Instructional Design Models Week 9 Blog

Instructional Design Models

As I continue my journey with education, I become excited when I find something new to learn about. I really do feel that this journey is never-ending and that if I do stop, I am not looking hard enough at the areas I can improve on. Professional Learning keeps us reflecting and evaluating our own practice and is how we can ensure we are being the best educators we can be for our students that depend on us each day.

This week, for our third PBL assignment, we have been asked to choose an instructional design model (or framework) that can be used to guide the instructional design process of the grant proposal we submitted in our PBL2  and justify why we chose that particular model. Reading the task left me dumbfounded. Instructional design model? What is that? I felt like as an educator, this is one of those things I should have been exposed to! ADDIE, ASSURE, KEMP? These all sounded like made up words to me. Although I remained puzzled and confused, I thought this was a perfect opportunity to learn more about the topic, especially if it falls in my professional realm!

1. The first thing I decided to clarify, was the difference between a model and a framework.

I learned that a framework forms the “support” or “backbone” of a task. Ex: “They’re operating within the framework of a military bureaucracy. The agreement outlines a framework and schedule for resolving the issues.”  A model on the other hand, is a representation of a task. Ex: “The architect showed us a model of the planned hotel.”

2. Next, I investigated various Instructional Designs (ID) to see if I had been exposed to any in Teachers College.

I learned that we had in fact learned about ID Models in Teachers’ College (Well at least one)...  The Backwards Design Model. This model is used when planning units and begins with the end in mind. You determine the big idea, goals and expectations that are expected for the students to acquire by the end of the year. This allows the instructor to then pick what he/she will teach in order to achieve these pre-determined goals. According to Wiggins and McTigue (2006), having the teachers determine what they would accept to ensure a deep understanding of the content, supports them to remain focused on the desired goals. I have been using this model for 4 years now. While I appreciate the thinking behind this method, I also know how much time it can take to plan the units.

3. A third step in my journey to learn more about Instructional Design was to research the ASSURE model. Our PBL group decided to split up the different models in order to learn more about each and explore some of their advantages and disadvantages. Here is what I found about the ASSURE Model:

What it is:

An Instructional Design process that was modified to be used by teachers in the regular classroom. The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of media in instruction. It is centered on the principle that humans learn in different ways and therefore require different means of instruction.

STEPS:

A — Analyze learners

S — State standards & objectives

S — Select strategies, technology, media & materials

U — Utilize technology, media & materials

R — Require learner participation

E — Evaluate & revise

PROS:

-Student focused: focuses on the learner’s general characteristics, identifies specific entry competencies required and evaluates learning styles.

- Allows the use of external resources and technology other than simple lecturing using textbooks.

-Allows careful planning of technology and resources used in the lessons

- Provides lesson planning foundation while allowing creativity from the instructors.

- Chance for revisions

-commonly used by teachers

-helps plan lessons

-Requires learner participation

- active participation to ensure engagement in activities

CONS:

-Limited to what it can be used for

- Some technologies like tablets and computers may be in limited quantities. Instructors may not be able to obtain a copy for every student in class.

-Linear- no revising until the end

4. My fourth step is to meet with my group this Friday and learn about more Instructional Design models. I am excited to keep building this knowledge especially one with such a direct effect on my teaching profession!

References

Driver, K. A. Instructional Design Models Comparison.

Grant, M. M. (n.d.). ASSURE. Retrieved March 09, 2016, from http://www.instructionaldesign.org/models/assure.html

Megaw, A. E. (2013). Deconstructing the Heinich, Moldena, Russell, and Smaldino instructional design model. Laman Web Rasmi IPGM Kampus Pendidikan Islam.

Wiggins, G., & McTighe, J. (2006). Understanding by design (2nd ed.). Upper Saddle River, New Jersey: Peasron Prentice.