ENGLISH Módulo 5 ETEG 500

Models Applied to Instructional Design ETEG 500 Module 5

What is an Instructional Design Model? They are guides or strategies that instructors use in the teaching and learning process. They constitute an important basis on which instruction is produced in a systematic way and based on theories of learning.

Foundational Elements of Instructional Design Learner Analysis Determination of Goals and Objectives Design and Implementation of Instruction Evaluation

Learning Acquiring Theory and knowledge Instructional and skills Design Applying learning theories to improve process Paradigms to structure the learning process

Instructional Design Models ▪ Assure ▪ Kemp ▪ Dick and Carey ▪ Jonassen ▪ Gerlach y Ely ▪ ADDIE

ASSURE Constructivist Model Student Establish Selection of Analysis Objectives instructional Apply and methods, implement means, and means and materials materials Require student Evaluation and participation revision

Jerrold Kemp Cognitive Model The model is systemic and non-linear, and the theory that supports it is cognitivism. It is a continuous cycle that requires: Constant Planning evaluation To assure Design successful implementation Develop -ment

Jerold Kemp’s Model is based on: Student needs Student goals (Kemp, 1985) Priorities and limitations Includes formative and summative assessments

Dick and Carey Instructional Model It is important In the Dick and Carey model there is another to know that phase similar to this, the Review Instruction formative phase; the difference between the two phases is evaluation can that, in the Instructional Review phase, a take place in summary and analysis is made based on the data any or all collected in the formative evaluation phase, the phases of the validity of the instructional analysis, the model. behaviors are re-examined input, objectives, and finally revisions are incorporated to make instruction more effective.

The Phases or Steps of The Dick and Carey Model 1. Identify the instructional goals. In the first step, identify what you want the student to do once they have completed the instruction.

The Phases or Steps in The Dick and Carey Model 2. Make a Skills Analysis In this phase the designer identifies those skills that must be taught to achieve the instructional goal. In this process, an outline is obtained in the form of a flowchart presenting the skills and the relationships between them.

The Phases or Steps in The Dick and Carey Model 3. Identify entry level skills and characteristics. Students must master certain skills in order to learn the new skills that will be taught in the program. These skills were mastered by the student from a previous learning opportunity.

The Phases or Steps in The Dick and Carey Model 4. Redact Learning Objectives The Instructional Designer will write specific prompts of what students will be able to do when instruction is complete. Generally speaking, the goal is a specific statement of what the student is expected to master or learn upon completion of instruction.

The Phases or Steps in The Dick and Carey Model 5. Creation of methods of assessment. At this stage, criteria are developed that will measure the student's ability to achieve what was described in the objectives. In other words, tests and assessments are developed that measure what was stated in the objectives.

The Phases or Steps in The Dick and Carey Model 6. Elaborate Instructional Strategies. In this step, the strategies that will be used to carry out the instruction are identified and the means to be used are determined. Strategies include activities such as: conferences, cooperative learning, guided practice, and others.

The Phases or Steps in The Dick and Carey Model 7. Preparation and selection of instruction In this phase, the instructional strategy is used to produce the instruction. This includes: the student manual, instructional materials, tests, and instructor's guide, among others. If no materials are produced, then they can be purchased after being evaluated. The materials purchased must meet the needs of the population to be impacted.

The Phases or Steps in The Dick and Carey Model 8. Design and development of formative evaluation Once the instruction is finished, the data must be collected to improve the course. The designer conducts what is known as: one-to-one evaluation, small group evaluation, and field evaluation. Each type of evaluation provides the designer with valuable information to improve instruction. Formative assessment can also be applied to instructional materials and classroom instruction.

The Phases or Steps in The Dick and Carey Model 9. Design and development of the summative evaluation Here we examine the value or merits of the instruction produced. It is a final phase where the instruction has already been reviewed and entails a decision being made: It is discarded, improved and implemented again.

Model for the design of Constructivist Learning Environments (Jonassen, 1999) This model is used for the design of Constructivist Learning Environments that emphasize the role of the apprentice in the construction of knowledge (learning by doing).

Model for the design of Constructivist Learning Environments (Jonassen, 1999) • Questions / cases / problems / projects • Context of the problem • Problem representation / simulation • Problem manipulation space • Related cases • Information Resources • Cognitive tools • Conversation / collaboration tools • Social / Context Support

Behaviorist-Cognitivist Model of Gerlach and Ely The structure of learning is based To determine the strategy, the on steps. The objectives must be teacher decides how to use the specific and the evaluation must information, determines the be based on the specific topic to materials and defines the role of the be discussed. (Gerlach and Ely, student. 1980). The success of the teaching-learning According to this model, the process is measured by the objectives must include the observable and measurable changes conditions under which the that occur in students. behavior occurs, as well as the This model groups together principles criteria to classify it as of behaviorism and cognitivism. acceptable.



The ADDIE Model It incorporates 5 basic steps or phases that constitute the basis of the Instructional Design process. The five steps are: • Analysis • Design • Development • Implementation • Assessment of learning materials

The ADDIE Model

ADDIE Model Analysis The Analysis phase is the basis for the rest of the Instructional Design phases. During this phase, the problem must be defined, the source of the problem identified and possible solutions determined. The phase may include specific research techniques such as needs analysis, job analysis, and task analysis. The results of this phase often include educational goals and a list of tasks to complete. These results (outputs) will be the inputs for the design phase.

ADDIE Model Design The Design phase involves using the results of the Analysis phase to plan a strategy for instructional development. During this phase, you must outline how to achieve the educational goals determined during the Analysis phase and expand the educational foundations.

ADDIE Model Development The Development phase is structured on the basis of the Analysis and Design phases. The purpose of this phase is to generate lesson plans and lesson materials. During this phase the instruction will be developed, all the means that will be used in the instruction and any supporting documents. This can include hardware (eg, simulation equipment) and software (eg, computer-based instruction, modules).

ADDIE Model Implementation The Implementation phase refers to the actual delivery of instruction, whether classroom-based, laboratory-based, or computer-based. The purpose of this phase is the effective and efficient delivery of instruction. This phase should promote student understanding of the material, support student mastery of objectives, and ensure the transfer of student knowledge from the educational context to the job.

ADDIE Model Evaluation This phase measures the effectiveness and efficiency of instruction. Assessment must be present throughout the instructional design process - within phases, between phases, and after implementation. The Assessment can be formative or summative.

ADDIE Model Formative Evaluation It is done during and between phases. The purpose of this type of evaluation is to improve instruction before implementing the instruction the next time.

ADDIE Model Summative Evaluation It usually occurs after the final version is implemented. This type of assessment determines the total effectiveness of instruction. Summative assessment information is often used to make instructional decisions such as purchasing an educational package or continuing with instruction.

Instructional Designer The professional who analyzes and visualizes the structural elements of the training program, providing the optimal solutions and strategies to each training process. He is a person trained in the field of education (pedagogy), the psychology of learning, psychopedagogy, virtual teaching environments, distance learning and collaborative environments.

References Góngora, P. Y., Martínez, L., Olga, L. (2012). From instructional design to learning design with application of technologies. Teoría de la Educación, pp. 342-360. Spain: Salamanca University http://www.redalyc.org/pdf/2010/201024652016.pdf ISSN: 1138-973 Smaldino (2005). Instructional technology and media for learning. (8va.ed). New Jersey: Pearson. ISBN: 0-13-13682-8.

References Villar, M. (2010). A systematic model for instructional design: The Dick and Carey model. Yukavetsky, G. J. (2008). ¿What is instructional design? https://ticsunermb.wordpress.com/2008/04/08/%C2%BFque-es- el-diseno-instruccional-por-gloria-j-yukavetsky/

Congratulations you have reviewed the theoretical summary of this week's topic! Remember that to successfully build your learning, it is important that: Review as many times as required the information contained in the module folder (include this presentation). Read the reference material for clarification. Perform all activities as instructed. Send the assignments on the date indicated through the educational platform. Participate actively in the collaborative sessions.