Instructional System Design Models: An Evaluation. Francis O'Neill. University of Houston Clear Lake. Assignment 3.

Transcription

1 Instructional System 1 Running Head: INSTRUCTIONAL SYSTEM DESIGN MODELS Instructional System Design Models: An Evaluation Francis O'Neill University of Houston Clear Lake Assignment 3 Caroline Crawford June 22, 2009

2 Instructional System 2 Abstract Investigates four Instructional System Design models: ADDIE, Dick and Carey, Rapid Prototyping, and Mager's Instructional framework. Also discussed are the definitions of behavioralism, cognitivism, and constructivism.

3 Instructional System 3 Instructional System Design Models: An Evaluation Systems Defined Systems Analysis and Design (SAD) is a systematic process for developing high-end, quality systems. A system is a combination of technology, people, data, and other resources to accomplish an objective or set of objectives. (Ostrofsky, 1977) There are many SAD models to choose from; this paper will focus on the evaluation of Instructional System Design (ISD) models. The models will include the generic Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework. The Dick and Carey model is considered and evaluated. In addition, to be evaluated is the Gange instructional model. Moreover, we will look at the Rapid Prototype Development model. As part of the evaluation, the models' appropriate use given a specific epistemology (the study of learning beliefs (Driscoll M., 2005)) is appraised. Learning Philosophies This paper defines three l (Lee, 2009)earning theories: behaviorism, cognitivism, and constructivism and considers their impact on the choice of a design model.

4 Instructional System 4 Behaviorism According to Huett and Hummel behaviorism is, the relatively permanent change in behavior brought about as a result of experience or practice. (1999) This school of thought tells us the knowledge is absolute and can be directly taught. Cognitivism Cognitive Learning Theory states that learning is a change of knowledge state, where the learner is an active participant in the acquisition of knowledge. This is accomplished by mentally manipulating new inputs with existing, stored information to create knowledge. (IDKB, 2006) Constructivism Constructivism is the belief that knowledge is based on experiences.(ryder, 2008) These experiences act to form the learner's reality. Of these philosophies, I find cognitivism to be most aligned with my beliefs. I think learning takes place when children explore the world around them and they discover the reality around them. I think that the more experiences a learner has the greater is the ability to relate to the world around general.

5 Instructional System 5 Instructional System Design Models The function of an ISD model is to provide a skeletal model to the project as a whole. There are a great number of models each with its own strength and/or weakness'. ADDIE ADDIE is an acronym for a generic 5 phase linear IDS model. The different phases are intended to give a frame work in which organization can be applied. The model includes Analysis, Design, Development, Implementation, and Evaluation phases. (Tracey, 2008) analysis. The analysis phase of the ADDIE model identifies the learning problem, prior knowledge, objectives/goal, and other systemic characteristics. design. During design, the 'look' of the product (at least preliminary) will take form. development. During this phase, the actual content of the learning product is created based on plans formed in the design phase. implementation.

6 Instructional System 6 In the Implementation phase procedure for training learners and teacher are developed and materials are delivered. evaluation. There are two types of evaluation that take place in the ADDIE model, one is a formative process; taking place within all stages of the life of the project. The other is the summative, which takes place after implementation and focus the reactions of end-users. (Wikibooks.org, 2009) This organizational structure, as you can see, breaks the problem/project down into manageable pieces. Each phase will consist of a number of sub tasks, which are applied depending on the function, and/or needs of the system. Dick and Carey The Dick and Carey (D&C) model for ISD is a multiphase, multistage model where each phase has one or more aspects. Although, this model appears at first glance to be more complicated than the ADDIE model, it is not. In actuality, it serves the same purpose as ADDIE ISD, but offers a greater level of detail. According to (Lee, 2009)this model has nine elements Phase 1

7 Instructional System 7 stage 1 instructional goals. Instruction goals are made up of two tasks: defining the instructional goal as, according to Lee (2009) is a desirable state of affairs by instruction, and the needs analysis. The needs analysis measures the difference between the two. Phase 2 stage I instructional analysis. Task Analysis: a list of steps and the skills used throughout the procedure Information-Processing Analysis: mental skill of learner Learning-Task Analysis: identify objectives of instruction that involve intellectual skills stage II entry behaviors & learner characteristics. At this stage, the purpose is to determine which of the required skills the learners are expected to bring to the task. Phase 3 stage I performance objectives. In this stage, the needs and goals are translated into specific and detailed objectives. Phase 4 stage I criterion referenced test design. This gives the designers a way of evaluating the instructional system itself. It, also, provides a method, by

8 Instructional System 8 which, success (learning) or failure (no noticeable change in performance) can be evaluated. Phase 5. stage I instructional strategy. Outline how the instructional activities will relate to the objectives. A decision regarding which type of delivering system should be used. Phase 6. stage I instructional materials. Select material to be used for instruction. Use of existing materials when it is possible. If not able to use existing media then develop new materials. The role of the teacher depends on the choice of delivery system Phase 7. stage II summative evaluation. During this stage, the system as a whole is considered for evaluation. Crucial to this evaluation, will be the data collected from the criterion-based tests. This data will evaluate the ISD's usefulness. While, the Dick & Carey model appears quite different from the ADDIE generic model, a closer look shows more similarities the differences. While the names have changed, the goal is the same, to construct an efficient system constructed on scientific principles.

9 Instructional System 9 Rapid Prototyping ISD Model Time is money, or so, they say and that means that generally, faster is cheaper and that is better. Another model, Rapid Prototyping (RP) takes its lead from software engineering. Such an application is not hard to understand when you consider, both, software engineers and instructional designers create complex information delivery systems. According to the Wiki books (2009) Rapid Prototyping is an alternate approach to the traditional instructional design. A prototype is an early phase of a system that has the same key feature components of the "real" thing. In ID technology, allows greater flexibility in defining the goals and form of instruction at early stages. (Wikibooks.org, 2009) The RP model has four phases, which spiral or are cyclical. The phases are: Phase 1 The first step in the process is to assess needs and analyze content. The instructional needs should be considered and from that assessment instructional objective should created. Phase 2

10 Instructional System 10 The next step is to create a prototype (unknown, 2009), this is similar to the Design phase of the ADDIE model. The implementation of this skeletal system is the first step in the cyclical process. Phase 3 Utilize prototype is the second step in the iterative nature of RP. During this step, the user will evaluate the prototype and suggest refinement. The needed alterations are made to the prototype and the process begins again. This cycle is repeated until an acceptable system evolves. Phase 4 The final product is put into production. The final product is thought to be cost effective because the entire project takes less time to develop. Mager's Approach Mager's approach to ISD is a bit awkward to follow. It does not have a flow chart to follow and appears to less systematic than the other model we discussed. It is based on writing Instructional Objectives. These objectives are written in terms of behaviors that the student should exhibit upon the completion of training. According to the Psychology tips website (unknown,

11 Instructional System 11 mager.htm, 2008) their are three requirements for a proper instructional objective. The first activity is to write a Performance Statement. This statement expresses what must be accomplished (must contain an action verb) for the terms of the objective to be fulfilled. The second statement is the Condition Statement. This is the part of the objective that contains the description of the conditions under which the objective will be performed. These statements fall into one of three categories: what the student will be provided, restriction placed on student, and/or special conditions which occur on the job. The third and final statement is related to the student's required performance level for objective retirement. A standard criterion such as speed, accuracy, quality, and directing is also included. (unknown, mager.htm, 2008) The Model I Prefer While, I am familiar with Mager's objectives structure (we use it quite a bit in special ed.) I do not, yet, set it as a complete design model. I, definitely, see its application to individuals and even small groups, but I am having difficulty

12 Instructional System 12 getting out of my comfort zone. Because I have been exposed to the system's life cycles before, I feel most comfortable with these models. Of the three discussed here I prefer the Dick and Carey. It has a linear component but offer's iteration for continuous formative evaluation. My Instructional Product If I were going to create an instructional product tomorrow, I would create a computer-based activity for sensitizing people on the Autism spectrum to read the nonverbal cues others. For such an undertaking, I would employ the Dick and Carey system design model.

13 Instructional System 13 References Driscoll, M. (2005). Psychology of learning for instruction. Boston: Pearson Education Inc. Duggan, M. H. (2007, Spring). Animated Agents Teaching Helping Skills in an Online Environment: A Pilot Study. Retrieved June 21, 2009, from Jounal of Interactive Online Learning: Grow, G. O. (1996). A Cognitive Model of Learning. Retrieved June 17th, 2009, from Longleaf.net: Hannafin, M. J. (2007). Epistemology and the Design of Learning Enviroments. In R. A. Reiser, Trends and issues in istructional design and technology (pp ). Upper Saddle River, New Jersey: Merrill Prentice Hall. IDKB. (2006). Instructional Design Knowledgebase. Retrieved June 21, 2009, from Lee, H. S. (2009). Dick and Carey Model. Retrieved Jun2 22, 2009, from Marra, R. (2005). Teacher Beliefs: the impact pf the design of Constructivist Learning Environments on Instructor Epistemologies. Learning Environments Research, 8, Moller, L. &. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends, Ostrofsky, B. (1977). Design, Planning, and Development Methodology. Upper Saddle River: Prentice- Hall. Ryder, M. (2008). savage.html. Retrieved June 22, 2009, from carbon.cudenver.edu: Shambaugh, N. &. (2001). A Reflexive Model for Teaching Istructional Design. Educational Technology and Design, Tracey, M. W. (2008). Real World Projects in an Advanced Instruct6ional Design Course. TechTrends, unknown. (2009). Retrieved June 22, 2009, from unknown. (2008). mager.htm. Retrieved June 23, 2009, from tip.psychology.org: Verstegen, D. M. (2006). Which Events can cause iteration in Instructional Design? An emperical Study of the design Process. Instructional Science,

14 Instructional System 14 Wikibooks.org. (2009, January 7). Retrieved June 23, 2009, from wikibooks: