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For this activity, we have been tasked to read about Instructional Design (ID) models and to connect theory and practice by sharing our thoughts of a design model that we have used within our work environment. I have to admit that my knowledge about ID models and learning environments is not very extensive, so reading and learning about it from the foundational level has been a very enlightening experience to me. Needless to say, due to my unfamiliarity with the topic, making decisions to choose a specific design model would be out of my comfort zone.
ADDIE is a widely known and utilized design model whose name stands for Analyze, Design, Develop, Implement and Evaluate. It is a 5-step process that instructional designers use to create technology-based courses. This design model is widely used in large and complex teaching designs and according to Bates, the ADDIE model “is also a very useful management tool, allowing for the design and development of large numbers of courses to a standard high quality” (2015). The Pompt’s OKT model is another design model used in the Netherlands and it is very similar to ADDIE with the difference that it “adds testing/revising the instructional solution prior to full implementation” (Dousay, 2017).
After reading about many different ID models, I can conclude that there is not an “all-in-one solution”. With that in mind, the ADDIE model with its strong foundation and proven results while it can be utilized to have consistency in education, in my opinion, it can also create barriers to innovation and openness to change in the corporate e-learning and training world. Just like Bates argues “it can be too predetermined, linear and inflexible to handle more volatile learning contexts” (2015). I also think that in the private sector, the learner’s profile, the cost-benefit, and the expected business outcomes are the fundamental considerations that have the biggest influence on choosing an ID model.
Bates, T. (2015). Chapter 4.3 The ADDIE Model. In Teaching in a Digital Age. BCcampus.
Brown, A. H., & Green, T. D. (2018). Beyond teaching instructional design models: exploring the design process to advance professional development and expertise. Journal of Computing in Higher Education, 30(1), 176-186.