COMPARISON AND CONTRAST OF THE PRIMARY FOCUS, METHODS & TOOLS OF INSTRUCTIONAL DESIGN, CURRICULUM DESIGN, & PROGRAM EVALUATION

ADDIE model:
ADDIE is an effective tool used by instructors to design and develop instruction material. It is very famous tool adapted by many instructors because of its flexibility as it can be modified as and whenever required by the instructor.
This model was developed in 1970 for U.S army for educational technology by Florida State University’s Center. It’s a systematic model for instruction comprising of five phases:
1) Analysis
2) Design
3) Development
4) Implementation
5) Evaluation
Phases of ADDIE:
1) Analysis: During the analysis phase, the learner’s goals, objectives and learning problems are identified by the instructor. The learning environment, modes of imparting the knowledge and any other constrain are also observed by the instructor.
2) Design: This is the next sequential stage in the ADDIE model where a blue print or prototype of the learning material is made catering to the needs of the learner. A detailed systematic design is created for the user here.
3) Development: Actual creation of the learning material It could be an integration of various tools and technologies. Developing the procedure for the maximum learning outcome is focused on this phase.
4) Implementation: The designed plan is put into action in this phase for the learner by imparting knowledge through the planned tools and activities.
5) Evaluation: This phase is a tool to find out the effectiveness of the learning program. It ensures that all the learning goals of the process are met. This tool also helps to figure out any changes to be made in the learning program for providing the maximum positive learning experience to the learner.

Definition of Gagne’s Theory of Instruction model:
To cater to different learning styles Robert Gagne developed the Gagne’s theory in 1965, which identified the essential mental conditions for effective learning process. Gagne broadly divided his theory in three major areas and explained that each area leads to different performance.
Gagne’s theory of instruction is commonly broken down into three areas listed below:
1) Taxonomy of learning outcome.
a. Verbal information.
b. Intellectual skill.
c. Cognitive strategies.
d. Attitudes.
e. Motor skills.
2) Conditions of learning.
a. Internal condition, which implies to the previous experience of the learner.
b. External condition implies to the instructional material given to the learner.
3) Events of instructions.

The connection of Gagne’s Nine Events of Instruction within the model.
Gagne created a nine-step process model based on the above three areas mentioned for the effective learning of the student which shows the various stages of the transfer of knowledge to the memory.
1) Gain attention: In this phase the instruction grabs the learner’s attention by presenting story, a new situation or a problem, short demonstration, etc. This process helps the learner to understand the importance of that topic.
2) Provide a learning objective: This phase helps learner understand what they will learn and perform.
3) Stimulate recall of prior knowledge: This stage helps learner relate the new knowledge to his previous concepts.
4) Present the material: The information is organized and presented in a logical format for effective learning.
5) Providing learning guidance: For making the process of learning easy to understand and for longer retention of the knowledge the instructor gives the leaner appropriate examples, case studies, stories, etc.
6) Eliciting performance: In this stage, the instructor gives some task to the learner to make sure they have understood the knowledge.
7) Providing feedback: This is given by the instructor in the form of specific guidance.
8) Assessing performance: The learner should be able to complete the test to show that they have learnt the material effectively.
9) Enhancing, retention & transfer: For the longer retention of knowledge and transfer from the short term memory to the long term memory lots of drill practice is given to the learner.
Bloom’s Taxonomy: Bloom’s Taxonomy is a mechanism for classifying and categorizing different levels of learning and was created by group of psychologist in 1956 along with Benjamin Bloom.
The six levels of Bloom’s taxonomy from the lowest to highest level are as follows:
1) Knowledge: it helps learner in remembering previously learnt information.
2) Comprehension: it helps learner understand the meaning of the information.
3) Application: this stage helps learner apply the knowledge to the real life situation.
4) Analysis: this stage involves breaking down of the task into simpler parts and organizing it.
5) Synthesis: this stage helps learner rearrange and synthesize knowledge into whole.
6) Evaluation: this stage helps learner to conclude on the acquired knowledge.
Bloom’s Taxonomy is a tool that helps a learner not only learn effectively but also to transfer the knowledge from the short term memory to the long term memory. So an instructor should make use of all the levels of Bloom’s taxonomy for enriching the teaching-learning process.
Comparison between Bloom’s Taxonomy & Gagne’s models:
Bloom focused on developmental mastery while Gagne concentrated on developmental logic.
Gagne separated Bloom’s knowledge class into a category he named verbal information and added another category of learning outcome he named cognitive strategies that learners adapt and applied in the process of learning.
The following example applies Gagne’s nine step instructional events:
Objective: To recognize a proper fraction.
1) Gain attention: instructor shows various fractions.
2) Identify objective: instructor asks question: what is a proper fraction?
3) Recall prior learning: instructor reviews definition of fraction.
4) Present stimulus: instructor gives definition of proper fraction.
5) Guide learning: instructor shows various examples of proper fraction.
6) Elicit performance: instructor asks students to create their own examples.
7) Provide feedback: instructor checks all examples.
8) Assess performance: instructor provides scores.
9) Enhances retention: instructor shows pictures of proper fractions.
Educational Implication:
• The teaching learning process is enhanced by using the above models of teaching by challenging the learns to move to the next higher level so that the previous knowledge acquired acts as a foundation for the new knowledge.
• Moving from the lower level to the higher level not only ensures there is a flow in the conceptual knowledge gained by the learner but also retaining the knowledge for a longer period of time.
• The role of the instructor is very crucial in planning the external curriculum for the internal learning of the students.
Difference between assessment & evaluation:
Assessment & evaluation both are important tools used to improve the quality of the learning program.
Assessment is a process of gathering and discussing information in order to refine educational program undertaken to improve student learning. It’s an ongoing process of observation and measurement. Formative assessment is an example of assessment of learner.
Determining the value of the learning outcome by observing and measuring is called as evaluation. Summative assessment is usually an example of evaluation.
Conclusion:
Theory of learning provides a systematic approach towards the laws of learning for the maximizing the benefit of the learning process and longer retention of the knowledge.
They explain how and why learning occurs. They provide a conceptual framework for achieving the required outcome. They also facilitate the instructor to guide the learner in right direction to achieve the desired goal. Learning theories provide necessary skill to the instructor for the improvement in the learning process.

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