Instructional Design Models

Instructional models help designers and learners make sense of instruction. Models offer users a way to comprehend a problem or situation with more ease, It gives structure and meaning to the instructional problem, allowing the designer and learner with tools to help visualize the problem, to break it down into discrete, manageable units. The value of each model is determined within the context and purpose of use. It therefore assumes a specific intention of its user. Therefore, it should be judged by how it mediates the instructional design, and how effectively it shifts focus away from itself toward the object of the design activity.

Taxonomy of Instructional Design (ID) Models

Classroom Orientation ID Models:

Used primarily by teachers in classrooms using the principle that their role is to teach, and that their students require some form of instruction. Examples include:

• Gerlach and Ely
• Kemp, Morrison and Ross
• Heinich, Molenda, Russell and Smaldino (ASSURE)

Product Orientation Instructional Design Models:

Modes assume that the amount of product to be developed will be several hours, or perhaps several days, in length. It is assumed that the time needed for front-end analysis varies but that a technically sophisticated product will be produced. Users sometimes do not have have contact with the developers. This is common in educational software development and corporate and business environment. Features include:

• Assumption that an instructional product is needed.
• Assumption that something will be produced, rather than selected or modified from existing resources.
• Emphasis on tryout and revision phases
• Assumption that the product is usable by various designers and managers of instruction

Examples include:

• Van Patten
• Leshin, Pollock and Reigeluth
• Bergman and Moore
• Rapid Prototyping (Tripp and Bichelmeyer)

System Orientation Instructional Design (ID) Models:

Models assume that a large amount of instruction for example a whole course or curriculum, will be developed, substantial resources are available, and a team with work on the design and development. The model takes into account original or existing resources and the technological sophistication of the delivery system. The front-end analysis, tryout, and revision is often quite high given the potentially high number of end-users and serve a wider environment. Examples include:

• Instructional Development Institute (IDI)
• Interservices Procedures for Instructional Systems Development (IPISD)
• Smith and Ragan
• Dick and Carey

References

Instructional Design Models

Survey of Instructional Development Models. ERIC Digest