Seels & Glasgow Model

Developer(s)

Barbara Seels - active participant in research

and writings of initial ID definitions and models beginning in early 70's. Currently, Emeritus Faculty at the University of Pittsburg

Zita Glasgow (1936-2014) - collegue at University of Pittsburg, Glasgow had a 30 year career in the Instructional Design field and was the co-author of

Exercises in Instructional Design (1990) and

Making Instructional Design Decisions

2nd Edition (1998) with Barbara Seels

Date of Development

- 1998 -

After much review of the ADDIE model and other Product-Oriented Models, Seels and Glasgow

ISD Model 2: For Practitioners was introduced

Unique to the Seels and Glasgow Model is the organization within three main management parts:

1-needs analysis managment

2-instructional design management

3-implementation and evaluation management

Context for Use

The Seels and Glasgow Model, with it's three management phases, allows educators to apply each phase in a linear fashion to insure that technology is diffused into the curriculum. Visiting each of the management phases as a classroom teacher, school, or (wishful thinking) district, increases the possibility of adoption of products to enrich the curriculum.

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These three management phases

follow a natural reflective path toward application.

Advantages & Disadvantages

Advantage

-all three phases of the Seels & Glasgow Model are directly influenced by feedback-

-needs analysis phase allows for looking forward to goals to be achieved as well as a reflection on assessments, technology, and usage already found within your building

-broken down into six manageable steps, instructional design analysis phase allows educators to formulate tasks and objectives with formative evaluations and interactions at hand while looking at materials and strategies as a best fit for their need

-summative evaluation and implementation phase, while already carefully reviewed in previous phases, gives a complete picture of goal assessment before complete adoption

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Disadvantage

-while a great deal of energy is focused on instructional design of this model,

surveys have shown that training, maintenance and professional development are

the key to a program's survival. More emphasis may need to occur in this phase.

Specific Design Problem for Which Seels & Glasgow Model

Would be Appropriate

Within a school, quick to adopt any cutting-edge technology, the Seels and Glasgow Model lays a framework to help settle the need vs want argument.

Yes, technology is a wonderful thing but without a clear and concise directive as to how it will be utilized, it is just another 'thing'

in the classroom.

Are there tools available that would bring human geography into the classroom?

Seels & Glasgow Model

How can we introduce computer design in a Junior High setting?

What educational games (APPS) are available to increase student achievement?

What tool would be the best fit in the Science Lab?

Common questions in our building...

Is there a framework out there that could help with adoption of new technology?

Which Math program is best suited to help students master their facts?

Which would be better suited for a Primary team -- iPads or Chromebooks?

Should the school keep a dedicated comupter lab or consider 1:1 tablets?

Seels and Glasgow, 1998 p.178

Kate Gilhooly

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ETT 510

Northern Illinois University

June 21, 2016

Seels, B., & Glasgow, Z. (1998). Making instructional design decisions. Merrill.

Gustafson, K. L., & Branch, R. M. (1997). Survey of instructional development models. Syracuse, NY: Information Resources Publications, Syracuse University.