I have been working in the field of web development for the last 12 years, but the field of Instructional Design (ID) is completely new to me. But I’m surprised at the degree to which the two fields have developed independently, despite the fact that their is significant overlap in their technology and methods.<\/p>\n
A telling example is the ADDIE model which stands for analysis, design, development, implementation and evaluation. What’s interesting is that Tony Bates (2014) considers that the model is too restrictive. Where I disagree with Bates is that the ADDIE model does not define scope. Rather, it’s a process that is inherent in any design process. The build phase must be preceded by a design phase, and a design phase should be preceded by a research phase. The fact that specifications dictated by the design may need to be revisited doesn’t mean that the model is too strict. Rather, it means that the interpretation of how the model is implemented may in some cases be limited.<\/p>\n
This mirrors a consideration in web development that led to the Agile approach. The concern is that the underlying technology evolves so quickly, and is of a degree of complexity that some consider it unwise to determine specifications with too high a level of detail at the outset. Agile therefore proposes that development takes place iteratively, with open-ended scope, to allow the specifications to be determined and adjusted over time.<\/p>\n
A similar approach is mentioned in Thomas (2010), called Rapid Prototyping, which “focuses on continual or formative feedback” (p. 191). Thomas (2010) cites Winn (1997), who maintained that “the activities of the instructional designer need to take place at the time the student is working with the instructional material.” Winn (1997) adds that Instructional Design decisions should be made ready to adapt to the student’s involvement in the learning process. This design approach, noted Thomas (201), has at time been proposed as a way to improve the generic ADDIE model, with the intent of creating instruction for a specific lesson, as opposed to an entire curriculum.<\/p>\n
Bates, T. (2014, September 9). [Blog post]\n