Coming into the course\u00a0LRNT524 \u2013 Innovation, Design and Learning Environments, I had my apprehensions as someone who had no experience with instructional design. As a researcher by day (and sometimes at night), I dealt with more of the evaluative piece at the end of a course. I’ve had little contact with the instructional designers who develop said courses. I suppose I’m at the E stage (Evaluate) for the ADDIE model as described by Bates (2014).<\/p>\n
It’s definitely interesting to see the whole process from beginning to end. While I had known that there were a multitude of methods in designing instruction, the sheer of amount of theories and approaches have been overwhelming. The ADDIE model seems straightforward enough, where you Analyze<\/strong> what’s needed, Design<\/strong>\u00a0learning objectives to meet the needs, Develop<\/strong> content that achieve the learning objectives, Implement<\/strong> the delivery of the content, and finally Evaluate<\/strong> whether the design is successful or not. The methodology is simple, but may not apply to every situation. Thomas (2010) introduces other methods such as the universal systems model, rapid prototyping, Gagn\u00e9’s nine events of instruction, the Dick and Carey model, Smith and Ragan’s model, Merill’s Models of Instructional Design, and the Dynamic ID model among others. All of these models have some form of analysis, design, development, implementation and evaluation, but vary in the way and order that these processes are enacted.<\/p>\n The universal systems model has an iterative process which gathers feedback from the output and continues to allow altered input. Gagn\u00e9’s nine events of instruction splits up different events (e.g., stimulation of past learning, providing opportunity for students to show learning, etc.) into pre-instructional, instructional, and post-instructional phases. These methods very greatly in specificity and only the designer can determine which method would work best for their design challenge. I believe a challenge for myself will be to see what are the advantages to each model and under what scenario would each work best. As Bates (2014) points out, ADDIE “does not provide guidelines or procedures for deciding how<\/em> to choose between different technologies, or\u00a0what<\/em> assessment strategies to use”. I would ask a question from one step back and wonder what are the guidelines or procedures for deciding how to choose an instructional design model? Luckily we are at the beginning of the course, so hopefully as we progress (and with more reading) the answer will become clearer.<\/p>\n <\/p>\n References<\/p>\n Bates, T. (2014, September 9).\u00a0Is the ADDIE model appropriate for teaching in a digital age?\u00a0[Web log post]. Retrieved from\u00a0https:\/\/www.tonybates.ca\/2014\/09\/09\/is-the-addie-model-appropriate-for-teaching-in-a-digital-age\/<\/p>\n Thomas, P. Y. (2010).\u00a0Learning and instructional systems design<\/em>. In\u00a0Towards developing a web-based blended learning environment<\/i>\u00a0(Doctoral dissertation, University of Botswana). Retrieved from\u00a0http:\/\/uir.unisa.ac.za\/bitstream\/handle\/10500\/4245\/04Chap%203_Learning%20and%20instructional%20systems%20design.pdf<\/p>\n","protected":false},"excerpt":{"rendered":" Coming into the course\u00a0LRNT524 \u2013 Innovation, Design and Learning Environments, I had my apprehensions as someone who had no experience with instructional design. As a researcher by day (and sometimes at night), I dealt with more of the evaluative piece at the end of a course. I’ve had little contact with the instructional designers who… Continue reading ISD, ADDIE, DC, MRK… Oh My!<\/span>