Concept Map of an ID Model

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THE PROJECT APPROACH

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Ecological Hierarchy Levels

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Task Analysis

Confirmative Evaluation

Revision

Formative Evaulation

Learning Theory

Characteristics of ID Model

Design is subject to constant revision

Flexible model

Process is iterative

Classroom Connection

Evaluating

Learning performance, how to data can be used to improve teaching, how the data can be used to improve learning

Implementing

Incoporating various forms of media, methods, and technology into lessons

What needs to be learned and how learning will be accomplished

Gather information about the learner, content, setting and how can teacher can assist as motiivator and creater

Focus on learners needs and goals

Strength of model

Designed to focus on content

Appeals to teachers

Small scale:

One or few hours of instruction

Individual lesson

Holistic approach to ID

Start anywhere in the model.

Evauluation Instruments

Similar to ADDIE

Evaluate

Design

Develop

Implement

Analyze

Philosophical Foundations

Every teacher is unique and will employ the elements differently.

It assumes that if the existing instruction meets the objectives, there is no need to revise and innovate.

Perfom little or no formtive evaluation on the materials

Using this classroom-oriented model, an individual with little insturctional design skill could perform minimal front end anaylsis and develop apiece of instruction using few or no additional resources.

Continuous implementation and evaluation through the instructional design process

Focus on providing instructional strategies for developing and performance soultions.

Instructional Problems

Different from other models:

Perspective of the learner

Model components are independent of each other

emphasizes management of the instructional design process

Circular rather than linear

Content Sequencing

9 Key Elements:

Note: Not all elements are required for all projects

9. Select resources to support instruction and learning activities.

8. Develop evaluation instruments to assess objectives.

7. Plan the instructional message and delivery.

6. Design instrucional strategies so that each learner can master objectives.

5. Sequence content within each instructional unit for logical learning.

4. State instructional objectives for learner.

3. Identify subject content, and analyze task components related to stated goals and purposes.

2. Examine learner characteristics that should recieve attention during planning.

1. Identify Instructional problems, and specify goals for designing an instructional program.

Development of Insturction

Designing the Message

Cognitivism

Holistic approach to instructional design that considers all factors in the environment

Learning is based off of what is going on inside the head versus displayed behavior.

Instructor isalways interacting with the learner to develop the learning style.

The constant interaction is extraction of individual experiences and processes of the learner by the instructor.

Implies deep processing: exploring, organizing, and synthesizing content

Instructional Objectives

Learner Characteristics

Instructional Strategies

Summative Evaluation

Morrison, Ross and Kemp Model (everything in purple is the model ) (also note that the model should be completely round)

Support Services

Planning

Procject Management

Implementation