Instructional design method

under construction

Definition

• An instructional design method defines how to organize the whole design process (whereas an instructional design model represents a class of a pedagogical design, i.e. how to teach, how to bring people to learn, etc. Frequently such methods are tied to specific instructional design models who in turn are based on learning and teaching theory.

The design process

A globally accepted definition does not exist !

More traditional instructional design methods adopt a linear industrialized model like the following one:

1. Analysis of needs (rough outline of pedagogic goals)
2. Identification of knowledge to be acquired (in modular form)
3. Identification of constraints (e.g. economical)
4. Definition of learning activities and learning materials (in modular form)
5. Prototyping and testing
6. Deployment and ajustments (as few as possible)

To summarize, the traditional Objective-Rational Instructional Design model has the following eight characteristics (Willis, 1995):

1. The process is sequential and linear
2. Planning is top down and systematic
3. Objectives guide development
4. Experts, who have special knowledge, are critical to ID work
5. Careful sequencing and the teaching of subskills are important
6. The goal is delivery of preselected knowledge
7. Summative evaluation is critical
8. Objective data are critical.

According to Lebow (1993) cited by Tam (2000), “Traditional educational technology values of replicability, reliability, communication, and control (Heinich, 1984) contrast sharply with the seven primary constructivist values of collaboration, personal autonomy, generativity, reflectivity, active engagement, personal relevance, and pluralism.”

Willis (1995) cited by Tam (2000) offers an alternative model termed the Constructivist-Interpretivist Instructional Design Model. It has the following characteristics:

1. The design process is recursive, non-linear, and sometimes chaotic.
2. Planning is organic, developmental, reflective, and collaborative.
3. Objectives emerge from design and development work.
4. General ID experts do not exist.
5. Instruction emphasizes learning in meaningful contexts (the goal is personal understanding within meaningful contexts).
6. Formative evaluation is critical.
7. Subjective data may be the most valuable.

Major design models

This section needs more writing, also make sure to include all the concerned articles

• ADDIE (Analysis, Design, Development, Implement, Evaluate), also called system approach
• MISA
• Systematic Design of Instruction

Links

• Instructional Design Recipes

• Carl Berger's Educational Software Design and Authoring course page. Note: This is a very old page with some good references. Surely some place there is something newer.... to do

References

• Bagdonis, A. & Salisbury, D. (1994). Development and validation of models in instructional design. Educational Technology, 34 (4), 26-32.

• Lebow, D. (1993). Constructivist values for systems design: five principles toward a new mindset. Educational Technology Research and Development, 41, 4-16.

• Tam, Maureen (2000), Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning, Educational Technology & Society 3(2) 2000, ISSN 1436-4522, HTML PDF

• Willis, J. (1995). Recursive, reflective instructional design model based on constructivist-interpretist theory. Educational Technology, 35 (6), 5-23.