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Instructional Design

      Instructional design is a systematic process of creating effective instructional or training materials which helps students effectively acquire knowledge and skills (Piskurich, 2015). The main purpose of instructional design is to consider what learners want to learn and what teaching materials and methods will effectively help learners achieve their learning outcomes as quickly and as efficiently as possible. The process involves first analyzing learners’ learning interests and characteristics of prior knowledge, and then designing learning objectives, developing instructional materials, implementing the instructional plans, and evaluating the training. Instructional designers can apply instructional models such as the ADDIE model or the Dick and Carey model, which helps designers to effectively create their teaching content and set learning goals for learners. Refer to the definition of the ADDIE model and the Dick and Carey model below.

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ADDIE Model

      Most of the instructional design models are related to the ADDIE model. It is a basic instructional design model, which consists of analysis, design, development, implementation, and evaluation.

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ADDIE Instructional Design Model

Adapted from Piskurich (2015)

  • Analysis

      The analysis phase involves identifying instructional problems, collecting information about the target audiences, such as what they already know and what they need to learn, and identifying what is the content and learning goal about the project. Gathering literature through this phase is important to find relevant articles for the entire analysis project.

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  • Design

      The design phase involves writing learning objectives, identifying learning activities, and assessing instruments. The use of instructional theories and learning theories are important strategies for designing a project because they affect the entire instructional design plan for the design project.

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  • Development

      The development phase involves developing instructional materials through creating storyboards, content, graphics, and flowcharts to further provide more details about the use of learning theories and instructional design theories that affect the development of instructional materials and activities to facilitate learning.

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  • Implementation

      The implementation phase involves delivering and implementing the instructional plan or training. The main purpose of implementation is to help instructional designers and learners know what they are going to teach or learn in the course or training. After delivering the course or training to the learners, the effectiveness of the instructional materials would be evaluated by a beta test.

 

  • Evaluation

      The evaluation phase assesses and summarizes the entire design process. It involves collecting data, revising content, and determining course improvement opportunities through learners’ reflection at the end of the course or training. It includes the use of formative evaluation and summative evaluation.

  • Formative evaluation is conducted during the delivery of the instructional practice and development of the materials to identify revisions (Kowch, 2017). Each ADDIE phase of formative evaluation includes expert review, one-to-one evaluation, small group evaluation, and field test.

  • Summative evaluation occurs at the end of the ADDIE process that measures the effectiveness of the instruction through learners’ post-assessments at the end of the course or training (Kowch, 2017).

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Dick and Carey Model

      The Dick and Carey model is another instructional design model, which requires the following ten stages. Refer to the Dick and Carey model below.

Dick and Carey Model

Adapted from Forest (2015): http://educationaltechnology.net/dick-and-carey-instructional-model/

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  • Identify Instructional Goals

      The first stage involves clarifying teaching goals and objectives, identifying learners’ needs and what learners will be able to do when they achieve their learning outcomes in the course or training (Dick, 1996).

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  • Conduct Instructional Analysis

      The second stage involves identifying learners’ prior knowledge and what they need to learn so that instructional designers can know how to organize the learning gap for the course or training (Dick, 1996).

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  • Analyze Entry Behaviors and Learner Characteristics

      The third stage continues the second stage. It involves identifying learners’ entry behaviors and characteristics of prior knowledge before delivering the course or training to learners.

 

  • Write Performance Objectives

      The fourth stage involves writing specific learning goals and performance objectives that clearly demonstrate the procedure before developing instructional materials for the course or training (Dick, 1996). Instructional designers can be aware of what instructional content they are going to cover for the course or training. 

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  • Develop Criterion-Referenced Test Items

      The fifth stage involves creating test questions as an assessment criteria for learners based on the performance objectives and instructional content (Dick, 1996). Instructional designers can effectively measure the learners’ learning performance and acquire feedback through the grading rubric.

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  • Develop Instructional Strategy

      The sixth stage involves applying instructional design theories and learning theories which influence the development of teaching materials and course activities for enhancing learners’ learning and needs in the course or training.

 

  • Develop and Select Instructional Materials

      The seventh stage involves creating instructional materials for delivering and implementing the course or training to the learners based on learning goals and objectives (Dick, 1996). Instructional designers should identify learners’ learning styles and attract students’ attention when selecting efficient instructional materials and course activities.

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  • Develop and Conduct Formative Evaluation

      This stage is the same as the evaluation phase of ADDIE which involves evaluating the weakness of each stage that needs improvement through expert review, one-to-one evaluation, small group evaluation, and field test.

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  • Revise Instruction

      Instructional designers should revise the instructional materials if they gain learners’ feedback from the formative evaluation.  

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  • Develop and Conduct Summative Evaluation

      This stage is also the same as the evaluation phase of ADDIE which involves collecting and determining the satisfaction survey and the result of the test through learners’ post-assessments at the end of the course or training.

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Sample Work in ETEC 544 and 644

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Please click the two buttons to see my ETEC 544 and 644 projects below:

References

Dick, W. (1996). The Dick and Carey model: Will it survive the decade?. Educational Technology                                                     Research and Development, 44(3), 55-63. doi: 10.1007/BF02300425.

Forest, E. (2015). Dick and Carey Instructional Model. Retrieved from                                                                                                 http://educationaltechnology.net/dick-and-carey-instructional-model/

Kowch, E. (2017). Formative and Summative Assessments. EDER 673 Instructional Design.                                                              Retrieved from http://people.ucalgary.ca/~ekowch/673/mar20/formsum.html

Piskurich, G. (2015). Rapid Instructional Design: Learning ID Fast and Right. (3th ed.). John                                                             Wiley & Sons, Inc. Hoboken, New Jersey.

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