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Instructional Design Models

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by

Mark Eaton

on 17 November 2014

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Transcript of Instructional Design Models

http://uwf.edu/ddawson/d3net/research/id_criticisms.htm
"...a paradigm that refers to a family of models that share a common underlying structure."

(Branch & Merrill, Characteristics of Instructional Design Models)
from systems theory to its criticisms
Instructional Design Models
ADDIE Model
Instructional Systems Design
Branch & Merrill's Common Characteristics
Instructional Design:
Is student centered.
Is goal oriented.
Focuses on meaningful performance.
Assumes outcomes can be measured in a reliable and valid way.
Is empirical, iterative, and self-correcting.
Typically is a team effort.
Whole Task Approach to ID
Adapted from http://performancexdesign.wordpress.com/2010/01/05/instructional-design-science-art-and-craft/
Art
(Vision)
Craft
(Experience)
Science
(Analysis)
Disorganized Design
Disconnected Design
Dispirited Design
Adapted from http://performancexdesign.wordpress.com/2010/01/05/instructional-design-science-art-and-craft/
The criticisms of a systems approach
A systems approach
Whole Task Approach
Common characteristics of instructional design
Are there other approaches?
Is the systems approach dead?
Beyond science
Science, art, and craft
During the first decade of the twenty-first century, the increasing interest in e-learning has opened new opportunities for instructional designers. At the same time, the burgeoning use of informal methods of acquiring knowledge and skills is likely to result in many instructional designers learning how to design, implement, and support informal learning opportunities.
Reiser, A History of Instructional Design and Technology, Chapter 3 in Trends and Issues in Instructional Design and Technology, 3rd Edition.
4C/ID
Full transcript