Instruction Systems Design Approach
Content
Kendra Minor University of Central Florida College of Education-Doctoral Student email: [email protected]
Instructional Systems Design Approach
A model for research and product development Three fundamental principles associated with Instructional Systems Design are: (a) it is systematic (in other words, the outputs of one design step are used as inputs for the next step), (b) it is systemic (it views human learning and organizations as a system, a set of interrelated components that must work together to achieve a common purpose), and (c) the design and delivery of instruction is based on the desired learning outcome(s). In "Survey of Instructional Development Models, Fourth Edition," Gustafson and Branch (2002) used the term instructional development (ID) to describe both instructional design and instructional development, characterizing instructional development as an all-inclusive approach that incorporates the following five phases (also known as ADDIE): • Analysis of the setting and learner needs; • Design of a set of specifications for an effective, efficient, and relevant learner environment; • Development of all learner and management materials; • Implementation of the resulting instruction; • Evaluation of the results of the development both formatively and summatively. Most instructional design models (i.e. Morrison, Ross & Kemp Model, the Dick & Carey model) contain at least some aspect of each of these five activities. In an effort to increase awareness and understanding of the different applications and purposes of the many instructional development models available, Gustafson and Branch categorized these models into three broad classifications: classroom, product, or system. Each model emphasis different characteristics such as: type of output, resources committed to development, team/individual effort, ID skills/experience, amount of front end analysis, and etc. A modified version the product development model of ISD Model II: For Practitioners designed by Seels and Glasgow (shown in Figure 1) was used to guide the development of CREATE's instructional program. In the book "Making Instructional Design Decisions", Seels and Glasgow (1998) present a variation of the generic ADDIE model. The purpose of the adaptation is to incorporate project management throughout the design process. The project design plan is divided into three management phases: needs analysis, instructional design, and implementation and evaluation.
Figure 1. ISD Model II: For Practitioners designed by Seels and Glasgow The first phase, needs analysis management, includes the steps in the needs analysis process to help determine a solution and involves the creation of a plan to manage the project (Seels and Glasgow, 1998). The second phase, instructional design management, includes the iterative processes involved in design, development, and formative evaluation. Each step of the process moves in a circular fashion, with steps repeated and revised if necessary. The process involves interaction with team members and data collection used to make revisions (Seels and Glasgow, 1998). The third phase, implementation and evaluation management involves the implementation and delivery of the final product for final use. However, it is expected that data from summative evaluations is used for revisions. Although it is not necessary to follow the in a linear manner, the steps in the model are:
1. Find the problem through needs analysis. Determine whether there is an instructional problem. Collect information through needs assessment and content analysis techniques and write the problem statement. 2. Plan for diffusion and project management. 3. Through task analysis collect more information on performance standards and skills and on attitudinal requirements. Then do an instructional analysis to determine the prerequisites. 4. Write behavioral objectives and criterion-referenced tests to match those objectives. 5. Determine the instructional strategy or components of instruction, such as presentation or practice conditions. Select delivery systems that will allow you to meet these conditions. 6. Help plan for production. Monitor materials development to assure project integrity. 7. Plan a formative evaluation strategy. Prepare to collect data. Revise as feasible and reevaluate. 8. Plan for implementation and maintenance of the instruction. 9. Conduct summative evaluation. Revise goals if necessary. Adjust design accordingly. 10. Disseminate the innovation. (Seels and Glasgow, 1998, p.179). The obvious benefit of using this model is the recognition that the development of instructional products can be managed using project management techniques to improve efficiency. A second benefit associated with the model is the use of diffusion- persuasion by others to adopt and maintain the product- throughout the process. Seels and Glasgow (1998), suggest the following diffusion strategies: • Designing a innovate product that is user friendly and beneficial; • Involving potential participants throughout all of the phases of the project; • Communicating with potential adopters when they are moving through stages of awareness, interest, and trial; and • Identifying and targeting opinion leaders and gatekeepers References: Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models. (4th Ed.). Syracuse, NY: ERIC Clearinghouse on Information & Technology. Seels, B. & Glasgow, Z. (1998). Making instructional design decisions (2nd ed.). Upper
Instructional Systems Design Approach
A model for research and product development Three fundamental principles associated with Instructional Systems Design are: (a) it is systematic (in other words, the outputs of one design step are used as inputs for the next step), (b) it is systemic (it views human learning and organizations as a system, a set of interrelated components that must work together to achieve a common purpose), and (c) the design and delivery of instruction is based on the desired learning outcome(s). In "Survey of Instructional Development Models, Fourth Edition," Gustafson and Branch (2002) used the term instructional development (ID) to describe both instructional design and instructional development, characterizing instructional development as an all-inclusive approach that incorporates the following five phases (also known as ADDIE): • Analysis of the setting and learner needs; • Design of a set of specifications for an effective, efficient, and relevant learner environment; • Development of all learner and management materials; • Implementation of the resulting instruction; • Evaluation of the results of the development both formatively and summatively. Most instructional design models (i.e. Morrison, Ross & Kemp Model, the Dick & Carey model) contain at least some aspect of each of these five activities. In an effort to increase awareness and understanding of the different applications and purposes of the many instructional development models available, Gustafson and Branch categorized these models into three broad classifications: classroom, product, or system. Each model emphasis different characteristics such as: type of output, resources committed to development, team/individual effort, ID skills/experience, amount of front end analysis, and etc. A modified version the product development model of ISD Model II: For Practitioners designed by Seels and Glasgow (shown in Figure 1) was used to guide the development of CREATE's instructional program. In the book "Making Instructional Design Decisions", Seels and Glasgow (1998) present a variation of the generic ADDIE model. The purpose of the adaptation is to incorporate project management throughout the design process. The project design plan is divided into three management phases: needs analysis, instructional design, and implementation and evaluation.
Figure 1. ISD Model II: For Practitioners designed by Seels and Glasgow The first phase, needs analysis management, includes the steps in the needs analysis process to help determine a solution and involves the creation of a plan to manage the project (Seels and Glasgow, 1998). The second phase, instructional design management, includes the iterative processes involved in design, development, and formative evaluation. Each step of the process moves in a circular fashion, with steps repeated and revised if necessary. The process involves interaction with team members and data collection used to make revisions (Seels and Glasgow, 1998). The third phase, implementation and evaluation management involves the implementation and delivery of the final product for final use. However, it is expected that data from summative evaluations is used for revisions. Although it is not necessary to follow the in a linear manner, the steps in the model are:
1. Find the problem through needs analysis. Determine whether there is an instructional problem. Collect information through needs assessment and content analysis techniques and write the problem statement. 2. Plan for diffusion and project management. 3. Through task analysis collect more information on performance standards and skills and on attitudinal requirements. Then do an instructional analysis to determine the prerequisites. 4. Write behavioral objectives and criterion-referenced tests to match those objectives. 5. Determine the instructional strategy or components of instruction, such as presentation or practice conditions. Select delivery systems that will allow you to meet these conditions. 6. Help plan for production. Monitor materials development to assure project integrity. 7. Plan a formative evaluation strategy. Prepare to collect data. Revise as feasible and reevaluate. 8. Plan for implementation and maintenance of the instruction. 9. Conduct summative evaluation. Revise goals if necessary. Adjust design accordingly. 10. Disseminate the innovation. (Seels and Glasgow, 1998, p.179). The obvious benefit of using this model is the recognition that the development of instructional products can be managed using project management techniques to improve efficiency. A second benefit associated with the model is the use of diffusion- persuasion by others to adopt and maintain the product- throughout the process. Seels and Glasgow (1998), suggest the following diffusion strategies: • Designing a innovate product that is user friendly and beneficial; • Involving potential participants throughout all of the phases of the project; • Communicating with potential adopters when they are moving through stages of awareness, interest, and trial; and • Identifying and targeting opinion leaders and gatekeepers References: Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models. (4th Ed.). Syracuse, NY: ERIC Clearinghouse on Information & Technology. Seels, B. & Glasgow, Z. (1998). Making instructional design decisions (2nd ed.). Upper
