A Closer Look at Seven Instructional Design Methods
About Instructional Design skills and abilities.
Instructional design is all about maximizing your results, skills and abilities for learning and learning processes, performance contexts, content structure, content sequence, instructional strategies, non-instructional strategies, media delivery and design processes.
Allen's Successive Approximation Model (SAM)
SAM is helpful with determining project challenges (quality, meeting courses of events and financial plans, and overseeing Subject Matter Experts). In particular, SAM is a agile quick e-learning design and improvement process.
Stages include:
(Preparation Phase)
Project Planning
Additional Design
Prototype
Review
Design
Project Planning
(Interactive Design Phase)
Implement
Evaluate
Develop
Design Proof
Alpha
Beta
Gold
(Iterative Development Phase)- Roll Out
Inc., A. I. (n.d.). Sam (the successive approximations model) for elearning development: Allen Interactions: Custom Learning Solutions. SAM (Successive Approximations Model). https://www.alleninteractions.com/services/custom-learning/sam/elearning-development
The ASSURE model
The ASSURE model is a six-stage process that exhibits how to choose, use, and assess innovation and informative assets as significant pieces of a instructional design cycle. This model comprises of a six-step process:
Stages include:
A: Analyze learners.
S: State goals and objectives.
S: Select methods and media.
U: Utilize media and technology.
R: Require learner participation.
E: Evaluate and revise the blended learning strategy.
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (2002). The ASSURE model. Instructional media and technologies for learning.
DICK AND CAREY MODEL OF DESIGN
The Dick and Carey model views education as a systematic view with interrelated stages. This instructional design theory gives an organized way to deal with planning viable content. The nine stages represent:
Stages include:
Identify Instructional Goals
Conduct Instructional Analysis
Identify Entry Behaviors and Learner Characteristics
Write Performance Objectives
Develop Criterion-Referenced Tests
Develop Instructional Strategy
Develop and Select Instructional Materials
Develop and Conduct Formative Evaluation
Develop and Conduct Summative Evaluation
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction 7th Ed. United State of America: Pearson Education.
Merrill's Pebble in the Pond Model
Merrill's Pebble in the Pond Model displays each concentric ring as a stage during the- educational plan and the process begins with the central focus on the learning problem to be addressed. The "pebble" is a metaphor for the issue the learner must solve. The six stages are:
Stages include:
Identify a problem
Design a progression of problems
Design instruction for component skills
Design instructional strategy enhancements
Finalize the instructional design
Design evaluation
Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient, and engaging instruction. Hoboken, NJ: Pfeiffer.
RAPID PROTOTYPING MODEL
Rapid prototyping was created based on the similarities between software design and instructional design. Tripp and Bichelmeyer, believed that Rapid Prototyping is a viable model for instructional design, especially for computer-based instruction.
Stages include:
Assess Needs and Analyze Content
Set Objectives
Construct Prototype (Design)
Utilize Prototype (Research)
Install and Maintain System
Tripp, S. D., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational technology research and development, 31-44.
THE MORRISON, ROSS AND KEMP MODEL
The Morrison, Ross and Kemp Model, often referred to as the KEMP model, has the four components that are an essential part course design and the importance is on the interdependencies of every one of the stages. These stages can be tended to at the same time or separately. You may even have the option to skip a stage. The Kemp model urges the creators to take the point of view of the learner with the goal that their necessities, needs, and imperatives are thought about as the goals, course material, assessments are evaluations are made and executed.
Stages include:
Instructional Problems
Learners Characteristics
Task Analysis
Instructional Objectives
Content Sequencing
Instructional Strategies
Designing the Message
Instructional Delivery
Evaluation Instruments
Kemp, J. E. (1985). The instructional design process. New York: Harper & Row.
Morrison, G.R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective Instruction. John Wiley & Sons.