Instructional+Design+Model




 * // What is instructional design and why would I use it to create audio and video instructional modules? //**

** FIELD OF INSTRUCTIONAL DESIGN **

The field of instructional design as a evolving field as we continue to study the process of learning, the field of teaching, and instruction. With the new levels of accountability, techers are asked to prove that students are learning. Educational technology is one tool teachers can used to enhance and improve student learning. However, a teacher cannot just place students in front of the computer and hope they will learn. Strategic planning about take place to determine the subject matter, learning outcomes, tools, and the most effective method of instruction for the class and each student.

Instructional Designers those before them are paving the way for teachers to apply a design to their method of teaching. The model systems consist of specific steps a user can follow to assist them with a systematic method to design instructional materials.

** LEARNING APPROACH VIEW **

I teach computer skills and I often have to come with alternate methods, scenarios, and ways to help students learn the new information. I often work with adults who are returning to college. I probably use the Constructivism and Behaviorism method more. I believe that the students come with their own experiences and ideology about school, learning, teachers, grades, and the way they want to be taught.

I have to take this into consideration as I begin to plan the teaching method and their assignment. In addition a student must practice their computer skills. So their Behaviors must change to adapt to or learn the new skills. I demonstrate the skills and students practice them. To reinforce the behavior, students complete many or their assignments using the Supplemental software. As each lesson is introduced, students have to remember what they have learned previously in the class and apply it to the next lesson. Students are taught to follow the steps over and over again. Because the more the students practice, the more they learn the skill(s) and will be able to perform them later.

Students with at least some knowledge of computers can their past experiences into the learning situation and this helps them reinforce what they are learning or has learned.


 * INSTRUCTIONAL DESIGN MODEL **

Earlier, I stated I was going to use the ADDIE Model, but I learned this tool was heavily used for multimedia content for many years. Some of the weakness involves:

Seven Common Weaknesses of the ADDIE Process
1.) Typical processes require unrealistically comprehensive up-front analysis Most teams respond by doing very little at all and fail to access critical elements 2.) Ignores some political realities. Opportunities are misses, vital resources aren't made available, support is lacking, and targets shift. 3.) Storyboards are ineffective tools for creating, communicating and evaluating design alternatives. Poor designs aren't recognized as such until too late. 4.) Detailed processes become so set that creativity becomes a nuisance. 5.) No accommodation for dealing with faults or good ideas throughput the process. 6.) Learning programs are designed to meet criteria that are measured (schedule, cost, throughout) and fail to focus on identifying behavioral changes. 7.) Posttests provide little useful information to assist in improving instruction From Rapid Interactive Design for E-Learning Certificate Program © 2007 Allen Interaction

I am changing models to the Dick and Carey Model. We are preparing for SACs Accreditation in 2011 and we have to complete Assessment Reports. I really like the Analysis of the ADDIE approach, but I really need to identify my instructional goals and be able to assess these goals at the end.

** MODELS **

Add a diagram that portrays your model and then add a chart that compares the model you are going to use to other models. For my example I compared Dick and Carey to ADDIE. You can choose others for comparison.



Basically, I thought about using the Organizational Elements Model (OEM) because I understand input and output. This model designed to establish the end results. Because of the assessment component built into the Dick and Carey Model, I need to be able to assess any tool that I used when I teach.

** COMPARISON OF DICK AND CAREY VS. ORGANIZATIONAL ELEMENTS MODEL (OEM) **

Conduct Instructional Analysis Identify Entry Behaviors ||   MEANS   ||  Inputs (raw materials)  || Develop and Select Instructional Materials ||^  ||  Products (learner/instructor accomplishments  || Develop and Conduct Summative Evaluation ||^   ||  Outcomes (effects in and for society)  ||
 * Identify Instructional Goals
 * Write Performance Objectives ||^   ||  Processes (how-to-do-its)  ||
 * Develop Criterion-Referenced Test Items ||  ENDS   ||  Outputs (learner/instructor accomplishments)  ||
 * Develop Instructional Strategy
 * Develop and Conduct Formative Evaluation

The Dick and Carey Model have more clearly defined steps a person can use to begin analyzing their instruction materials and methods. The OEM method is simpler, but I like the idea of breaking down the steps into small pieces. This helps you to look at the task in a variety of ways.

One of my tasks is to create a podcast.

Use Articulate to create audio presentations with PowerPoint Create screenshots using Jing or Camtasia or other software ||
 * ** Dick and Carey ** || ** Teaching with Technology ** || ** Developing ** ** Audio, Video, Pod Casts, And Presentations To Explain ** ** Instructional Materials Podcast ** ||
 * Identify Instructional Goals ||  To create audio, video, pod casts, and presentations to explain administrative office technology systems and procedures.  ||  To design audio and visual learning modules  ||
 * Conduct Instructional Analysis || Conduct a survey to learn each student’s learning style and ability to use the technology  ||  Student will complete an online learning styles inventory. Results will be recorded.  ||
 * Identify Entry Behaviors ||  What skills do learners need to know to operate the telephone? What equipment will a student need in order to use the technology?  ||  Take a small pre-test to assess student knowledge  ||
 * Write Performance Objectives ||  What skills should students be able to perform after they view the podcasts?  ||  Create at least two learning outcomes for each topic.  ||
 * Develop Criterion-Referenced Test Items || Align the instructional analysis tools and performance objective to see if the students using the technology are learning  ||  Students will complete quizzes to assess their knowledge of the concepts and terms  ||
 * Develop Instructional Strategy ||  Take the performance objectives and the course content to design how to teach the material.  ||  Create podcasts
 * Develop and Select Instructional Materials || Take the performance objectives and the course content to design the instructional materials.  ||   ||
 * Develop and Conduct Formative Evaluation || At the end, students are again assessed to see what they have learned.  ||  Students will complete a mid-term and end of course evaluation.  ||
 * Develop and Conduct Summative Evaluation || Did the technology help the students formulate a total picture of the subject matter?  ||  Students will complete a mid-term and end of course evaluation.  ||