There are many factors to take into consideration when selecting a design model. I have chosen to highlight the following 3 factors:
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- Instructional Designers personal opinions
- Learning Objectives and outcomes
- Learners’ needs
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“Technology is created with the developers’ world views, values, beliefs, and assumptions embedded into its design. These worldviews are revealed through the activities supported and encouraged by the technology” (Veletsianos, 2016, p. 253). Past experiences of learning designers has the potential to form biases and preferential tendencies of certain design models. Some instructional designers may continue to utilise a particular design model because of comfort level or avoid others because of negative past experiences. By doing so, they may not be selecting the most suitable design model to address the needs of the instructional design project. According to Dousay (2018), “…popularity serves as a form of validation for these design models, but a wise instructional designer knows when to use, adapt, or create a new model of instructional design to fit their purposes” (para. 10).
Learning objectives, goals and outcomes should be taken into consideration when selecting a design model. One of the most recognised and utilised design models is ADDIE. Bates (2015), attributes the success of ADDIE to “…good quality design, with clear learning objectives, carefully structured content,…and assessment strongly tied to desired learning outcomes” (para. 11). Within the Analyse and Design phases of the ADDIE model, the learning objectives, goals and outcomes are identified and addressed, then incorporated into the Develop phase. For anyone entering the field of instructional design, ADDIE’s linear and step by step method will ensure the desired end outcomes or the results and feedback from the Evaluation phase will feed into the next iteration of the project.
Learners’ needs and preferences will influence which design model to use. In a quickly changing world, learners’ need to quickly adapt and learn the necessary skills or information for school or for work. Bates (2015) points out that the agile design model has the capability to help students develop the necessary specific skills needed in the digital age while maintaining a focus on preparing students for the rapidly changing world. Whereas the ADDIE model known for working best with large and complex projects may not be able to adapt as quickly to learners’ needs. Therefore some design models may be better able to accommodate learners’ needs.
At this time, I have not had experience with making these design model decisions. However, upon learning more design models and the variety that exists, I may want to gravitate towards the industry standard and use the ADDIE model while keeping in mind its limitations.
References:
Bates, T. (2015). Chapter 4.3 The ADDIE Model and Chapter 4.7 ‘Agile’ Design: flexible designs for learning. In Teaching in the digital age. BCcampus.
Dousay. T. A. (2017). Chapter 22. Instructional Design Models. In R. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.).
Veletsianos, G. (2016). Digital learning environments. In N. Rushby & D. Surry (Eds), Handbook of Learning Technologies (pp. 242-260). UK: John Wiley & Sons.