Although I have been a professor in post-secondary education for over 8 years, Instructional Design (ID) is a new concept to me. However, in reading some of the literature on ID, I realize that I have incorporated various aspects of ID models into my own teaching practice, such as the ADDIE model. ADDIE is an acronym for: analyze, design, develop, implement, and evaluate. Heaster-Ekholm (2020) states “ADDIE is not a distinct model as much as it is a design process that numerous other models are built on and borrow from” (p. 54). This resonated with me since I have unintentionally integrated develop, implement, and evaluate stages into my own ID. When designing my courses, it is my responsibility to create the course content, coordinate the learning space, engage learners, and evaluate the instructional design before and after the course.
After further exploring the literature, I have discovered that there is a process in selecting an ID model that best fits the needs of the course and learners. Instructional design models look to address any gaps in learning, whether it is “instruction, motivation, or resources” (Dousay, 2018, p. 8). For example, in examining some ID models I discovered Keller’s (2016) model ARCS, which focuses on the motivation of learners. The ARCS acronym stands for: attention, relevance, confidence, and success. There are different approaches in selecting ID models. According to Dousay (2018), first, you must know the course delivery method. Will the course be online, face-to-face, synchronous, asynchronous, or blended? Next, it is essential to find a model that fits the context of the course and learning outcomes. Finally, who are your learners? While being a student in the MALAT program, I have learned the significance of learning theories. It is important to know whom the course is being designed for.
As I continue through this course, I look forward to learning more about the Universal Design for Learning (UDL) model. The Universal Design for Learning model “seeks to include the maximum number of learners in instruction by offering multiple paths to get to the same learning outcomes” (Takacs et al., 2021, p.11). UDL allows for an inclusive, accessible, and flexible learning experience. I believe this may be a learning design I incorporate into my own practice in the near future due to the diversity of learners I have every semester.
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
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
Keller, J. M. (2016). Motivation, learning, and technology: Applying the ARCS-V motivation model. Participatory Educational Research, 3(2), 1-13. http://dx.doi.org/10.17275/per.16.06.3.2
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/
November 20, 2022 at 2:51 pm
Hello Giulia,
Thanks for sharing your experience and explaining how you intuitively apply instructional design models. Is this because you are emulating your experience as a learner? What was the culture of your training and education? When selecting models to best-fit learners, how might you find out about the needs of learners?
November 23, 2022 at 3:19 am
Hi Jessica,
Thank you for your comment. Unfortunately I have never received any formal training as an educator. My process thus far has been relying on the methods that were passed down to me from other faculty and making adjustments that I feel best fit as I go. At the end of the semester, students complete a Student Feedback Questionnaire (SFQ). After reviewing the SFQ’s, I make changes to better accommodate the learners needs based on their feedback.
November 20, 2022 at 9:28 pm
Hi Giulia,
I connected with your comment about Instructional Design (ID) as being a new idea to you, but that you have been incorporating aspects of various ID into your teaching. I, too, have implemented various ID models into my teaching, yet I did not know it was termed ID!
You posted that you are interested in UDL as a potential framework for your teaching. I discussed UDL in my post about design models. Shelly Moore has some great videos about UDL through a special education lens and offers great tips and insights into planning courses with UDL and inclusivity.
Is there a framework you employ currently? What have you found works best for your students thus far?
November 23, 2022 at 3:25 am
Thank you for these resources Terry! I will be sure to check them out. I wouldn’t say that I have a specific framework for how I approach design, however, I do try to deliver the content of the course in various ways. For example, when teaching how to set up a tripod and camera properly, I provide the students with a step-by-step document, video demonstrating the set up, and also have the students do the set up in class, as it allows learners to have access to the approach that may best fit their learning needs.
November 21, 2022 at 3:09 pm
It is great that you see a relationship between learning theory and ID, what learning theories are critical for you in your teaching practice? Can you identify the ID approaches used in some of your own learning experiences?
November 23, 2022 at 3:50 am
Hi Leeann,
The learning theory that I find most critical in my teaching practice is experiential learning. It allows students to learn the process of broadcast through hands-on practice. This approach certainly helped me as a broadcast student and I can see it’s effectiveness for my own students.
As I continue to learn about instructional design, I see aspects of many designs within the MALAT program, specifically the evaluation approach. It seems that the faculty in MALAT program re-evaluate the design of the courses based on the experiences of students and are constantly implementing changes based on those experiences.