Choosing an appropriate design model is a crucial step in instructional design, the model selected to frame the design process will become the instruction for building an engaging learning environment that, if applied and implemented correctly, will lead to engaging learning environments and meaningful learning outcomes. Through exploring a fleet of fundamental theories and models, I will select and highlight opportunities and obstacles and summarize by drawing on the connections and comparisons between the explored models. For this blog, I will look primarily at two design models the ADDIE model and Gagne’s theory.  

ADDIE can be broken down into the following phases: Analyze, Design, Develop, Implement, and Evaluate, which describe the stages of this popular objectivist framework that many other models are built on. As Heaster-Ekholm (2020) explains, initially, the instructor would move through and complete each step of the process until the design and the evaluation have been completed; however, this model has proven versatile enough to be applied to many objectives while agile enough to allow the designer to flow back and forth between each of the steps. Allan (2006), along with the broader literature, points out how the ADDIE model has a history of success within the military, business, and many industry settings, its ability to move from a model with specific considerations and sequential phases to a continuous and iterative feedback loop has been incredibly practical. The opportunity of using an adaptive process has allowed for wide adoption within the technology space and has demonstrated positive results in both learning and test results, according to Rayanto et al (2020). A commonly cited critique of the ADDIE, is the lack of emphasis on culture, according to Thomas et al “We have argued that culture is central to meaning making and cognition in general and that instructional designers must, therefore, incorporate culture into the systemic design of instruction” (2002, p.42). As instructors implement ADDIE in their learning environments, they must be intentional in understanding the audience they are designing learning for. There are opportunities presented to instructional designers to understand and implement ADDIE as a learning design, these should be considered alongside the obstacles to ensure the design process is comprehensive and appropriate for the environment. 

Gagne’s theory is a well-respected constructivist theory within the instructional design field and aims to bridge the gap between theory and practice. Fields (1996), explains Gagne’s work as a learning hierarchy. By building on previously obtained knowledge and skills, it is possible to master all nine events and reap the benefits of an effective teaching session. The nine events offer the designer a sequence for organizing and implementing engaging curricula. Gagne’s nine-step process corresponds to the conditions of learning and is a fundamental element of successful learning. In addition to the nine events referenced above, Gagne also describes five categories of learning as a framework for learning across many design models, they include verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. In addition to logical and concise mechanisms for developing engaging learning processes, the opportunities of Gagne’s theory include leveraging the information and skills already present rather than introducing new learning methods (Curry et al, 2021). Obstacles cited by Corry (1996) include the complexity of categorizing learning outcomes into categories, the model requiring a high level of instruction, and the rigidness of articulating learning objectives. Though many popular and valuable design models are available, understanding the fundamental elements and applications of models such as Gagne’s provides space and practice for instructors to better understand how to implement and support learners in their journey toward knowledge.

Connections and comparisons between the ADDIE model and Gagne’s theory stem deeper than their respect and history in the field of instructional design. Both frameworks can be flexible and adapted to many projects and objectives, including new spaces such as online learning (Dousay, 2017). Though ADDIE’s objectivist framework may conflict with Gagne’s constructivist theory, both offer logical steps that can be modified to provide individual and unique support and the necessary time to learn and experiment through iteration and scaffolding. Unfortunately, throughout my research, I found very little literature discussing the inclusivity of culturally relevant learning and assessments for both design models discussed. In conclusion, I have selected two key design models and explored both the opportunities and obstacles of the framework while highlighting available connections and comparisons between the models evaluated. Both ADDIE and Gagne’s theories offer highly valuable instructional models that have provided extensive value in the past and continue to provide flexibility and structure to all aspects of informational design. 

References

Allen, C. (2006). Overview and Evolution of the ADDIE Training System. Advances in Developing Human Resources, 8(4), 430–441. https://doi.org/10.1177/1523422306292942

Corry, M. (1996). Gagné’s theory of instruction. Retrieved from https://home.gwu.edu/~mcorry/corry1.htm 

Dousay, T. A. (2017). Instructional Design Models. Foundations of Learning and Instructional Design Technology. 1–17.

Fields, D. (1996). The Impact of Gagne’s Theories on Practice. Center for Information Media. 218-230.

Curry, J., Johnson, S., Peacock, R. (2021). Robert Gagné and the Systematic Design of Instruction. LibreTexts Social Sciences. https://socialsci.libretexts.org/Bookshelves/Education_and_Professional _Development/Design_for_Learning_-_Principles_Processes_and_Praxis_(McDonald_and_West)/02%3A_Instructional_Design_Knowledge/06%3A_Instructional_Design_Processes/6.02%3A_Robert_Gagne_And_The_Systematic_Design_Of_Instruction

Heaster-Ekholm, Lina. (2020). Popular Instructional Design Models: Their Theoretical Roots and Cultural Considerations. The International Journal of Education and Development using Information and Communication Technology. 16. 50-65. 

Rayanto, Yudi., Supriyo, & Sugianti,. (2020). Applying Obejctivist Instructional Design of Addie Model on Learning Reading Comprehension. 10.2991/assehr.k.201017.175. 

Thomas, M., Joseph, R., & Mitchell, M. (2002). The Third Dimension of ADDIE: A Cultural Embrace. TechTrends, 46(2), 40–45. https://www.researchgate.net/publication/237626510