The ADDIE and Robert Gagnes Instructional Design Approach - Essay Example

The ADDIE and Robert Gagne’s Instructional Design Approach Instructional Design Instructional Systems Design (ISD) or Instruction Design (ID) entail the practice of coming up with the instructional experiences that are useful in making skill, as well as knowledge acquisition more appealing, effective and efficient (Kruse. 2009). This process involves determining the learner’s current needs and state, creating interventions geared towards assisting in the transition process, as well as defining the end goal for the instruction. After exploring all the Instructional design model, the two models settled upon are the Robert Gagne’s Instructional Design Approach and the Five-Based Method ADDIE Towards Instructional Design. The EDDIE Model To start with ADDIE Model, the major elements are listed as A which stand for assess and analyze needs, D which represent Design instruction and presentation, D representing Develop materials, I representing Implement courses and activities and E representing Evaluate participant progress (Driscoll, 1994).. Generally, the ADDIE model is characterized by its ease of application, simplicity and the cyclic nature (Kruse, 2009). It is a simple model basing on the fact that when it is broken down, it can be applied as follow. With A representing the word analyze, it implies that teachers aught to be analyzing their methods of teaching the way students respond to their lessons, their style of delivering instructions, and perhaps how the lesson could be improved. Basically, it represents time for self-reflection. For the design, which is represented as D, it deals with the analysis of the lesson planning, subject matter analysis, and media selection. The second D, on the other hand represents word development. It basically deals with creating and testing learning experiences, as well as accuracy and validity of the assessment procedures, instructional strategies, learning needs, instructional objectives, and instructional goals. As earlier said, the I in the ADDIE model stands for word implement. In this case, it deals with how the learning experiences to participants is presented making use of the appropriate media. Finally, E in the ADDIE model stands for evaluate. This has two levels. The first one being gauging the participant’s success while determining the success of facilitating the effective participant learning of the instructional design package (Kruse, 2009). Application of ADDIE Model is also one other key element. It involves the application of the nine Elements of Instruction as put forward by Gagne (Colston, 2008)..This serves the purpose of motivating and activating participants (Gagne, Briggs & Wager, 1992). It also serves to help the instructor to progress from the lecture-based activities to activity-based constructivism instruction. The elements are listed as, gain attention, inform the learner of the objectives, stimulate recall of the prior learning, present the stimuli with distinctive features, guide learning, elicit performance, provide feedback, assess performance, and enhance retention and the learning transfer (Gagne, Briggs & Wager, 1992). This constructivist philosophy being implied is meant to make the learner construct his own knowledge basing on how they interpret the subject matter. The ARCS Model are the last major elements of the ADDIE Model. With respect to this, the first letter A represent attention. This captures the interest of the participant stimulating the attitude of inquiry. The letter R representing relevance is meant to keep the relevance of the instructions to the goals and needs of the learner. The letter C representing Confidence, serve the purpose of building the positive expectation of success in the learner and S, which represent Satisfaction serve the purpose of encouraging enjoyment in the reward participation, as well as the learning experience of the participants for the success they obtain (Driscoll, 1994). Weaknesses of EDDIE Model There are various shortcomings of the EDDIE Model. Notably, the model typical process needs the unrealistic comprehensive up-front analysis. In this case, most teams end up accomplishing very little and at times fail to access some critical elements. The model, as well ignores certain political realities. Notably, in this model, storyboards form the ineffective tools for communicating, creating, as well as evaluating the design alternatives. This way, some poor designs, fail to be recognized until it is too late. Additionally, in this model, detailed processes are quite set prompting creativity to become a nuisance. It is worthwhile mentioning that posttests give little important information that can assist in the improvement of instructions. Last but not least the model does not provide accommodation to deal with good ideas or faults throughout the process (Chang, 2006). Strengths EDDIE model is linear in nature (Colston, 2008). Because of this, the model serves as a basis of its criticism, as well as for all other model that came after it. The EDDIE model, as well gives a step- by step sequence of events for teaching a lesson. Additionally, provides an allowance for objectives to be clearly defined. It is also said to lend itself to organization. As if not enough, the model is somewhat cost effective, and often save time for the instructor and the learner. Robert Gagne’s Instructional Design Approach ID Robert Gagne’s approach consists of three key elements. These include the learning outcomes, conditions of learning, and nine events of the instruction that have been listed in ADDIE model. By conditions of learning, according to Chang (2006) Gagne, intended to refer to the factors that can make a difference to the instructions. According to Gagne’s model, the conditions of learning affecting the learning process constitute the learning events and when planned deliberately, the events can make up instructions. Additionally, “Gagne’s instruction design model” employs eight different conditions of learning. They include signal learning, Stimulus to Response learning, Chaining, Rule learning, Verbal Association, Concept Learning, and Discrimination. In regard to this, Gagne was of the view that the learning conditions outlined above were the major building blocks used for designing instruction. The learning outcomes is the last key component of the Gagne’s model. In line with this, Gagne classified the learning outcomes into five taxonomies or categories. These are psychomotor skills, attitude, cognitive strategies, intellectual skills, and verbal information. Strengths Given that it provides room for domains of the learning outcome, this helps the instructor to better organize his or her thoughts, as well as the objectives of the given instructional lesson. Additionally, the domain of learning enables the instructor to understand the type of learning outcome expected of students. Weaknesses It major weakness is that it is somewhat difficult to implement it fully. In particular, it is challenging for the instructor to take his/her goals he/she had for the students, ensuring that they are in the correct learning outcome and creating the objectives with the use of Gagne’s standard verbs. Moreover, it is a taunting task classifying certain goals in the learning outcome categories. Similarities between ADDIE model and Gagne’s Instructional Model As noted earlier, the two models make use of “Gagne’s Nine Events of Instruction”. It is also clear that the two models tend to shift away from behaviorist paradigm. Both ADDIE and Gagne’s model incorporate the cognitive learning theories. They are both said to be excellent for use in instructional design process. Last but not least, both models provide an allowance for incorporating new technologies in delivery and creation of the courses. Differences between ADDIE and Gagne’s model It is worth to note that the two models differ slightly. ADDIE Model tends to emphasize a little bit more on constructivism than Gagne’s model. Whereas Gagne’s Model puts emphasis on the importance of understanding the learning conditions for purposes of designing instructions, EDDIE Model doesn’t do so. In the two models, evaluation, participation, motivation for the learner are discussed differently. It is also worthwhile noting that Gagne’s Model, is a key component of the DICK & Carey’ s systematic Design of the Instruction, but not the ADDIE Model. Last but not least, ADDIE Model makes use of Gagne’s events in promoting constructivism whereas, Gagne fails to refer to this model. References Driscoll, M. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon. Colston, R. (2008). The ADDIE Model. The Learning-Theories.com. Retrieved on 21st Jan 2013 from http://www.learning-theories.com/addie-model.html. Chang, S. (2006). Systematic Design of Instruction. Educational Technology Research & Development. Vol. 54 Issue 4, p419-421, 4p. Gagne, R, Briggs, L, & Wager, W. (1992). Principles of instructional design. Fort Worth: Harcourt Brace Jovanovich. Kruse, K. (2009). The Introduction to the Instructional Design & the ADDIE model. Retrieved on 21st Jan 2013 from http://www.transformativedesigns.com/id_systems.html Read More