Instructional+Design+Process

= = =** Instructional Design Models **=

What is Instructional Design?
Instructional System Design (ISD) provides a systematic, step-by-step approach to creating instruction. The basics steps involve ascertaining the needs, determining the solution, and putting that solution into practice. The design is examined to determine if improvements can be made. The ISD process is essential for building instruction and is typically present in some form, whether the implementation formally or not.

ADDIE
There are many different models of the ISD process, but the framework of ADDIE provides a simple overview. ADDIE is short for:
 * Analysis
 * Design
 * Development
 * Implementation
 * Evaluation

Dick and Carey’ Systems Approach to Design
Dick and Carey’s model is a very structured, methodical approach to Instructional Design. It breaks down the design process into smaller steps, balancing the instructional objectives against the entry state of the learners. Once the objectives are in place, assessments are developed before the instruction itself. However, the systematic model also recognizes the importance of the iterative refinement of each stage through constant evaluation.

 Image from [|www.nwlink.com/~donclark/history_isd/dickcarey.jpg]


 * Dick and Carey's Model Steps:**

 I plan to follow Dick and Carey's model since it closely fits how I naturally operate. I tend to work logically through a problem step-by-step. Especially when developing instructional materials and lectures, I constantly return to early stages in order to refine them. Feedback from student reactions, assessments, and comments enable me to further improve the instruction for upcoming semesters.
 * Identify Instructional Goals
 * Conduct Instructional Analysis
 * Analyze Learners and Contexts
 * Write Performance Objectives
 * Develop Assessment Instruments
 * Develop Instructional Strategy
 * Develop and Select Instructional Materials
 * Design and Conduct Formative Evaluation of Instruction
 * Revise Instruction
 * Design and Conduct Summative Evaluation

Model Comparison
Conduct Instructional Analysis Analyze Learners and Contexts || Identify Instructional Problems Learner Characteristics Task Analysis Instructional Resources || Content Sequencing || Develop and Select Instructional Materials || Instructional Strategies || Revise Instruction || Instructional Delivery || Design and Conduct Summative Evaluation || Evaluation Instruments ||
 * ** ADDIE ** || ** Dick and Carey System's Approach ** || ** Kemp, Morrison, and Ross ** ||
 * Analysis || Identify Instructional Goals
 * Design || Write Performance Objectives || Instructional Objectives
 * Development || Develop Instructional Strategy
 * Implementation || Design and Conduct Formative Evaluation of Instruction
 * Evaluation || Develop Assessment Instruments

While all three models have the same goal in mind - designing effective instruction - they attempt to get to that goal in different ways. When trying to fit Dick and Carey's Model stages into the ADDIE framework, it becomes clear that Dick and Carey's Systems Approach prioritizes certain tasks, moving them to earlier in the process. It places the development of assessment (an evaluation task) to just after the analysis, so that the assessments can help steer the design and development process. The Kemp, Morrison, and Ross model does not have a set order. In the table above I have forced them into the ADDIE categories, but the design of the model purposely gives the Instructional Designer the freedom to work with any stage at a given time.

Dick and Carey's System Approach Applied to Audio Basics Instruction
To develop a self-guided study aid with audio and visual examples || Mathematics competency in trigonometry and logarithms is typically lacking || Understanding of simple interactions of audio waveforms || Develop Instruction Material || Keynote Presentation Audio examples Waveform diagrams || Understanding of later concepts Student feedback ||
 * **Dick and Carey** || ** Audio Basics Instruction ** ||
 * Instructional Goals || To develop one instructional module of MUSC 365 Introduction to Audio Recording covering the fundamental principles of sound and waveforms
 * Instructional, Learner, and Context Analysis |||| Undergraduate students in MUSC 365 from various majors.
 * Performance Objectives || Mastery of basic audio principles (amplitude, frequency, polarity, and phase)
 * Design Instructional Strategy
 * Evaluation || Written exams
 * Revise || Constant refinement ||

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