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I must admit that I have more questions than answers about selecting design models. In our Moodle introductions, I discussed my conundrum of debating which design models to use in my college. Lisa replied about using different design models for different contexts (L. Gedak, personal communication, November 15, 2023). I breathed a sigh of relief when I read the response, realizing I would gain more on this contextual knowledge in LRNT 524. As Heaster-Ekholm (2020) stated, “It is important to understand the context from which it emerged, the epistemologies and theories it is grounded in, and the level of cultural responsiveness embedded in the design itself” (p. 54).
In my instructional design journey, I was first introduced to ADDIE by mentors as the most popular design process. From the review of Heaster-Ekholm (2020), this appears to be the case, with ADDIE still being widely utilized. Regarding ADDIE guidance, Branch (2010) provides an overview of the Analysis, Design, Develop, Implement, and Evaluation approach, which is still my go-to guide in 2023. Using ADDIE has been especially helpful when hiring external Instructional Designers (IDs) in my college. Our external IDs will outline their statement of work using the ADDIE process, which comprehensively describes timelines and other pertinent details. Providing these extra particulars can be especially helpful when working with new external IDs with whom we do not have relationships built yet, as they may still be building their experiences and reputations. Expectations become stated upfront, knowing adjustments can be made along the way.
On the other hand, when working with my internal ID team, they have been experimenting and pivoting more to using the Successive Approximation Model (SAM) as it allows them to be more flexible and adaptable in their development. These IDs do not have the same learning curve as external IDs when learning about our internal processes and organizational culture. They typically have relationships already built with the SMEs and instructors. As Sites & Green (2014) highlight, SAM provides an iterative approach of rapid prototyping and continuous feedback. We are often under time constraints to move faster on our projects, so SAM has allowed us to be more agile and responsive.
I have called this blog ‘my conundrum’ because I have many model-related questions and am also concerned about using models adequately. For example, I worry about inclusive design. We try to include Universal Design for Learning (UDL) in our process. However, are we doing a good job? What is our metric for success? As Takacs et al. (2021) address the barriers to Blended and Online Learning, I have realized that we could better incorporate UDL by “asking explicit questions and gathering feedback on accessibility from students at the beginning and throughout the course …” (p.65). This example is just one of many where I am reflecting upon all the work to do in improving our UDL process to ensure the incorporation of the best learning experience for all students which leads to my model selection question – Is there a better model to select to ensure equity, diversity, and inclusion among learners other than UDL?
As I reflect on the importance of context, I have realized that mentors have been the most influential in my model selection choices thus far. My boss, for example, is a fan of Robert M. Gagné and his book Principles of Instructional Design. Our tattered book from 1974 has proven the test of time as it sits proudly on our bookshelf and is often referred to when designing lessons at work. As I have worked primarily from advice from mentors, I am eager to learn from your experiences with design models as I am keen to explore outside of my current model toolbox.
References
Branch, R. M. (2010). Instructional design: The addie approach (1st ed.). Springer.
Gagné, R. M., & Briggs, L. J. (1974). Principles of instructional design (2nd ed.). Holt, Rinehart and Winston.
Gedak, L. (2023, November 15). Introduction forum. Moodle.
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
Sites, R., & Green, A. (2014). Leaving addie for sam field guide: Guidelines and templates for developing the best learning experiences. ASTD Press.
Takacs, S., Zhang, J., Lee, H., Truong, L., & Smulders, D. (2021). Universal design for learning: A practical guide. JIBC. https://pressbooks.bccampus.ca/jibcudl/
Dr. Leeann Waddington
Hi Marni,
Please know that you’re not alone in this” conundrum” even with many years of experience we often find it challenging to determine the best approach. The Heaster-Echols (2020) quote you selected provides some important hints! Context, epistemology and theory…..what role do you think these play in selecting your design approach? In the later paragraph you talk about inclusion – perhaps this is one of your values that needs to be considered when you are the designer, as it is likely one that you hope to inspire in others. As time evolves, and we know more about teaching and learning, and what contributes to success, we are likely to need some of the tools we’ve always used (even those from 1974,lol) and some new fancy ones to get us where we’re trying to go.
Marni
Thanks for your response, Leeann. I find these topics fascinating and am eager to explore them further. You mentioned a core value, inclusion, which is imperative to me. It is interesting to reflect that around 2009 I was working with an instructional design team to create cross-cultural workshops. The acronym for Diversity, Equity, and Inclusion (DEI) was not being used then. Many IDs were conducting research from Hofstede to develop the sessions that focused mostly on the individualism/collectivism concept (Bochner, 1994). Now, fast-forwarding over a decade later, I feel out of the loop with the most current research as my college has tasked me to “Design Lens to Include DEI Values in Course Materials.”
I am interested in exploring Social-Emotional Learning (SEL), which Leona introduced to me. I also have been using and learning more about Universal Design for Learning (UDL). Does anyone have other suggestions to help build this important DEI Lens?
Reference
Bochner, S. (1994). Cross-cultural differences in the self concept: A test of Hofstede’s individualism/collectivism distinction. Journal of Cross-Cultural Psychology, 25(2), 165-299. https://doi.org/10.1177/0022022194252007