• A systematic approach to the problem-solving process which focuses on learner instruction. This model is popular with students of instructional design who are interested in cognitive psychology along with its ability to develop specific instructional strategies.

http://jbyun.com/isd/isd_Models/ISD_Model.html

The Gerlach and Ely Model

• The Gerlach and Ely model is a rare example of both linear and circular systems combined into one model.

• A teacher’s focus on content is recognized with a dual starting point of content and objective analysis.

• Five simultaneous activities are used to determine resources; once established student attitude and achievement are measured and the teacher is evaluated for improvement in future lessons.

http://jbyun.com/isd/isd_Models/ISD_Model.html

Interservice Procedures of Instructional Systems Development

• The IPISD is a collaborative effort between all branches of the United States military to provide efficient and effective instruction.

• Though there were many contributors, Robert Branson is the author most noted with this design.

• The intense detail can be considered a strength; however the restricted approach to instruction may be seen as a weakness.

http://jbyun.com/isd/isd_Models/ISD_Model.html

Diamond Model

• Robert Diamond developed his model of instruction design for higher education.

• Unique needs assessed during the two phase process include social and political issues as well as seeking input from faculty and staff which support a team approach to development.

• Faculty support during development along with faculty ownership of development results is a strong point of the Diamond model.

http://jbyun.com/isd/isd_Models/ISD_Model.html

Constructivism

• Learners take an active role in constructing ideas based on both current and prior knowledge. A cognitive approach is taken to hypothesize, analyze, and organize as the learner processes information.

• Constructivism has ties to rationalism in the belief that reality is constructed instead discovered.

• Individual constructivism centers on knowledge from an active personal experience, while social constructivism views learning as a collaborative effort with meaning being negotiated through a variety of viewpoints.

• The cyclist in the previous image are working together towards a common goal. The experience and prior knowledge of each team member will bring information to the group which will be used in a collaborative effort to win the race.

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Empiricism

• Sometimes referred to as “objectivism” empiricism centers on gaining knowledge through a sense of experience.  John Locke, an empiricist philosopher believes most knowledge is gained through experience and little is naturally available in an individual.

• Experimentation used to provided data which can lead to generalizations is considered an empiricist’s approach.

• The child in the previous image is gathering a variety of data including: “how deep is the mud-puddle?” “how cold is the water?” and “what type of soap will he use to get clean?” That makes this mud-puddle a great empiricist’s laboratory for experimentation.

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Behaviorism

• Behaviorism focuses on what is observable from a subject within a particular environment, with no regard for cognitive process.

• The influence of environment on learning has ties to empiricism; however stimulus and response to stimulus set behaviorism apart from other learning theories.

• Some applications of behaviorism (programmed instruction) have had a significant impact on education including nonhuman mediated instruction.

• The boy in the previous image is getting an up-close look at his subject. By using the magnifying glass, he is able to not only see the observable through his own eyes, but also the details with the subject he observes.

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Information Processing Theory

• Information is transformed in the brain through a series of fundamental structures. These structures serve as storage of information including long and short term memory, selective perception and response generator.

• Schemata and Mental models are closely associated with Information Processing Theory for how their memory representations help to store, process and make relationships with pieces of information.

• Like the human brain, the long corridor of storage containers in the previous image may contain an infinite amount of information, in a variety of forms.

http://bit.ly/aUWHnW

ID and Educational Technology

Instructional design provides a structured format for developing efficient and effective learning in a variety of settings. Educational technology can serve in several ways to help enhance an individual’s educational experience. In the previous picture, there is a door slightly ajar with beams of bright light shining through. The light helps not only to see what’s beyond the door, but also to see the door itself. Educational technology can not only help to shine a light on what is possible, but also to enhance the techniques and tools currently used by teachers. The door sits slightly ajar only allowing minimal light through; similarly educational technology, while relatively new, has not quite shown its full potential. As the door gradually opens more light will shine through, so can be said for educational technology. As instructional designers learn more about how to utilize this resource more light will shine and enhance the learning experience.

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ReferencesBranch, R. M., & Gustafson, K. L., (2002). Survey of Instructional Development Models. (4th Ed.) Eric Clearinghouse on Information and Technology, 19-22, 45- 63.

Ragan, T. J., & Smith P. L., (2005). Instructional Design. (3rd Ed.) Hoboken, NJ: Wiley, Jossey-Bass Education.