Effective instruction, whether occurring via conventional face-to-face methods or e-Learning should be the result of careful planning that follows a transparent process. Instructional Design (ID) models aim to provide conceptual and communication tools that can be used to visualize, direct and manage processes for generating episodes of guided learning. The better the instruction is planned and developed, the better learning experiences and outcomes it will bring to learners. There are numerous instructional design models which can be broadly incorporated into two main theoretical approaches:
The systematic approach – has a behaviourist foundation, ID is viewed as a process consisting inputs, processes and outputs, very precisely predicted and predetermined prior to instruction
The constructivist approach – is based on epistemological and psychological aspects of constructivist learning views. Here, there is no emphasis on predetermined design steps, just principles (e.g. to include learning in related and authentic contexts)
The application and value of a particular model is dependent on the instructional situation, problem or task and the true value of a model can only be determined within the context of its use. A taxonomy of ID models can help clarify the underlying assumptions of each model, and help identify the conditions under which each might be most appropriately applied. For example, Gustafson’s taxonomy is based on a set of assumptions that each creator of an ID model has made about the conditions under which the development and delivery of the instruction will take place. While many of the models are similar, each take a slightly different approach to the design of instruction. Some are more systematic and/or prescriptive than others, some are a step-by-step process, while others are more open-ended and allow the designer to take a looser path through the model. Most of them have some sort of graphical representation of the model to make following it relatively easy and they vary in the amount of expertise required by individuals to apply the model.
Research tends to suggests that at the root of many popular ID models is a systematic process to the design task, that breaks it down into discrete and manageable units. This encourages the setting of a design objective and provides a way to know when that objective has been met. It also emphasizes the idea of the process being an interdependent group of items that form a unified whole. In this case the outcomes of each component directly or indirectly impact on every other component of the ID process to some degree.
ADDIE
Most models today tend to be a variation of the basic ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Developed for engineering projects in the 1950′s, ADDIE provides a mainstream approach for designing and developing e-Learning resources. The phases sometimes overlap and can be interrelated. ADDIE provides a dynamic, flexible guideline for developing effective instruction; however, a key criticism often leveled at the approach is that it was never designed to take into account today’s rapid application tools.
Rapid Prototyping
Tripp and Bichelmeyer’s Rapid Prototyping model originated in manufacturing with a focus primarily on development. A variation of the ADDIE model, rapid prototyping borrows from the most valuable aspects of the systemic approach. Learners, subject matter experts and peers interact with prototypes in a continuous review and revision process. It is a four stage process. The overlapping boxes represent the fact that the various processes do not occur in a linear fashion. In other words, the analysis of students and their needs, content requirements and resources depends in part upon the knowledge that is gained by actually building and using your prototype. Developing a prototype so early in the design phase, enables all those who have invested in it to visualize and evaluate what the final product truly needs to resemble. This approach helps by developing a possible product while not investing a large amount of time and money. More emphasis can then be placed on the evaluations of the prototypes to help ensure good sound instructional content.
Click here for more information on each of the rapid prototyping steps.
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