Instructional Design Models
2024 |Photo by Edho Pratama | Unsplash
Ethical considerations play a vital role in instructional design, especially when developing courses for adult learners. Central to this is ensuring accessibility and inclusivity for everyone, including those with disabilities (Banduri, 2023). By adhering to accessibility standards like the Web Content Accessibility Guidelines (WCAG) and employing universal design principles, instructional designers can create materials that cater to people of all abilities, making necessary accommodations to support everyone (Power, 2023). Equally important is respecting the diverse backgrounds, cultures, and perspectives of learners. This involves crafting culturally responsive content that honors diversity and actively addressing implicit biases that might influence the design and delivery of instructional materials (InstructionalDesignCo, 2023).
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The ADDIE model is a systematic framework for creating effective learning experiences, consisting of five interconnected phases: Analysis, Design, Development, Implementation, and Evaluation. It was originally developed in the 1970s by the Center for Educational Technology at Florida State University for the US Army and has since become popular for designing online courses due to its well-structured, comprehensive approach (Branson et al., 1975). The Analysis phase of the ADDIE model initiates the process by identifying learning needs, audience characteristics, and contextual factors to establish clear objectives. This is followed by the Design phase, where instructional designers create a blueprint for the learning experience, including content structure, strategies, and assessment plans.
1996 |©Dick and Carey
The Dick and Carey Model is a systematic approach to instructional design developed by Walter Dick, Lou Carey, and James Carey in 1978 (Dick et al., 2015). This model breaks down the instructional design process into ten interconnected steps, emphasizing a systems approach to education and training. It was created to provide a more comprehensive and iterative framework than earlier instructional design models, focusing on the interrelationship between context, content, learning, and instruction
2005 | ©Wiggins, G.P. & McTighe, J. | Understanding by design. Association for Supervision & Curriculum Development
The Understanding by Design (UbD) model, developed by Wiggins and McTighe, is a backward design framework that emphasizes starting with the end goals in mind. It encourages educators to first identify desired learning outcomes, then determine acceptable evidence of learning, and finally plan instructional activities that lead to achieving these outcomes (Wiggins & McTighe, 2011).
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Rapid Instructional Design (RID) is a streamlined approach to creating training programs that prioritize speed and efficiency without sacrificing essential learning outcomes. It is particularly useful in environments where timely responses to changes in industry trends, regulations, or technology are critical. RID typically involves compressing traditional instructional design phases, such as analysis, design, development, implementation, and evaluation, into shorter cycles. This allows for the rapid development and deployment of instructional materials (Brown & Green, 2020).
One of the core principles of RID is iterative development, where instructional content is continuously refined based on feedback from learners and subject matter experts (SMEs).
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The Successive Approximation Model (SAM) is an iterative, agile approach to instructional design that emphasizes flexibility and continuous improvement throughout the design and development process (Allen, 2012). Developed by Michael Allen, SAM was created as an alternative to more linear models like ADDIE (Analysis, Design, Development, Implementation, Evaluation), which can be time-consuming and less adaptive to changes (Allen & Sites, 2012).
SAM is designed to address the dynamic needs of instructional projects by incorporating rapid prototyping and constant feedback loops (Allen, 2012). The model operates in cycles, which are broken down into three key phases: Preparation, Iterative Design, and Iterative Development.
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Course Learning Outcomes (CLOs) and Learning Objectives (LOs) serve distinct but interconnected roles in instructional design, particularly in workforce training and education (Anderson & Krathwohl, 2001; Fink, 2013).
CLOs are broad statements that define what learners are expected to achieve by the end of a course. They focus on the end goals of instruction and emphasize measurable achievements. CLOs usually describe higher-order thinking and the application of knowledge, aligning with institutional goals and workforce needs (Anderson & Krathwohl, 2001).
LOs are specific, focused statements that outline what learners should... Read more...
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When designing courses for the workforce, three critical elements—sequencing, assessment, and alignment—play a pivotal role in ensuring the learning experience is effective, engaging, and results-driven. Here’s an overview of each and why they should be integral to workforce training design:
Sequencing involves organizing instructional content in a progressive manner, enabling learners to build upon prior knowledge as they advance toward understanding more complex concepts.