For the past couple of years, my job entailed enabling, implanting, and teaching technology to end users. Honestly, it was the first time I came across Instructional Design (ID), its work, and all the different aspects of ID models. Models such as ADDIE (Analyze, Design, Develop, Implement and Evaluate), ARCS Modes of Motivation (Attention, Relevance, Confidence and Satisfaction), Backward Design Model, Kirkpatrick’s evaluation model and many more. I found it interesting that I have been using some of the models we learned in class during my work. The models that resonate with me and fit the design that our project team is using today are the ADDIE model and the Backward design model.
Today, before implementing new technology, our project team follows the ADDIE model for analyzing, designing, developing, implementing, and evaluating. As, Dousay (2018) stated, regardless of the model chosen, ADDIE forms the fundamental underlying process that is a distinctive component of instructional design. Furthermore, the author noted that irrespective of the model one chooses, one must understand the expected delivery format. Will the course be delivered synchronously online, face-to-face, asynchronously online, or in a hybrid of various formats? Since my organization delivers in different forms, it is sometimes hard to land on one type of model, which makes sense to me as I am reading about the different types now. We work with people all around the globe, and our end users are also located worldwide. So, as Dousay stated about the importance of understanding the delivery method, I could understand it now quite clearly.
The Backward design was the second model that resonated with me while reading the literature, as it is something we do alongside the ADDIE model. As Fox and Doherty (2021) stated, identifying desired objectives, choosing acceptable evidence, and organizing learning experiences and instruction are the three stages of the backward design. To do this, we ensure to engage the right stakeholder to determine what is needed, and then we give the training and technology necessary for the ultimate result.
I found the Universal Design of Learning (UDL) fascinating, and many of the concepts they spoke about interested me. For example, Takaces et al. (2021) stated that UDL aims to involve as many students as possible in the learning process by providing a different path to the same learning outcomes. Moreover, the authors spoke about encouraging learners’ interactions to “create expert learners” so they can think critically about their learning choices and objectives (p. 13). As I read more articles on the various ID models, it has become clear that there is a process for choosing the ideal model that best meets the needs of the students and the teachers and how to address the current learning gaps.
To address the gaps and diversity at my workplace, I look forward to learning more about various ID models and how I may use them there.
References:
Dousay. T. A. (2018). Chapter 22. Instructional Design Models. In R. West (Ed.), Foundations of Learning and Instructional Design Technology. https://edtechbooks.org/lidtfoundations/instructional_design_models
Fox, B. E., & Doherty, J. J. (2012). Design to learn, learn to design: Using backward design for information literacy instruction. Communications in Information Literacy, 5 (2), 144-155. https://doi.org/10.15760/comminfolit.2012.5.2.109
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/
Hello Michal,
I enjoyed learning about your work and discoveries. Why do you think your team is using the ADDIE model? What values are inherent in the ADDIE model? Do the values align with your work context and end users?
Hi Jessica,
Thank you for taking the time to read my blog. ADDIE models stand for everything our team does today when we implement and integrate a new tool. Like ADDIE, we start by analyzing what our end goal needs to be. Then we move to designing and developing, implementing the tool and finishing off with evaluating it to ensure that before we go live with it, it delivers the needs that our stakeholders require.
ID models seem useful to your context of planning technology training. How does learning theory or technology models impact your approach? Are you familiar with TPCK for example? This might be a useful layer to add to your training design.
Hi Leeann,
To be honest, we have a variety of learning theories, and our team is struggling with that right now. My job is to ensure the knowledge transfer from my team to the team sustaining the tool is done right. However, lately, the sustaining team has undergone many changes, which have led my team to teach the tool several times to different people continually. After reviewing some of the models, I liked what I read about the microlearning model. We do a bit of that now, but I want to implement more to make the knowledge transfer easier for the technical team and the end user receiving that knowledge transfer.
I haven’t heard of TPCK, but I will look into it. Thank you for suggesting it.