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FOUR INSTRUCTIONAL DESIGN MODELS - Coggle Diagram
FOUR INSTRUCTIONAL DESIGN MODELS
ASSURE MODEL
It is an instructional design that aims to produce more effective teaching and learning
S
Select Strategies, Technology, Media, and Materials
Select instructional methodologies, technology, and media that will produce the desired results.
Once decided on the teaching strategy, it's time to work out which technology, media, and materials that would best support the teaching style (this includes blackboards or powerpoint presentations).
U
Utilize Technology, Media, and Materials
Involves developing a strategy for utilizing the technology, media, and materials that you have chosen.
Prepare the Environment
Prepare the Learners
Prepare the Technology, Media, and Materials
Provide the Learning Experience
Prepare the Technology, Media, and Materials
S
State Standards and Objectives
Following the analysis of learner qualities, the teacher must state the learning module's criteria and objectives.
This statement specifies what the learners will be able to perform as a result of the training.
Behavior – What is the behavior or performance to be demonstrated?
Conditions – What are the conditions under which the behavior or performance will be observed?
Audience – For whom is the objective intended?
Degree – To what degree will the knowledge or skill be mastered?
R
Require Learner Participation
Requires to consider how will actively engage the students in the content that you are teaching. This must be determined at both the class and individual levels.
A
Analyze Learners
For the teacher to assess the characteristics of her students.
An emphasis should be placed on student characteristics that are linked to the targeted learning outcomes.
E
Evaluate and Revise
Analyze the impact of your instruction on student learning.
This includes an assessment of your teaching strategies as well as the technology, media, and materials you employed.
GAGNE'S NINE EVENTS OF INSTRUCTION
Gagne's nine events of instruction can help create a framework for planning and delivering instructional content while also taking into account and resolving learning circumstances.
Stimulate recall of prior learning
Assist learners in making sense of new knowledge by connecting it to something they already know or have experienced.
Ask students about their understanding of previous concepts
Present the content
To offer more effective instruction, use techniques to convey and cue course information.
Organize and categorize material in meaningful ways, then follow demonstrations with explanations.
Provide learning guidance
Inform students about accessible resources and techniques to help them understand subject.
Provide instructional support as needed
Elicit performance (Practice)
Allow students to apply what they've learned in order to reinforce new skills and knowledge and ensure accurate comprehension of course ideas.
Assessments and activities.
Provide feedback
Provide timely feedback on students' performance in order to assess and encourage learning, as well as to assist students to detect gaps in knowledge.
Inform students of the objectives
To help students comprehend what they are expected to learn and do.
Inform students of the course's and individual classes' objectives or outcomes.
Assess performance
Check to see if the expected learning outcomes for the previously mentioned course goals have been met.
Gain attention of the students
Students are ready to learn and participate in activities by presenting a stimulus to capture their attention
Element of surprise and give an ice breaker activity
Enhance retention and transfer
Provide chances for learners to relate course ideas to possible real-world applications to help them remember more knowledge.
MERILL'S FIRST PRINCIPLES OF INSTRUCTION
For developing learning/training environments, procedures, and products, Merrill developed five instructional design principles that enhance learning.
Principle 3: Demonstration (Show me)
Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned.
Learner guidance
Relevant media
Demonstration consistency
Principle 4: Application (Let me)
Learning is promoted when learners are required to use their new knowledge or skill to solve problems.
Diminishing coaching
Varied problems
Practice consistency
Principle 2: Activation
Learning is promoted when relevant previous experience is activated.
New experience
Structure
Previous experience
Principle 1: Problem-centered
Learning is promoted when learners are engaged in solving real-world problems.
Task level
Problem progression
Show task
Principle 5: Integration
Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life.
Reflection
Creation
Watch me
Similarities
The models are designed to assist students in achieving their educational objectives.
The models have stages for teachers and learnes to follow.
Assist students in demonstrating the actions that will be expected of them in the real world.
All outcomes can be measured in a reliable and valid way because of the models.
ADDIE MODEL
A model that acts as a guideline for building effective training and performance support tools on five stages
I
IMPLEMENTATION PHASE
A process for training the facilitators and learners is created during the implementation phase.
The course content, learning goals, delivery style, and assessment processes should all be included in the facilitators' training.
D
DEVELOPMENT PHASE
The content assets that were produced during the design phase are created and assembled by developers.
Graphics and storyboards are designed.
D
DESIGN PHASE
Learning objectives, assessment tools, activities, content, subject matter analysis, lesson planning, and media selection.
This stage should be systematic and specific.
E
EVALUATION PHASE
Evaluation of the end-product if it is effective.
Results, improvements, and changes.
A
ANALYSIS PHASE
During this phase, the instructional problem is clarified, instructional goals and objectives are developed.
The learning environment and learner's capabilities are recognized.
Differences
The ADDIE approach is more focused on the overall design of a course, whereas Gagne's nine events are more focused on each particular lesson given.
Merrill’s first principle of Instruction focuses on learner tasks across five stages of learning.
ADDIE assesses students on a numerical basis in order to get results, whereas ASSURE assesses students based on their preferred learning approaches.
ASSURE is intended for media-based instruction.
The Assure Model saves the evaluation for the end and then revises based on the outcomes. The Addie Model includes a summative assessment at the end of each stage, but it also involves formative assessment during the process.