...April Baylor March 17, 2012 SED-444 Alicia Leach Design Model ADDIE Model Systems Approach Model Kemp’s Instructional Design Model Instruction Design Perspective Developmental/Cognitive Behavioral Developmental/ Cognitive Instructional Strategy Cooperative Learning, Discovery and Questioning Cooperative Learning, Discovery and Questioning Cooperative Learning, Discovery and Questioning Description The Addie Model is a five-phase instructional design that consist of the following: Analysis: identify the environment (audience), goal, objectives and strategies which can be also called the pre-planning phase. Design: write instruction for the learning unit Develop: build content, assignments, assessments which are both formative and summative and develop course materials Implement: Begin teaching and giving instruction. Evaluate: Ask questions? What was done, how was it done and how can you do better? (perform assessments) (Clark, 2000) It is a procedural system including ten major process components: Know your students’ needs so you can know your goals when teaching: Assess the student to set learning objectives and goals Conduct instructional analysis: to determine a step-by-step of what learners are doing when they are performing the goal; to determine what skills and knowledge are required Analyze learners and contexts –identify your students learning styles and setting; this will help towards classroom layout, students’ attitudes and...
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...Instructional Design Analysis Linda Lee AIU Online Abstract This analysis will analyze the process of instructional design. It will discuss the instructional design disciplines. There will be a discussion on instructional design and how it aligns with scientific methods. The ADDIE model will be detailed in this essay. The difference between instructional theory and learning theory will be compared and defined. The most important component of the instructional design process will be visited. The task that instructional designers perform will be discussed as well as the skills that he or she is required to possess. The conclusions drawn will be included. Instructional Design Analysis The definition of Instructional Design is a systematic way to develop instructional materials that are structured well by using objectives, related teaching strategies, systematic feedback and evaluation. It can also be defined as the scientific way to create detail oriented specifications for the design, development, evaluation, and maintenance of instructional material, which facilitates performance and learning. According to Wilson, (2004) instructional design can be defined as a technology, a science, an art or a craft. The instructional designer observes what is happening and collects empirical data in order to improve a particular topic. Empirical data is what the designer observes with their eyes and ears. Principles of the discipline of instructional design Instructional...
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...Instructional Design and Process Flow for First-Line Supervisors at Thomas Company SYSTEMATIC DESIGN APPROACH The flow of processes of instructional design is based on the ADDIE model. The first step in the process is to analyze needs. Instructional Design cannot be carried out properly without first knowing the needs of the target audience. (Addie, n.d.) The design continues with design of the program, implementation of the program, and evaluation. There are paths included for stakeholders to provide feedback regarding changes in training needs and for the instructional design team to update with changes as needed. FUNCTIONALITY AND RATIONALE Human Resources gathers data at the beginning of the year and provides necessary information to the Division Managers, who process the data and determine needs for the new year. Gathering feedback from the Division Managers provides an opportunity to insure that training needs will be met by the Instructional Design team. There are multiple opportunities given for feedback, as instructional design is always a fluid process that never ends. (ADDIE: An Introduction, n.d.) If there is no communication regarding data and needs between Human Resources (based at headquarters), and the Divisions, there could be a lack of continuity and consistency in training. Headquarters should be responsible for all training information that is to be learned company-wide. Each Division may have its own needs that must be addressed at the Division...
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...1 Analysis of Three Instructional Design Models 2 Abstract Instructional design models provide for a systematic approach of implementing the instructional design process for a specific educational initiative (Morrison, Ross, & Kemp, 2004). This paper will briefly describe the purpose and what instructional models are followed by process of three selected models: (a) the Dick and Carey systems approach; (b) Morrison, Ross and Kemp model (also known as the Kemp model); and (c) the Three-Phase design (3PD) model. The process description for each model will serve as the foundation and supporting points required for comparing and contrasting process of the models. 1 Dick and Carey, Kemp, and Three-Phase Design models for Instructional Design Instructional design (ID) models can provide a systematic approach of implementing the instructional design process for specific educational initiatives (Morrison, Ross, & Kemp, 2004). Gustafson & Branch (1997) states that there is a wide variety of instructional design models describing the ID process created for different situations and settings (as cited in Gustafson & Branch, 2002b; Ryder, 2006). The purpose of the instructional design models offer both educational and training organizations design steps, management guidelines and teamwork collaboration options with designers, technicians and clients (Gustafson & Branch, 2002a). Specifically by definition, a model can be defined as “a way of doing something; an explicit representation...
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...INTRODUCTION Background to the study ICT (information and communication technologies) in education lives a life at the crossroads between evidence based policymaking, learning and the fast-changing world of technology. Key stakeholders (politicians, parents, teachers, school leaders) demand evidence of the impact of ICT derived from research, monitoring and evaluation (Friedrich and Francesc, 2009). The challenge for policymakers is (in collaboration with the research community and the educational community) to develop a sustainable knowledge base for ICT in education, in which key indicators and other sources of information are identified, which enables better insight into the use and effects of ICT for learning. Technology has been said to have impacted many different types of people in different types of environments as a dynamic communication tool. For instance, Ali and Richardson (2012) explained that technology has pervaded all aspects of society and the field of education is no exception, the learning and teaching environment has also changed drastically. Technology has impacted on teaching and learning activities, and it is now seen increasingly as an enabler of learning. Morgan (2008) added that technology is no longer the wave of the future, the future is now. This generation has been classified by Prensky (2001) as “Digital Natives” and students who have been born into and are totally immersed in an environment that is surrounded by technology. Technology provides...
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...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:...
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...Kemp, Dick and Carey design models for Instructional Design for instructional design are very important because they can provide a procedural way of establishing or implementing the instructional design process for a particular initiative of education. There exists several instructional design models which illustrates the ID process meant for dissimilar settings and situations .The aim of these instructional design models is to give training and educational organizational design process, guidelines for management and collaboration of teamwork options with designers, clients and technicians. A model in general can be described as a pattern or example that prescribes relationships in a normative sense. A model can also serve as a communication and visual tool to assist in conceptualizing complicated instructional design process or schematics as well as how the various elements and stages relate to each other. It should be noted that the application of the model relies on the instructional scenario, problem or task. To make sure that there is a procedural way of establishing the instructional design process for a particular educational initiative, instructional design should be used. This is because they serve as important tools of learning and they make the work of teachers easier. According to Carey and Carey (2001), ...instructional design can be defined as the systematic method for analyzing, designing, developing, evaluating and managing the instructional process efficiently;...
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...to training takes on a different nature and tactic than an instructional designer. By consulting for companies whose (most of the time) aim are for profit, the design of the instructional model needs to be tied in with performance goals of the company, and not necessarily prescribe an instructional systems design (ISD) that focuses on just the design, delivery and evaluation of the instruction itself, if any. By thorough analysis, identification of lackluster processes, and linking to company goals, the performance consulting can greatly enhance the overall performance of an organization. This also involves consulting with management, selling the management on the solutions, and garnering support from several key players within the organization while keeping in mind the need to maintain efficiency and profitability for the organization itself. Human Performance Technology (HPT) can be defined as an approach using a set of methods and procedures to generate solutions geared towards improving productivity and competence. HPT uses a “systematic” combination of three processes: performance analysis, cause analysis, and intervention selection (ISPI, 2007). In contrast, Training and Development may take up a very similar approach, usually that of analyze, design, develop, implement and evaluate (ADDIE) training efforts as a one-size-fits-all approach to systemic remediation (Pearlstein, 2011). Like Instructional Design, HPT is more grounded in theoretical foundation, empirical...
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...Running Head: Needs Assessment 1 Needs Analysis of The Instructors of their knowledge of objectives Brian Fitch Western Governors University Background The Air Force Institute of Technology (AFIT) provides graduate education for the Department of Defense and NATO forces in the science and engineering disciplines. The school is a part of the Air University and the Air University is a part of the Air Education and Training Command. The Institute is divided into three smaller schools, the Civil Engineering School, The Systems Engineering School and the School of Systems and Logistics. The School of Systems and Logistics provides Professional Continuing Education to several career fields including science, engineering, program management, acquisition, and logistics. This analysis concentrates on the School of Systems and Logistics. The school further divided into three academic departments Logistics, Acquisitions, and Systems. The school has more than 100 instructors that are a mixture of military and civilian. The military instructors are typically assigned to the school for three years. Within the tree years they usually experience a one year deployment to support the war effort. The civilian instructors are employed with the school an average of ten years. Most of the civilian instructors are retired military and considered the best Subject Matter Experts...
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...Dianna L. Pittman Jones International University EDU630 Assignment 5.1 "Task analysis for instructional design is a process of analyzing and articulating the kind of learning that you expect the learners to know how to perform". (George Mason University) Although task analysis has been approached from several perspectives, there is one constant among them. Task analysis, at a minimum, assists the instructor or designer to understand the content to be taught. According to George Mason University, (n.d.) instructional designers perform task analysis in order to: * determine the instructional goals and objectives; * define and describe in detail the tasks and sub-tasks that the student will perform; * specify the knowledge type (declarative, structural, and procedural knowledge) that characterize a job or task; * select learning outcomes that are appropriate for instructional development; * prioritize and sequence tasks; * determine instructional activities and strategies that foster learning; * select appropriate media and learning environments; * construct performance assessments and evaluation. Below is a goal analysis I developed to assist learners in understanding the business planning process for a beauty business. Goal: At the end of six weeks, learners will know the main components of a business plan and through the use of business planning software, will develop a business plan that will be used to measure comprehension and be...
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...INTRODUCTION What is an instructional Systems Design model? According to Smith and Ragan (2005), instructional design is the entire process: from the analysis of learning needs and goals, through the development of instructional materials and activities, to the evaluation of all instruction and learning activities. Spector and Muraida (1997) refer to instructional design as a structuring of the learning environment for the purpose of facilitating learning or improving learning effectiveness. Instructional design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning (Seels and Glasgow, 1998; Morrison, Ross and Kemp, 2004). Instructional design is the application of theory to create effective instruction (Jonassen, 2001; Reigeluth, 1999). An instructional design framework focuses on the creation of a learning experience that delivers knowledge in a more effective, interactive, and engaging way, and that can be measured, managed and directed for maximum impact (Piskurich, 2000:7). Smith (2001: [online]) states that instructional design focuses on what learners are to know, the information to be provided, while the Institute of Electrical and Electronics Engineers (IEEE) (2001) emphasises that instructional design is the process by which an educator determines the best teaching methods for specific learners in a specific context, in the attempt to achieve a specific goal. There are two classes...
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...Online Collaborative Learning for High School Students Using a Blended Approach for the Promotion of Self-Monitoring Skills Sharon Peters A Thesis in The Department of Education Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts (Educational Technology) at September 2006 © Sharon Peters, 2006 CONCORDIA UNIVERSITY This is to certify that the thesis prepared By: Sharon Peters Entitled: Online collaborative learning for high school students using a blended approach for the promotion of self-monitoring skills and submitted in partial fulfillment of the requirements for the degree of Master Educational Technology complies with the regulations of the University and meets the accepted standards with respect to originality and quality. Signed by the final examining committee: ______________________________________ Chair ______________________________________ Examiner ______________________________________ Examiner ______________________________________ Supervisor Approved by ________________________________________________ Chair of Department or Graduate Program Director ________________________________________________ Dean of Faculty Date ________________________________________________ Abstract Online Collaborative Learning for High School Students Using a Blended Approach for the Promotion of Self-Monitoring Skills Sharon Peters While online learning environments have become common at the...
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...Education (HE), lectures are still the prevalent mode of imparting knowledge to students. In order to try and improve the learning experience of students undertaking a course in Information Systems, the research team, with considerable experience in online learning, tried to combine objectivist lectures with a moderate constructivist learning process facilitated by a WebCT online resource. This paper presents the design and development of such an e -learn ing environment and discusses how e -learning can be applied to complement and support traditional on-campus teaching. The e -learning resource aims at providing students with content materials, self-assessment facilities, case-study materials and infrastru ctures for online learning activities. A higher degree of peer discussion, interaction and social negotiation is therefore achieved through group case-study analysis and project work. The resource was designed using an established educational systems des ign (ESD) methodology and evaluated by tutors and students. KEYWORDS E-learning; instructional systems design; ISD; online education;...
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...Distance education refers to the formal instructional where the learner and the instructors remain separate in time and space most of the time or all the time. Teaching and learning is mediated by technology i.e. video data and print often in concert with face to face communication where it is used to bridge the instructional. ELearning is learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. In most cases, it refers to a course, program or degree delivered completely online. Advantages of distance education 1. Access to global resources and experts via internet communication and Internet resources. 2. Allows for the internationalization of learning opportunities. 3. Centralized resources can produce higher quality materials for distribution 4. Distance Education is Learner Centered -DE places responsibility for learning with the learner who must be more active and self-directed. 5. Facilitates greater learner-instructor interaction. 6. Facilitates Pedagogic Development-Individual Instructor Development. 7. Greater flexibility for scheduling learning-Students can determine time and place of "class time". 8. Greater flexibility in location for study-Students can engage course at home or work or on campus or at a library. 9. Has the potential to equalize access to education. 10. Increased interaction with classmates. 11. Opportunity to develop technology competencies for instructors and learners. 12. Produces...
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...VIII Selected e-Learning comparison studies 34 IX Global issues in e-Learning 41 X e-Learning industry trends and delivery technologies 48 XI. References 60 2 A Review of Definitions Economic, social and technological forces continue to change the global economy, and the way of life in organizations and the world. In specific, these forces have and continue to revolutionize teaching and learning in organizations. Urdan & Weggen (2000) related that technology, the rapid obsolescence of knowledge and training, the need for just-in-time training delivery, and the search for cost-effective ways to meet learning needs of a globally distributed workforce have redefined the processes that underlie design, development and delivery of training and education in the workplace. In addition, Urdan &Weggen related that the need for different learning models due to skills gap and demographic changes and demand for flexible access of lifelong learning have played upon teaching and learning. In this teaching and learning evolution, however, several terms have been attached to characterize...
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