Instructional Design Models: by Assoc. Prof. Dr. Rozinah Jamaludin 25 August 2008

Instructional Design Models
By
Assoc. Prof. Dr. Rozinah Jamaludin
25 August 2008
Lecture 7
What is Design?
• “Design is that area of human experience, skill and

knowledge which is concerned with man’s ability to
mould his environment to suit his material and spiritual
needs.”
• References:
1. Archer, B (1973) “The Need for Design Education.” Royal College
of Art
2. Jones, J.C. (1970) “Design Methods and Technology: Seeds of
Human Futures”
•
What is Instructional Design?
• Instructional Design as a Process:
• Instructional Design is the systematic development of instructional

specifications using learning and instructional theory to ensure the
quality of instruction. It is the entire process of analysis of learning
needs and goals and the development of a delivery system to meet
those needs. It includes development of instructional materials and
activities; and tryout and evaluation of all instruction and learner
activities.
• Instructional Design as a Discipline:
• Instructional Design is that branch of knowledge concerned with

research and theory about instructional strategies and the process for
developing and implementing those strategies.
• Instructional Design as a Science:
• Instructional design is the science of creating detailed specifications

for the development, implementation, evaluation, and maintenance of
situations that facilitate the learning of both large and small units of
subject matter at all levels of complexity.
• Instructional Design as Reality:
• Instructional design can start at any point in the design process. Often
a glimmer of an idea is developed to give the core of an instruction
situation. By the time the entire process is done the designer looks
back and she or he checks to see that all parts of the "science" have
been taken into account. Then the entire process is written up as if it
occurred in a systematic fashion.
• Instructional System:
• An instructional system is an arrangement of resources and procedures to

promote learning. Instructional design is the systematic process of developing
instructional systems and instructional development is the process of
implementing the system or plan.
• Instructional Technology:
• Instructional technology is the systemic and systematic application of

strategies and techniques derived from behavioral, cognitive, and constructivist
theories to the solution of instructional problems.
• Instructional technology is the systematic application of theory and other

organized knowledge to the task of instructional design and development.
• Instructional Technology = Instructional Design + Instructional Development
• Instructional Development:
• The process of implementing the design plans.

Instructional Design Theory?
• Reigeluth (1999) describes the characteristics of an instructional-design

theory as:
• An orientation towards design
• Identification of methods of instruction
• The methods of instruction can be broken into more detailed component
methods
• The methods are probabilistic rather than deterministic
• An instructional-design theory's goal (or design) has a value or philosophy
that underlies it.
Instructional Design Theory vs Instructional Design Model
• Instructional design models may be defined as the visualized representations

of an instructional design process, showing the main elements or phases, and
their relationships.
• More commonly known by their names, Dick & Carey Model, ADDIE
Model, Kemp Model, ICARE Model, and ASSURE Model
Educational Technology?
• Educational technology is not to be confused with electronic gadgetry.

• Essentially, it is a rational, problem-solving approach to education, a way of
thinking sceptically and systematically about learning and teaching
(Rowntree, 1982:1).
Instructional Technology?
Instructional Technology is the theory and practice of design, development,

utilization, management, and evaluation of process and resources for
learning.
Barbara Seels, Rita Richey. (1994). Instructional Technology: The

Definitions and Domains of the Field. Washington, D.C. , Association for
Educational Coommunications and Technology.
The Models…
Objectivist, Behaviorist, and Modern Models
• Algo-Heuristic Theory (Lev Landa)
• ADDIE: Analysis, Design, Development, Implementation, Evaluation
• ARCS (John Keller)
Behaviorism
• Edward Thorndike
• John Watson
• B. F. Skinner
• Criterion Referenced Instruction (Robert Mager)
• Component Display Theory (Dave Merrill)
• Dick and Carey
• Elaboration Theory (Charles Reigeluth)
• Robert Gagne
• Instructional Systems Design ISD
• the 4C-ID Model (Jeroen van Merriënboer)
The Models…
Objective Taxonomies
• Cognitive Domain (Benjamin Bloom)
• Affective Domain (David Krathwohl)
• Psycho-motor Domain (Elizabeth Jane Simpson)
• Organizational Elements Model (Roger Kaufman)
• Rapid Prototyping (Tripp & Bichelmeyer)
Cognitivist, Constructivist and Postmodern Models Edward Thorndike
• Anchored Instruction (John Bransford)
• Andrgogy (Malcom Knowles)
• Cognitivism
• Cognitive Flexibility Theory (Rand Spiro)
• Generative Learning
• CSCL Computer Supported Collaborative Learning
• CSILE Computer Supported Intentional Learning Environments
(Scardamalia and Bereiter)
• Discovery Learning (Jerome Bruner)
• Mind Tools (David Jonassen)
• Problem-Based Learning
• Role Play
• Situated Cognition (John Seeley Brown)
• Social Learning Theory (Albert Bandura)
Dick and Carey Design Model
Robert Gagné's Instructional Design Approach
Instructional Group Tutorial Individual
Event Instruction Instruction Learning
Activating motivation; Instructor establishes Tutor discovers individual Learner supplies own
common motivation among motivation motivation
learners
Informing the learner of the Instructor communicates Tutor communicates Learner confirms or selects
objective objectives to learners objective to learner objective
Directing attention Instructor stimulates attention Tutor adapts stimulation to Learner adopts attentional set
of learners learner attention
Stimulating recall Instructor asks for recall by Tutor checks recall of Learner retrieves essential
learners essential terms items
Providing learning guidance Instructor elaborates or Tutor provides guidance only Learner supplies own
provides hints or prompts when needed strategies
learners
Enhancing retention Instructor provides retrieval Tutor encourages learner to Learner supplies own
cues to learners use his own cues for retrieval retrieval cues
Promoting transfer Instructor sets transfer tasks Tutor sets transfer tasks Learner thinks out
for all learners adapted to learner’s generalizations
capabilities
Eliciting Performance Instructor uses a test to assess Tutor asks for performance Learner verifies his own
performance of learners when learner is ready performance
Providing Feedback Instructor provides feedback Tutor provides accurate and Learner provides own
to learners, varying in immediate feedback feedback
immediacy and precision
The ASSURE Model
The ASSURE Model
A --- Analyze Learner

S --- State Objectives
S --- Select Methods, Media, and Materials
U --- Utilize Media and Materials
R --- Require Learner Participation
E --- Evaluate and Revise
ANALYSE LEARNER
• General Characteristics - learner characteristics

• Specific Entry Competencies – prerequisite knowledge or skill
• Learning Styles – refers to a cluster of psycological traits that determine how an
individual perceives, interacts with, and responds emotionally to learning
environments.
• Learning style variables – perceptual preferences and strengths (auditory, visual,
tactile, and kinesthetic), information processing habits (concrete vs abstract),
motivational factors (motivation Keller’s (1987) ARCS model), and
physiological factors (gender differences, health,and environmental conditions).
• A- Attention, R- Relevance, C – Confidence, S - Satisfaction
STATE OBJECTIVES
• Know your objectives in order to make appropriate selection of methods and

media.
• Guide your sequence of learning activities and your choice of media
• Commit you to create a learning environment in which the objectives can be
reached
• Help to ensure proper evaluation – explicit objectives
ABCDs Objectives
• Audience - focus what learners are doing, and not teacher

• Behavior - the heart of the objective is the verb describing the new
capability after instruction
• Conditions - under which the performance is to be observed.
• Degree - the standard or criterion by which acceptable performance will be
judged.
Classifying Objectives
• 3 categories (domains) of classifying objectives:

• Cognitive, Affective and Motor Skills
• Cognitive involves an array of intellectual capabilities – verbal/visual
information or intellectual skills
• Affective domain involves feelings and values – e.g. stimulating interest in a
school, encouraging healthy social attitudes
• Motor skill domain involves athletic, manual, and other physical skills
• Interpersonal domain involves interaction among people. Include teamwork,
counselling techniques, administrative skills, salesmanship, discussion, and
customer relations.
SELECT METHODS, MEDIA, AND MATERIALS
• Rationale – it is important to consider why certain media have been selected

• Evaluation of Commercial Materials
• Selection process involves three process:
• 1) deciding on the appropriate method for the given learning tasks
• 2) choosing a media format that is suitable for carrying out the method
• 3) selecting, modifying, or designing specific materials within that media
format
Choosing a Method
• A simulation activity to gain attention and arouse interest

• Role-playing simulation
Choosing a Media Format
• Example flip charts (still images and text), slides (projected still images),
audio (voice and music), video (moving images on a TV screen) and
computer multimedia (graphics, text, and moving images on a monitor)
Obtaining Specific Materials
• 1) selecting available materials
• 2) modifying existing materials
• 3) designing new materials
Selection Criteria:
• Does it match the curriculum?
• Is it accurate and current?
• Does it contain clear and concise language?
• Will it motivate and maintain interest?
• Does it provide for learner participation?
• Is it of good technical quality?
• Is there evidence of its effectiveness?
• Is it free from objectionable bias and advertising?
• Is a user guide or other documentation included?
UTILIZE MEDIA AND MATERIALS
• Preview the Materials

• Prepare the Materials
• Prepare the Environment
• Prepare the Learners
• Provide the Learning Experience
REQUIRE LEARNER PARTICIPATION
Feedback :
• Behaviorists
• Cognitivists
• Constructivists
• Social psychologists
Practice skills
EVALUATE AND REVISE
Final component of ASSURE model for effective learning

– Assessment of Learner Achievement
– Evaluation of Methods and Media
– Revision
• Thank You.

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Instructional Design Models

• “Design is that area of human experience, skill and

• Instructional Design as a Process:

• Instructional Design is the systematic development of instructional

• Instructional Design as a Discipline:

• Instructional Design is that branch of knowledge concerned with

• Instructional Design as a Science:

• Instructional design is the science of creating detailed specifications

• Instructional Design as Reality:

• An instructional system is an arrangement of resources and procedures to

• Instructional technology is the systemic and systematic application of

• Instructional technology is the systematic application of theory and other

• Instructional Technology = Instructional Design + Instructional Development

• The process of implementing the design plans.

• Reigeluth (1999) describes the characteristics of an instructional-design

• Instructional design models may be defined as the visualized representations

• Educational technology is not to be confused with electronic gadgetry.

Instructional Technology is the theory and practice of design, development,

Barbara Seels, Rita Richey. (1994). Instructional Technology: The

A --- Analyze Learner

• General Characteristics - learner characteristics

• Know your objectives in order to make appropriate selection of methods and

• Audience - focus what learners are doing, and not teacher

• 3 categories (domains) of classifying objectives:

• Rationale – it is important to consider why certain media have been selected

• A simulation activity to gain attention and arouse interest

• Preview the Materials

Final component of ASSURE model for effective learning

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