As I begin LRNT 524, I find myself analyzing instructional design (ID) models. During my education for my Teaching & Training Adults certificate and throughout my 10 years experience in learning and development, this is an area that I have not had much experience exploring. After the readings, I can clearly see the importance for instructors to incorporate ID models to help guide the design and development of education. Because these models are built on best practice, their utilization can help to meet educational objectives, and overall, to improve the quality of learning. Most ID models are based on the ADDIE process, which highlights the importance of analyzing, designing, developing, implementing, and evaluating (Dousay, 2018). Although I previously did not know the acronym ADDIE, the steps are familiar to me through previous training in project management, and I have often followed these steps when designing education in my workplace.  

Important considerations must be made when selecting one or more ID models. Some of these include:

  1. Instructors must consider the method(s) in which the education is being delivered. Some models are better suited to face-to-face learning, whereas others are best suited for the delivery of online education (Dousay, 2018). 
  2. Instructors must consider the biases of the potential ID models, and indeed themselves. As explained by Heaster-Ekholm (2020), all ID models are rooted by the values of and the contexts in which they were created.
  3. Instructors must consider the culture of learners. Heaster-Ekholm (2020) describes, culture often impacts a person’s cogitative processes which in turn impacts how people learn. Yet, despite these findings, many ID models fail to account for cultural differences in learners. As such, it is important for instructors to adapt potential ID models they are considering to account for these differences.

As a result of the main considerations noted above, one of the ID models that appeals most to me and would likely be most useful is Universal Design for Learning (UDL) which is designed to engage and meet the needs of learners at its core by supporting inclusive, learner-centered experiences. Takacs et al. (2021) note that, “UDL seeks to include the maximum number of learners in instruction by offering multiple paths to get to the same learning outcomes, including: (1) Multiple means of engagement: the why of learning, (2) Multiple means of representation: the what of learning, and (3) Multiple means of action and expression: the how of learning” (p.11).

I look forward to exploring more about UDL through this course and as I continue through the MALAT program, and also looking at ways I can incorporate this ID model into my education design in my professional life.

References

Dousay, T. A. (2018). Instructional Design Models. In R. E. West, Foundations of learning and instructional design technology: The past, present, and future of learning and instructional design technology, Chapter 22. 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://www.researchgate.net/publication/350355328_Popular_Instructional_Design_Models_Their_Theoretical_Roots_and_Cultural_Considerations

Takacs, S., Zhang, J., Lee, H., Truong, L., & Smulders, D. (2021) A comprehensive guide to applying universal design for learning. Centre for Teaching, Learning, and Innovation. Justice Institute of British Columbia. https://pressbooks.bccampus.ca/jibcudl/