- What are the essential components of Instructional Design? (there is no one correct answer)
I felt the ADDIE model covered the essential components (but also needed revising), this includes analyzing your training needs, designing and developing training materials, implementing training, evaluating its effectiveness, and revising where necessary.
Analyze – One needs to evaluate the learning situation. Factors such as student background, resources, age, and time can dictate what learning theory or theories and what type of IT will be applied. Student input can also be done via a pre-test. This information can be extremely valuable in deciding what direction to take you lesson (see attached questionnaire). Make sure essential elements of curriculum and student based ideas are taken into account when developing a plan.
Design and Development– Layout the design an attempt to utilize all factors researched as best as possible. Do not try and cover every aspect as you could narrow the focus too much. Incorporate the concept of Rapid Prototyping and let the user help shape the design in the operation phase.
Implement – Now put your plan into operation. Try to anticipate student needs and be observant to as much of going on as possible. Listen to student needs and try to make the environment meet the needs of all learners. Provide individual instruction time to ensure student needs are being met.
Evaluate – Evaluate product and process. The product will need to be evaluated to make sure certain curriculum and class standards are met. The process which students learned must also be evaluated to see if student needs were met.
Revise - Refer to notes and user feedback to revise and update ID. Share ideas with colleagues and get input from them. Try to build upon the successes and make your ID useful, flexible, and engaging.
- Which of the essential components from question number 1 need to address issues concerning Information Technology?
They ALL need to be addressed.
Analyze – One must see what IT is available and how they will best meet the desired classroom goals. One will need to address how the IT available will meet the needs of the learners.
Design and Development –IT must work well into your design and one must be sure to develop an ID that helped maximize the effectiveness of the IT. The IT must not become the focus of the design.
Implement – Use IT to enhance your ID. Make sure the IT is utilized to effectively meet the needs of all learners as they use it.
Evaluate – Make sure the IT was used properly and that it provided effective tools for the learners. Also evaluate the IT used itself.
Revise – Try to upgrade the use of IT based on evaluations made.
All these areas are effected by IT and need to be addressed.
3. From the models that you have read, which one(s) take IT into consideration? Discuss how the model(s) may be doing this.
I think most models can accommodate IT in their layout (ADDIE, DICK and Carey, Kemp, and others). The main reason I say this is because technology is a tool to be used and can apply to a variety situations that a model may offer. Rapid Prototyping seems to utilize IT the most. “In particular, it is increasingly popular in software development contexts due to its perceived benefits of improving quality while simultaneously reducing development costs.” (Prestera, 2002) This quote alone shows the close ties RP has with technology. As stated in the Wilson, Jonassen, and Cole article, “Rapid prototyping may be done for a variety of reasons, including: 1. to test out a user interface; 2. to test the database structure and flow of information in a training system; 3. to test the effectiveness and appeal of a particular instructional strategy; 4. to develop a model case or practice exercise that can serve as a template for others; 5. to give clients and sponsors a more concrete model of the intended instructional product; 6. to get user feedback and reactions to two competing approaches.” Rapid Prototyping offers the flexibility, user input, and ability to improve on the fly that is necessary for ID using IT.
- Do you need to use only one model?
No! There are way to many variables (learning theories, subjects, ages, skill levels) that need to be taken into account to allow only one model. Models should be tools to help understand the instructional process. Dorsey (1997) suggests that a model is "intended to serve as a framework to guide the thinking and practices of designers in the field". This statement goes a long way in describing the need for a variety of models to be at ones disposal.
5. Is it possible for one “Super ID Model” to be used in all educational contexts? If yes, discuss the overall nature and structure of this model. If no, explain why not.
No, but I do believe that the essential components mentioned above need to be taken into account. There should be common threads amongst all models so people can effectively adapt and understand a variety of models. Also every model should address learning theory and show how it will meet the needs of those at different levels of learning. I believe this class does a great job of exposing the strengths and weaknesses of the models that exist and demonstrate that there will never be one “Super ID Model”. Also the more we use IT, I feel that ID will evolve and change with it so models can’t be static.
6. Do you have a model from above that you believe would work best for your educational context? If so, list it and explain why.
As you can tell from my answer to #1 the ADDIE model is very good. It covers the main areas that need to be covered in an ID and is simple to follow and understand. It looks flexible enough to include IT components, learning theories, user inputs, and multiple evaluations. I however would include a revise component as part of the process to add improvements found during evaluation. This model also looks like it would be easy to use Rapid Prototyping as a part of its design. My groups’ plan contains all the components mentioned in this model.