The beginning of LRNT 524 had us exploring popular design models in an effort to understand the landscape of instructional design (ID). What became a prevalent theme throughout the readings is that there is no ‘one size fits all’ approach to ID and that many factors may lead to the use of one design model over another – or perhaps a blend of several. Assuming one ID model to inform all course design is a disservice to the learner and the model or process used should be appropriate and well-suited to the learning context.
When considering instructional or learning design, an important distinction to make is between an ID model and an ID process. Dousay (2018) describes the ID process as steps taken to achieve the end result whereas the ID model takes a more specific representation of a process. The ADDIE process (assessment, design, develop, implement, evaluate) can be viewed as an overarching framework for informing ID, regardless of the model used.
Another distinction to make is between the design for instruction and the design for learning. This has been a distinction I have been reflecting on a lot since the beginning of the MALAT program and as I learn more, the more I feel compelled to prioritize a learning design approach. Universal Design for Learning (UDL) takes a learner or user-centred approach focusing on learner engagement and developing ‘expert learners’ in which learners are “purposeful, motivated, resourceful, knowledgeable, strategic and goal-orientated” (Takacs et al., 2021, p. 31). In my opinion, the notion of developing learners in this way is a more holistic approach to learning and also demonstrates the need for careful, thoughtful and purposeful design.
An area that I would like to learn more about is cultural inclusion in learning and instructional design. Although many popular ID models and processes reflect the consideration of diverse learners, there remains a gap in guidance for creating learning environments that embrace and reflect cultural diversity and inclusion (Heaster-Ekholm, 2020). In a time where we are making efforts to foster decolonization many of our systems and processes, learning that supports and reflects cultural inclusion is of utmost importance.
Parchoma et al. (2020) introduce the idea of designing for learning in the yellow house. The yellow house, referencing Van Gogh’s Yellow House painting, is a place where there exists a metaphorical third place or room where instructional design and learning design can come together in an effort tto support growth, creativity and change (2020). This yellow house analogy has created space in my mind and professional practice to consider the possibilities of learning design while granting me permission to get creative. I look forward to learning more as we progress through this course.
References
Dousay, T. A. (2018). Instructional Design Models. In West, R (Ed.), Foundations of learning and instructional design technology: The past, present, and future of learning and instructional design technology. EdTech Books. https://edtechbooks.org/lidtfoundations/instructional_design_models
Heaster-Ekholm, K. L. (2020). Popular instructional design models: Their theoretical roots and cultural considerations. International Journal of Education and Development Using Information and Communication Technology, 16(3), 50–65. https://files.eric.ed.gov/fulltext/EJ1275582.pdf
Parchoma, G., Koole, M., Morrison, D., Nelson, D., & Dreaver-Charles, K. (2020). Designing for learning in the Yellow House: A comparison of instructional and learning design origins and practices. Higher Education Research & Development, 39(5), 997–1012. https://doi.org/10.1080/07294360.2019.1704693
Takacs, S, Zhang, J., Lee, H., Truong, L., & Smulders, D. (2021). A comprehensive guide to applying Universal Design for Learning. Justice Institute of British Columbia. https://pressbooks.bccampus.ca/jibcudl/
I love that you note a distinction between instruction and learning. I am wondering if considering your philosophy around the teaching and learning process and the role of teacher and learner might be an important consideration prior to design and selection of models to apply. You also note designing for inclusion, this is a trending topic – this needs to include structure, course policy, content selection as well as community building and learning activities. I am wondering if anyone has a favourite model for this complex challenge? You might be interested in Yosso’s Cultural Wealth Model.
Thanks for the comment Leeann!
It took me a long time to let go of the idea of providing all the knowledge in a learning session. Initially, I struggled with facilitating learning as I felt I would be failing the learners and that it was my job to know everything and impart that knowledge (content dump). It’s all I knew as a learner from my experience in education. As I have been growing as a facilitator, I have come to love the social constructivist learning environment, and I have been very much trying to design for the learner while finding my role in there as well, and this is very much a consideration in my ID/LD process – but I have much to learn!
Designing for inclusion – specifically around culture is something that has piqued my interest since beginning this course. In my work, we have been bringing together some independent schools for professional and collaborative learning in a virtual environment – some of the schools are First Nation, some Muslim, and others are more western. I really want their experiences to be personally and culturally meaningful so exploring more in this realm is something I hope to do (although initial digging has not brought up too much). Thank you for bringing Yosso’s Cultural Wealth Model to my attention. I will look this up 🙂
Leah
Hi Giulia,
Thanks so much for reading. When I started learning about ID, I had a similar experience and found that I was already incorporating many good design practices without knowing it. Learning about ID has given me a map to get exactly to where I need to go (or where the learners need to go) whereas before, I was maybe getting to the right area. I think when you are teaching/facilitating, over time, you sometimes stumble upon good ID practices if you are incorporating learner feedback and assessing learning in a meaningful way 🙂
Leah
Hi Leah,
I really appreciated your perspective on instructional design (ID) models. Being a novice in ID, I am enjoying exploring the current designs trending in the field. As I have been working through the jigsaw assignment, I have found a few models that I have unintentionally incorporated into my own practice. For example, in examining an article on Four Component Instructional Design (4C/ID) by Frerejean et al. (2019), I have found many similarities in how I’ve designed my course that focuses on the work-flow of a live broadcast. The task-centred approach 4C/ID takes is essential in providing my students with an authentic learning experience.
References
Frerejean, J., van Merriënboer, J. J. G., Kirschner, P. A., Roex, A., & Aertgeerts, B. (2019). Designing instruction for complex learning: 4C/ID in higher education. European Journal of Education, Research, Development and Policy, 54(4), 513–524. https://doi.org/10.1111/ejed.12363