Instructional Design Models - Assignment Example

Instructional Design Models al Affiliation: Instructional Design Instructional Design can also be referred to as Instructional System Design. It is simply the process of creating instructions that make learning or knowledge acquisition an appealing, effective and efficient aspect in the society. This process entails the feature which identifies and determines the needs and the current state of learners through specific definitions of the ultimate goal of the instructions and creation of relevant interventions which are meant to assist in the entire transition (Reigeluth, 1999). Instructional designs are formed through the processes of teaching and adult learning theories. In addition, they might take place either in teacher-led, students or community settings. Thus, the final outcomes of these instructions can be directly measured scientifically or observed in the society. Instructional Design Models, on the other hand, are basically the frameworks which use Instructional Design Systems to visualize problems, break them down into simpler discrete forms and manageable units. Moreover, models provide their users with a way of comprehending complex societal problems and thus enable the designers to negotiate their tasks of designing with the semblance of a conscious understanding of the problem to be solved. Thus, an appropriate model can easily be judged from how it mediates the general intentions of the designer, how effective it can be on a given work load and its flexibility in shifting focus with the locus of the problem (Information Resource Management Association, 2011). Therefore, the value of any Instructional Design Model is solely determined in the context it is being used. Example of instructional design models include ADDIE Model, Gagne’s Model, Merrill’s Instruction Principle, Dick and Carey’s Model, Kemp’s Model, Kirkpatrick’s Training Evaluation and The Blooms Taxonomy. This paper is going to discuss a number of instructional design models; ADDIE Model, Gagne’s Model and The Blooms Taxonomy, the relationship between these models, similarities and differences in the models, program evaluation and how instructional design models ensure diversity in cultures in the society. ADDIE Instructional Design Model This is a traditionally used model. Thus, it forms the core of instructional designs which are basically used by training developers and instructional designers. This model has several adaptations which can be presented in its five phases which represent a flexible and a dynamic guideline for construction of effective learning and teaching tools. These phases include: Development, Design, Implementation, Analysis and Evaluation (Branch, 2009). 1. Analysis Phase In this phase, the instructional deign developers clarify the instructional problem, establish the instructional objectives and goals and identify the learning environment together with the learners’ skills and knowledge. 2. Design Phase This phase is specifically concerned with the objectives of learning, instruments of assessment, relevant exercises, the instructions content, analysis of the subject matter, selection of media and lesson planning. Thus, it is ever specific and systematic in nature. 3. Development Phase This is a phase in which the developers and designers of instructions assemble and create the contents which were initially blueprinted in the previous phase (Design Phase). The content developed in this phase is always written or typed. In addition, appropriate graphic for the instructions are deigned at this phase. For the case of e-learning, instruction developer of programmers tend to integrate technologies. 4. Implementation Phase In this phase, the instruction developers come up with a procedure which is meant to train learners and facilitators whereby the training for facilitators always cover the entire curriculum, methods of delivery, procedure testing and outcomes of learning. 5. Evaluation Phase This section has two parts; summative and formative evaluation or assessment. The summative evaluation is made up of tests which are designed for specific criteria that can offer opportunities for quick feedback or responses from the selected users. On the other hand, formative evaluation is ever present in every phase of the ADDIE Model. ADDIE Model is basically an ISD model which uses prototyping that enable continual feedback. Thus, this model is time saving as it identifies problems and easily fix them at an early stage (Branch, 2009). Gagne’s Model This is a nine steps systematic model which is focused on behaviors or the outcomes from learning and training. It can also be referred to the nine events of instructions which correlate in order to address the learning conditions. The events include gaining attention, informing learners of goals and objectives, stimulation of recall in the prior learning, presentation of stimulus material, guidance to learners, elicit performance, offer feedback, assessment of performance and enhancing of retention transfer (Gagne, 1985). 1. Gain attention At this step, the instructor gains the learners’ attention before they can start processing any information. To gain attention, instructors use interesting devices such as storytelling, demonstrations and presentation of a situation that grabs learners’ attention. 2. Informing learners about objectives At this step, instructors will tell the learner everything that can be accomplished from the set of instructions given. This enables the learners to organize thoughts on whatever they are going to learn or perform. Thus, objectives should be offered in the most causal language. 3. Stimulation of recall from prior learning This is the recall of any exiting appropriate knowledge. This is achieved in two ways; retrieval practice and scaffolding. In retrieval practice learners enhance mechanisms that elaborate the study processes and promote the conceptual learning. On the other hand, scaffolding entails the support that skilled performers offer to their apprentices in performing the task. This is achieved through building on what the learners know, adding more details to the already acquired knowledge and allowing learners to perform on their own (Gagne, 1985). 4. Presentation of stimulus This step presents the content to the learners. Information is chunked in order to avoid what instructors can term as cognitive overload. 5. Offering guidance to learners Instructor’s presents and encodes the content with emphasis placed on its relevance for ease of understanding. Coaching is the tactic used at this step since it enables the learners to benefit by gaining metacognitive skills which aid with the future performance initiatives. 6. Elicit performance At this step, learners are required to demonstrate their level of understanding and learning. This is achieved through modeling which has the following effects: acquisition, inhibition, disinhibit ion, facilitation and creativity (Gagne, 1985). 7. Providing feedback Here, the instructors offer the informative feedback about the performance of learners. In order to obtain feedback, a relevant quiz, tests or any verbal comments that are specific are used. Instructors need to tell the learners the reason why he or she thinks they are doing a good job. 8. Assessment of performance At this step, the instructors evaluate performance of every learner with the purpose of reinforcing learning. A test is used to determine if the content was well understood. 9. Enhancing retention and knowledge transfer Here, learners apply the given instructions to practical application so as to show their capabilities. More problems similar to the one provided in the content should be provided to learners for the purpose of additional practice (Gagne, 1985). Bloom’s Taxonomy This refers to the general classification of different objectives set by instructors or educators for students; they are learning goals. The classification tends to divide the learning domain in three distinct domains: psychomotor, cognitive and affective. Thus, within these domains, learning at higher levels fully depends on the attained prerequisite knowledge at lower levels. Bloom’s taxonomy has a goal which is to motivate educators to focus on the three domains. The cognitive domain has six levels which include evaluation, synthesis, analysis, application, understanding and knowledge. Affective domain has five levels which include receiving, responding, valuing, organizing and characterization. Finally, Psychomotor Domain entails perception, readiness to act, guided response, complex responses, adaptation, origination and mechanism (Marzano, 2001). Comparison and contrast between Gagne’s taxonomy of learning outcomes and Bloom’s Taxonomy Gagne’s taxonomy defines how the process of learning maybe demonstrated. Thus it is broken down into three distinct components which are cognitive, affective and psychomotor domain. Bloom’s taxonomy is also sub-divided into three categories or domains; cognitive, affective and psychomotor. Despite the fact that the two are similar in their outward structures, their inner structures defer. In Gagne’s taxonomy, cognitive domain entails stating of verbal information, classification of concepts to show intellectual skills, application of rules to show intellectual skills, generation of solutions to problems to show intellectual skills and the use of cognitive strategies in learning. In bloom’s taxonomy, cognitive domain entails six levels which include evaluation, synthesis, analysis, application, understanding and knowledge categories. The affective domain of the Gagne’s taxonomy demonstrates the learning outcome that addresses the learner’s attitude in preferred options. On the other hand, bloom’s taxonomy affective domain entails five levels which include receiving, responding, valuing, organizing and characterization categories (Marzano, 2001). Finally, the psychomotor domain in Gagne’s taxonomy depicts the learning outcome whereby learners demonstrate their motor skills via physical performances whereas the bloom’s taxonomy psychomotor domain entails perception, readiness to act, guided response, complex responses, adaptation, origination and mechanism categories. References Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer. Print Gagne, R. M. (1985). The conditions of learning and theory of instruction. Holt, Rinehart and Winston. Print Information Resource Management Association. (2011). Instructional Design: Concepts, Methodologies, tools and applications. IGI Global. Print Marzano, R. J. (2001). Designing a new taxonomy of educational objectives. Crown Press. Print Reigeluth, C. M. (1999). Instructional-design Theories and Models: A new paradigm of instructional theory. Lawrence Erlbaum Associates. Print Read More