ID MODELS -
Compiled by Priti Gadgil
What is Instructional Design -
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is the systematic development of instructional specs using learning and instructional theory to ensure the quality of instruction. Is the entire process of o analysis of learning needs and goals o development of a delivery system to meet those needs. This includes ▪ development of instructional materials and activities ▪ tryout and evaluation of all instruction and learner activities. Means that one needs to o understand learning theories ▪ understand why we teach a certain way and how people learn. o analyze your audience and their needs o tailor/design the training to meet those needs – this is helped by the ID models o implement quality training – don’t just create instruction, incorporate the best way to deliver the learning
ID Models 1) ADDIE - Analysis, Design, Develop, Implement, Evaluate 2) SAM - Successive Approx. Model - Evaluate, Design, Develop -- useful for project short deadlines 3) Rapid Prototyping - Analysis, Design/Develop, Implement/Evaluate – useful for projects with a highly flexible team 4) Gradual Release Model - Demonstration, Shared Practice, Guided Practice, Independent Practice transfers responsibility from the teacher to the learner Dependence -->> Independence -- useful for training that focuses on behavioral outcomes
Benefits of ID model -
provide framework for developing training outlines the stages of development provides guidance through the development process
ADDIE Model
Analyze
Design
Ask yourself these questions: 1) What is the problem to be solved? 2) Who is the audience? 3) How will the audience access the training? 4) What is the Goal/Learning Objective (LO)? 5) What should the learner know after they have completed the training? 6) How will the learner use this LO in the workplace scenario? 7) Are there any logistics to be taken care of? – Timeline, budget and scope? 8) What is the delivery method and learning environment? How and where will I give the training? 9) Are there any business goals to be followed? o paperless initiative etc. o time taken for LO to be used in practice -
Design the structure and duration of the training Create learning objectives for the different modules/sections Plan scenarios, exercises, assessments that will go along with the content
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Develop
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Implement
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Evaluate
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Depending on how you will deliver the training (in-person training/online training), create storyboard/prototype and design the interface/user experience/graphic design elements Format: o Introduction o Scenario-based pre-assessment o Computer training with exercises o Q & A session with facilitator o Scenario-based final assessment Create the deliverable: training program/course guide/assessment tool Depending on your project, you may be working with programmers, developers, authors or editors to create your training Use workplace scenario examples – how the LO can be used in practice May need to create a facilitator’s guide for trainer Pre-assessment Deliver the training – give instructions as to how to navigate through the program/training exercises Hand out student assessment or feedback form Have a Q & A session Project manager ensures that the resources are issued for the training to be completed Give students the instructions on how to access your training one should evaluate what went well/didn’t and how we can better it use Feedback form review and evaluate o The Process – review each stage of the ADDIE process – was it successful/not? o training outcome – use scenario-based assessments to check if learner met the learning objective ▪ impacts the future project ▪ might have to reiterate
Other models based on ADDIE: 1) Dick and Carey 2) Kemp 3) Backwards – work with the end in mind. Identify desired results, plan evaluations and assessments to meet those results, create learning activities
SAM Preparation
Prepare >> Design >> Develop >> Rollout Is fast (agile), iterative and Collaborative Iterative : repeat to look for errors, improve before moving to the next stage -
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Design
Gather info o Conduct interviews o Job shadow the rep o Have open conversations about their findings o Talk about expectations, goals and brainstorm ideas for content Have a collaborative conversation with the team for goals and objectives
Design, develop prototype, review, incorporate feedback Repeat 3 times - Have interactive training programs - Outline the structure of the training o Product training o Knowledge based training o SW training o Customer-based scenario exercises - Prototype - Review prototype - Incorporate changes
Develop
Implement, review, incorporate feedback, implement Repeat 3 times - Develop the training - Test - Get feedback, incorporate feedback and develop training
Rollout
Training is implemented
Rapid Prototyping -
Same as ADDIE but skips/merges many phases to create a fast-paced model. Used when quick roll-out is required. Phases need not be formal, reuse existing material/content to test training quickly. Examples o Instead of sending out a formal survey, use phone interview with your audience. o Reuse feedback forms/graphics o Adapt exercises/assessments from other trainings to fit your current project o Use templates
Gradual Release Model -
Is common in K20 education Main idea: shift responsibility from teacher to student in 4 stages
Activity I do
Type of training Focused lesson
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We do
Guided instruction
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You do Collaborative learning it together
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Teacher demonstrates here Cover the process, actions, reasoning – this gives the students the context o what, why, how ▪ what- skill/task ▪ why - purpose ▪ when – time/situation ▪ how – actions o mention errors to avoid example: demo video teacher o gives prompts o ask questions o facilitate discussion o lead students through the tasks to increase their understanding o focus on specific needs of each students as they guide them through instruction this is the first step to transferring responsibility to the student depending on the mastery level of the skill displayed by the student, teacher groups students so that they are working with others at the same level in the next stage. Examples: role-play scenarios Group of students will complete assignments Each team member will have unique responsibilities. This is the next stage of transfer of responsibility as each student is accountable for their participation. After completing the task, each group should do their own reflection on the process and on themselves to evaluate what went wrong and what could be better.
You do it alone
Independent work
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After completing and reviewing the group assignment, the group uses what they have learnt. Example: group works on scenario activities Students practice application of tasks by doing assignments that reflect the lesson content. Teacher only needs to observe Final assessment is given to test if students have met desired outcome. Examples: scenario examples, final assessment Teacher will compare final assessment with LO and make improvements accordingly
The 4 stages are linear but the students may need to move back and forth as they master their skills. The GRM is a way for students to become responsible for their learning/to master a skill or task by taking on more individual work. To prepare for this type of training, you should o Analyze your students o Build performance obj o Build Lessons, Activities and assessments to meet those objectives Teacher’s work: o Provide individual level of instruction o Monitor student’s progress o Give guidance whenever necessary As you move through the Guided instruction >> Collaborative stages, it is important to be flexible and responsive to the students’ needs because they may need to move back and forth between these stages to master the skill