A Short Review on “A Model for Effective Online Instructional Design” by Li-Lang Chen

 Introduction

Due to increase in the popularity of online and distant learning, effective instructional design model is a necessity in today’s engaging online learning environments. Students easily lose their interests and feel worried and confused due to the poorly designed online course.

The principle of developing educational experiences that increases the efficiency, effectiveness and appeal of learning is known as Instructional Design (ID), also known as Instructional Systematic Design (ISD). Effective ISD models are very useful for the teachers and learners. Additionally, it helps in organizing content, prepare effective lessons, support and help learners and encourage engaging, meaningful and active learning. The main goal of this article is to discuss the principles of effective online instructional design that is helpful for creating online courses while taking pedagogical principles and learning theories into considerations.

In this article, the author majorly talks about the most repeatedly mentioned traditional ISD models- ADDIE and Dick and Carey’s model and also presents a new ISD Model- ICCEE (Identify, Choose, Create, Engage and Evaluate). 

Traditional ISD Models

There are mainly two traditional ISD models; ADDIE and Dick and Carey’s Model. The ADDIE model has five major course design principles: Analysis, Design, Development, Implementation and Evaluation whereas Dick and Carey’s model follows nine step process into three phases- Analysis, Design and Development. The nine steps of Dick and Carey’s model are-1) Identifying instructional goals, 2) Conducting instructional analysis, 3) Analyzing learners and contexts, 4) Writing performance objectives, 5) Developing Assessment instruments, 6) Developing instructional strategy, 7) Developing and selecting instructional materials, 8) Designing and conducting Formative evaluation and 9) Designing and conducting Summative Evaluation.

Online Instructional Design Models

Apart from the most used traditional ISD Models; ADDIE and Dick and Carey’s Model, there are five major ISD models, theories and standard relevant to online instruction or e-learning design. They are- 1) Alonso, Lopez, Manrique, and Vines’ E-learning instructional model, 2) the Instructional Design Model for Online Learning (IDOL), 3) Roblyer’s Online and blended learning design theory, 4) the Online instruction rubric by Quality Online Learning and Teaching (QOLT), 5) Quality Matters (QM) Publisher Rubric.

A Pedagogically Effective Model for Online Instructional Design

Based on the observations of various ISD Models, the author has proposed a new model consisting five main principles or steps in the model: Identify, Choose, Create, Engage and Evaluate (ICCEE). The special feature in this model is that all main steps and their associated sub-steps majorly follow a sequential order and circular order as well. The efficiency of designing an online course can be maximized by an online instructor following this model.

 Conclusion

The proposed ICCEE model can be used as an effective guidance while creating or developing online course materials by the online educators and instructors. The strategy can be effectively implemented to boost online students' involvement, motivation, and learning focus. Both a linear and circular approach applies to these five fundamental principles. In other words, while creating or delivering online education, educators can go back to any earlier step and adjust their instructional design. The online instructional design model's ultimate objective is to help online instructors create better online courses or lessons, to help online students concentrate on their learning, and to encourage active teaching and learning.

 

 

Reference

Chen, L. (2016). A Model for Effective Online Instructional Design. Literacy Information and Computer Education Journal, 7.

Dick and Carey's Model of Instructional Design

 Like ADDIE's Model, Dick and Carey’s model of instructional design is also one of the instructional design models that focus on developing effective instructional materials for teaching and training. It is also called as the Systems approach model. The Dick and Carey Model was first presented by Walter Dick and Lou Carey in their 1978 book ‘The Systematic Design of Instruction’.  This model considers instructional design as an overall view of education rather than as individual elements.

The Dick and Carey Model follows nine steps process organized into three phases: analysis, design, and development for planning and designing effective instructional materials for teaching and trainings.

                                                                          Photo Credit- SketchBubble

Phase 1: Analysis

Stage 1- Identify instructional goals

The initial stage of this stage is to find out the instructional goals. Before developing any goals or objectives, we must do the need analysis of the learners and consult with a subject matter expert. This stage involves identifying instructional goals based on the needs of the learners and the learning context. These objectives serve as the foundation for the next phase of the design process, providing direction and focuses for the creation of instructional materials.

Stage 2- Conduct instructional analysis-

In the second stage, the instructional analysis is conducted by the instructional designer. An instructional analysis is a series of processes that assists in determining which skills and information should be included in instruction. Instructional analysis is applied in identifying learner characteristics such as age, gender, educational background, and learning preferences. The learning context, including available resources, technology, and instructional environment, is also analyzed. Finally, the subject matter to be taught is examined for its difficulty, scope, and significance.

Stage 3- Analyze learners and contexts

In this stage, the learners and contexts is analyzed after conducting the instructional analysis. It is critical to consider the target population when identifying the learners and the context in which the learning will take place. The target population is the group of students you are attempting to reach through instruction. While analyzing the learners and contexts, things like skills, prior knowledge of topic and context, learning preferences, academic motivation, education and ability levels should be considered.

Phase 2: Design

Stage 4- Write performance objectives

In this stage, the performance objectives are written what the learners will be able to do by the end of the unit of instruction. Performance objectives are developed using the results of the instructional analysis and the learner's entry skills analysis. A performance objective should be written into three parts: (a) conditions, (b) behavior, and (c) criteria.

Stage 5- Develop assessment instruments

In this stage, the assessment instruments are developed. The major concern of this stage is to find out what assessment tools is carried out to assess the learner’s performance? Assessment tools are created for evaluating learners' achievement of performance objectives such as quizzes, examinations, projects, or exercises.

Stage 6- Develop instructional strategy

The sixth stage involves the development of instructional strategies based on performance objectives and assessment instruments. These strategies explain the teaching methods, instructional materials, and activities that will be used to meet the performance objectives. There are many things to consider while developing instructional strategies for a unit of instruction, including the purpose, learner motivation and characteristics, learning objectives, assessment requirements, and performance context.

Phase 3: Development

Stage 7- Develop and select instructional materials

In this stage, the instructional materials are selected and developed based on the learners’ need. Instructional materials can include student workbooks, activity guides, problem scenarios, resource lists, and textbooks.  The instructional materials are selected and developed considering the performance objectives (stage 4) and assessment instruments (stage 5).

 

Stage 8- Design and Conduct Formative Evaluation

Formative evaluation is an on-going process that helps to improve the design and implementation of the program. Formative evaluation means assessing how well your learning effort was developed. This can be achieved through quizzes, discussions, observations, self- assessments and classroom participation. Formative evaluation should take place within the instruction and should take place while the instruction is taking place.

Stage 9- Design and Conduct Summative Evaluation

Summative evaluation examines every unit of instruction as well as various performance objectives. It is critical that the objectives fit the summative evaluation while constructing the summative evaluation. Summative evaluations are not the same as formative evaluations. The main difference is the reason for performing an evaluation. Formative evaluations identify areas for improvement during training, whereas summative evaluations indicate strengths and areas for achievement after instruction.

 

 

References                                   

 

1.      Image credit-https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.sketchbubble.com%2Fen%2Fpresentation-dick-and-carey-model.html&psig=AOvVaw1gWSsYPlp0UnHIl1daXrYU&ust=1682856736511000&source=images&cd=vfe&ved=0CAQQjB1qFwoTCPC33oKIz_4CFQAAAAAdAAAAABAJ

2.      https://psu.pb.unizin.org/idhandbook/chapter/dick-carey/

3.      Kurt, S. (2016). Dick and Carey Instructional Model. https://educationaltechnology.net/dick-and-carey-instructional-model/

4.      Chaparro, R., Reaves, M., Jagger, C. B., Bunch, J. C. (2018). Instructional Design Using the Dick and Carey Systems Approach. IFAS Extension University of Florida. doi.org/10.32473/edis-wc294-2018

ADDIE Model of instructional design

 

               ADDIE Model of instructional design

        Among the many models of instructional design, ADDIE model is also one of them. ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. It is used as a framework for designing and development of various interactive and effective educational and training materials. This model provides learning designers with an essential structure for designing curricula in any learning environment. The ADDIE model has become one of the most widely used instructional design frameworks in the world.

A short history of ADDIE Model

        Since the 1970s, the ADDIE model has been used in instructional design. It was originally developed for the United States Army by Florida State University's Centre for Educational Technology; ADDIE was later adopted by all branches of the United States Armed Forces. Later, this model was finally extended for use in other fields, such as business training and education.

The five phases of ADDIE Model are-

ANALYSIS- At this stage, instructional designers collect data and make decisions that will make the training development process run more smoothly. During this phase, instructional designers analyze training needs and construct learning objectives to address those needs. In addition, the proper delivery methods are chosen, as are the resources and boundaries. Communications with persons who may be engaged in the design or implementation begin at this level.

DESIGN- The instructional designer creates the instruction's blueprint at this stage. The instructional content and information are organized into logical sections. Rough drafts of screenplays or training plans are produced. For e-learning modules, storyboards are prepared. Communication with the design team continues. Stakeholders document, review, and sign off on strategies.

DEVELOPMENT- Several important activities happen at this stage. Digital and print delivery are created, assembled, and organized by the developers. Training videos are made, edited, and recorded. E-learning and other technical aspects of training are being tried and improved. The project documents are evaluated, and the designers are given feedback. Some or all of the trainings may be tested with a small group of people, including members of the learning design team. The design/project moves to the next level after the stakeholders approve the design strategy. 

IMPLEMENTATION- In this stage, the actual training is delivered. During this stage, videos, E-learning and other materials are accessed by the participants and delivered to them. Much of the real work is done in this stage as instructional designers and students work together to train on new tools that the design can be continuously evaluated for further improvement.

EVALUATION- This stage combines with all of the others in the training process. This stage consists of two parts: i.) Formative evaluation and ii.) Summative evaluation. The formative evaluation outlines the examination performed during the other four stages of the training process. It allows those involved in training or curriculum development to identify potential training barriers before they occur, respond to training challenges, avoid repeating mistakes, and make course corrections, whereas summative evaluation focuses on examining the training's outcome during the implementation stage.  

 

 

References

1.      https://educationaltechnology.net/the-addie-model-instructional-design/

2.      https://www.youtube.com/watch?v=JxShaB4R0d8

 

 

 

 

PRINCIPLES FOR PERSONALIZED INSTRUCTION by W.R.Watson and S.L.Watson

 

     Unit 4

PRINCIPLES FOR PERSONALIZED INSTRUCTION by W.R.Watson and S.L.Watson

Definition

The information-age instructional model is customized rather than standardized, learning-centered rather than content-delivery oriented, student-directed (or jointly directed) rather than teacher-directed, and involves active learning rather than passive learning.

Bray and McClaskey (2015) defined personalization by comparing it with diversification and personalization in a graphic that highlights the learner-centered and learner-driven nature of personalization. They define it as learners:

• know how they learn best, are co-designers of the curriculum and the learning environment

• have flexible learning anytime and anywhere

• have a voice in and choice about their learning

• have quality teachers who are partners in learning

• use a competency-based model to demonstrate mastery

• self-direct their learning

• design their learning path for college and career. (p. 34)

The United States’ Department of Education (2010) defined personalization in its 2010 National Education Technology Plan report: “Personalization refers to instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners.

Transformation of education requires personalization of instruction.

Theoretical Foundations

The personalization of instruction is founded on established and widely accepted learning theory and psychological frameworks, including constructivism, goal-orientation theory, self-regulated learning, self-determination theory, and flow theory.

1.              Constructivism- It is majorly based on two theories-

                               I.            Piaget’s cognitive and developmental views on Cognition’s focus

                            II.            Vygotsky’s emphasis on interaction and culture

     2. Goal-orientation theory- It argues that learners should have their own goals for learning.

    3. Self-regulated theory- It describes the processes wherein the students actively participate in their own learning through meta-cognition, behavior and motivation.

   4. Self-determination theory- It argues that the nature of a goal imparts the likelihood that the goal will be attained.

   5. Flow theory- It is an motivational theory that describes the attributes of activities that are helpful to motivation and deep engagement.

Guiding Models for Universal Principles

1)          Personalized system of instruction (PSI)

It included the following five elements: 1) personalized pacing allowing students to progress through a course at their own pace; 2) a focus on mastery learning where students progress only after they have mastered content that has been divided into smaller packages; 3) the use of peer proctors for frequent formative assessing, proving immediate feedback, tutoring, and offering social support; 4) limited lectures utilized primarily for motivation; and 5) the use of text for course communications

2)           Montessori method

One of the most visible models to incorporate significant elements of personalized instruction is the Montessori Method (Montessori, 1964). The Montessori Method has the teacher act as a guide rather than director, encourages curiosity and intrinsic motivation in students, has students of mixed age who work individually or collaboratively in groups, and gives students choice over what they will work on

A personalized approach to instruction shares and can combine a wide range of instructional designs, theories, and techniques, such as problem-based learning, project-based learning, computer-based training, adaptive instruction, and competency-based education. Furthermore, as stated at the outset of this chapter, personalization is not exactly defined and is used broadly in the absence of a widely accepted common definition. Yet, it keeps to the essential ideals and ideas outlined in this chapter. Similarly, the goal of individualized instruction has been offered for more than a half-century and continues to be a dynamic and commonly proposed vision, with current government reform investment promoting customized techniques. Further study is needed to refine and support the principles and methodologies proposed by her.

Reference

Watson, W.R., & Watson, S.L. Principles for personalized instruction.

 

                                    Group 2

Group Members-Prem Subedi, Prakash Chaudhary & Kusum Lama

Lesson Plan Using Six Instructional Design

 

           

I have designed and prepared a lesson plan for the class 5 students as I teach in Class 5. I have also covered the 6 major components of instructional design in my lesson plan which is given below­-

Daily Lesson Plan

Name of school: Bright Future E. B. School          Date: 21st March, 2023         Grade:5 No. of students :19                         Name of the teacher: Prakash Chaudhary Subject: Science                             Time: 40 minutes Topic: Parts of Plant/ Flowering and Non-flowering plants.             Period: Third

 

1. Learning objectives: 

After the lesson students will be able to (describe, tell, explain, do, create, write, draw, compare etc)

• Describe the different types of flowering and non-flowering plants.
• Identify the leaves of different flowering and non-flowering plants.
• Explain the parts of the flower (androecium and gynoecium).

 

2. Needs assessment-

Before starting the lesson, I would make sure to determine the current level of knowledge and skills of the learners. I would ask them different questions related to the topic to know about their understanding of the lesson subject matter.    

3. Instructional strategies and Teaching learning activities:

Introduction:

I will start my class by telling the students about the general introduction about the today’s class and their classroom activities.

Group division (how, what will each of the group do? how does the teacher rotate/manage groups)

I will divide the students into 2 groups and make them have a short discussion. Then, they will go to the playground/ garden and search different leaves of the flowering and non-flowering plants. Today’s class will be divided into two presentations. At first, they will present about the non-flowering and flowering plants’ leaves and after that, they will present about the parts (androecium and gynoecium) of the flower.

 

Group 1-  Non-flowering plants’ leaves and Androecium.

 

Group 2-  Flowering plants’ leaves and Gynoecium.

 

I will manage the group by helping them if they have any problem or queries.

Main part/ teaching steps: what activities, what does the teacher do? What do students do? (Concept time and practice time)

The students will collect the leaves of different plants, flowering and non-flowering plants, and identify which group the leaves belong to. The teacher will facilitate the student to search different leaves.                                                                                                     

Soft Skills- I will assign them to search leaves of various plants and trees and give them some time for discussions with their peer which will help them in their communication skills. 

Conclusions: 

I will ask each group to present their views and tasks assigned to them. I will appreciate their efforts and active participation. I will motivate them to do their best. I will also praise them for the active participation on the classroom and thanking them.

Teaching materials:

Course book,  leaves and flowers of different plants.

4. Assessment and Evaluation

I will tell them to present at least 3-4 points about the topics assigned to them. I will instruct the other groups to listen carefully and observe whether the students participate actively in the discussion properly or not. I will evaluate the students' understanding of the lesson by assessing their participation in class discussions.

Homework

I will assign them to search more about the leaves of different plants and prepare at least 2 pages collection of those leaves naming them. I will also assign them to draw the pictures of androecium and gynoecium in their notebook.

    

5. Technology integration: 

Students can conduct explore and find more resources using technology.

The lesson can be enhanced with videos or online materials to give more audio or visual support.

6. Feedback and revision:

I will conclude the lesson by summarizing the main points of the lesson and ask them if they have any problem or queries related to the chapter. I will also encourage the students to continue their exploration and continue their learning. I will ask for feedback from the students whether they understood the chapter well or not, what might be done to increase the attention of theirs or make the classroom teaching more fruitful and enjoyable.