# data[].attributes.headline
Instructional Design Models and Theories History

# data[].attributes.subject
Instructional Design Models and Theories History

# data[].attributes.body
Merrill's First Principles of Instruction

"Many current instructional design models suggest that the most effective learning environments are those that are problem-based and involve the student in four distinct phases of learning: (1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration or these skills into real world activities. Figure 2 below illustrates these five ideas. Much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning."

Merrill's First Principles of Instruction

Bloom's Taxonomy

"In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

Bloom's Taxonomy

Kemp's Instructional Design Model

"The Jerold Kemp instructional design method and model defines nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model. Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff). The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning. According to McGriff, Kemp identifies nine key elements:

1. Identify instructional problems, and specify goals for designing an instructional program.

2. Examine learner characteristics that should receive attention during planning.

3. Identify subject content, and analyze task components related to stated goals and purposes.

4. State instructional objectives for the learner. Sequence content within each instructional unit for logical learning.

5. Design instructional strategies so that each learner can master the objectives.

6. Plan the instructional message and delivery.

7. Develop evaluation instruments to assess objectives.

8. Select resources to support instruction and learning activities." Source: www.edutechwiki.unige.ch

Kemp Instructional Design Model

Kirkpatrick's Four Levels of Training Evaluation

"The Kirkpatrick Model is the worldwide standard for evaluating the effectiveness of training. It considers the value of any type of training, formal or informal, across four levels.

Level 1 Reaction evaluates how participants respond to the training.

Level 2 Learning measures if they actually learned the material.

Level 3 Behavior considers if they are using what they learned on the job.

Level 4 Results evaluates if the training positively impacted the organization.

​

Created by Dr. Don Kirkpatrick in the 1950s, the model is applied before, during and after training to both maximize and demonstrate training's value to the organization." Source: http://www.kirkpatrickpartners.com

Kirkpatrick's Four Levels of Training Evaluation

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate." Source: www.en.wikipedia.org

"During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. The new taxonomy includes a higher level cognitive performance titled 'Create.'" Source: www.celt.iastate.edu/

At the top level the instructional design prescriptions based on first principles are as follows:

Learning is facilitated when learners are engaged in solving real-world problems.

Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.

Learning is facilitated when new knowledge is demonstrated to the learner.

Learning is facilitated when new knowledge is applied by the learner

Learning is facilitated when new knowledge is integrated into the learner's world." Source: www.mdavidmerrill.com

# data[].attributes.body
While other models are aimed at specific learning processes, such as van Merriënboer's 4C/ID model, which is used when the learners must master complex problem solving. Cognitive Task Analysis is even more specific — it is used to analyze tasks that are largely covert and nonprocedural in nature.

# data[].attributes.body
he Individualized Instruction Theory revolves around the individual and how they learn. If you are learning something and catch on quickly, you can keep going. However, if you are not connecting with the material, the theory allows you to go at your own pace. It also accounts for learners who respond better to different learning preferences.

Individualized Instruction centers on 4 key principles:

Learners should be able to complete the work autonomously. As a result, they have the opportunity to focus on their own strengths and areas for improvement.

Each lesson should be followed by an assessment to gauge learner progress.

Written learning materials are preferred over presentations.

Facilitators support learners and add a level of social interactivity to the experience.

# data[].attributes.body
The Kemp Design Model consists of 9 steps:

1. Identify instructional problems, and specify goals for designing an instructional program.
2. Examine learner characteristics that should receive attention during planning.
3. Identify subject content, and analyze task components related to stated goals and purposes.
4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for logical learning.
6. Design instructional strategies so that each learner can master the objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.

Link ; http://www.instructionaldesign.org/models/kemp_model.html

# data[].attributes.headline
The Instructional Design Models and Theories Journey

# data[].attributes.subject
The Instructional Design Models and Theories Journey

# data[].attributes.body
Our journey starts from the beginning of the 20th century, and includes, inter alia, the famous Pavlovian Conditioning and Skinner’s Operant Conditional Theory, continues through the mid 50s and the first time computers were used in learning environments, the influential Problem-Based Learning inspired by Howard Barrows in the 60s, David Merrill’s Component Display Theory, the Cognitive Flexibility Theory in the late 1980s that aims to develop the learner’s ability to comprehend multidimensional situations, the introduction of multimedia and CD-ROMs in educational environments in the 90s, to the development of WebQuest in 1995, and the launch of the Authentic Learning Model in the late 2000s by Marilyn Lombardi.

Instructional Design Models and Theories History*

1. 1903 - Ivan Pavlov discovers Classical Conditioning Theory, while conducting research on the digestive system of dogs.

2. 1910 - Thorndike introduces its Laws and Connectionism Theory, which are based on the Active Learning Principles.

3. 1922 - Max Wertheimer, Kurt Koffka and Wolfgang Köhler introduce Gestalt Psychology.

4. 1932 - Psychologist Frederic Bartlett proposes the Schema Theory.

5. 1937 - B.F. Skinner introduces the Operant Conditioning Theory.

6. 1937 - May and Doob publish Competition and Cooperation, where the Cooperative and Collaborative Learning Theory is launched, discussed and analyzed.

7. 1950s - The Information Processing Theory emerges.

8. 1950s - Computer-based Instruction is used in educational and training environments.

9. 1954 - Skinner introduces the Programmed Instruction Educational Model.

10. 1960s - The Inquiry-based Learning Model is developed, based on constructivist learning theories.

11. 1961 - Jerome Bruner introduces the Discovery Learning Model.

12. 1960s - Howard Barrows introduces Problem-based Learning (PBL) in the medical education program at McMaster University in Canada.

13. 1963 - David Ausubel publishes his findings on the Subsumption Theory.

14. 1962 - The Keller Plan revolves around the Individualized Instruction Model and is used in educational environments throughout the United States.

15. 1971 - Allan Paivio hypothesized about the Dual Coding Theory; a theory of cognition.

16. 1974 - Merlin Wittrock publishes the Generative Learning Theory.

17. 1978- Vygotsky’s Sociocultural Learning Theory influences the West.

18. 1979 - Charles Reigeluth introduces the Elaboration Theory.

19. 1980 - Reginald Revans introduces the Action Learning Model.

20. 1983 - David Merrill introduces the Component Display Theory and Instructional Model.

21. 1983 - J. M. Keller's ARCS Model of Motivation is published.

22. 1988 - Spiro, Feltovich, and Coulson introduce their Cognitive Flexibility Theory.

23. 1989 - Brown, Collins, Duguid and Newman introduce their Situated Cognition Theory and the Cognitive Apprenticeship Model.

24. 1990 - The Cognition & Technology Group at Vanderbilt University develops the Anchored InstructionEducational Model.

25. 1990s - Multimedia and CD-ROMs are introduced in educational environments.

26. 1991 - Lave and Wenger introduce the Communities of Practice Model and the Situated Learning Theory in "Situated learning: legitimate peripheral participation".

27. 1991 - Hudspeth and Knirk publish the case-based Learning Model in Performance Improvement Quarterly.

28. 1992 - Roger C. Schank releases a technical report, introducing the Goal-based Scenario Model.

29. 1993 - The first Computer-supported Intentional Learning Environments (CSILEs) prototype is used in a university setting.

30. 1995 - Saltzberg and Polyson publish Distributed Learning on the World Wide Web, which outlines the Distributed Learning Model.

31. 1995 - Dodge and March develop WebQuest.

32. 1996 - Professor Joseph R. Codde publishes a report that outlines Contract Learning.

33. 2007 - M. Lombardi publishes a report, outlining the Authentic Learning Model.

Source: https://elearningindustry.com/instructional-design-models-and-theories

By: Christoforos Pappas

(December 3, 2013)

# data[].attributes.attachment_link.description
View industry standard instructional design models, learning theory, methods, learning strategies, & instructional design principles such as the ADDIE model.

# data[].attributes.body
Kemp Instructional Design Model (also referred to as the “Morrison, Ross, and Kemp Model”), and also seeks to offer insight into some of the potential advantages of utilizing this framework. Incorporating a variety of approaches from a multiplicity of disciplines (Morrison et al., 2010), this model represents an innovative approach to instructional design by virtue of its non-linear structure, and the interrelated nature of its components.

# data[].attributes.body
Which is used when the learners must master complex problem solving.

# data[].attributes.body
In 1956, Benjamin Bloom created a classification system of measurable verbs to describe and organize the different levels of cognitive learning. In 2001, the six dimensions were modified by Anderson and Krathwohl and are known as the "Revised Taxonomy."

The graphic above shows the original (left) and revised (right) Taxonomy. As you can see, there's a new category at the top (Creating), three categories were renamed, and the categories are expressed as verbs instead than nouns.

The taxonomy pushes the learners past the lower steps of learning (of knowledge and remembering) and into the domain of deeper understanding, reflection, and application of knowledge to develop a learner’s individual process of solving problems.  It is a great way for establishing learning objectives that engage learners with the content and ingraining new knowledge and concepts.

# data[].attributes.body
1. A well-known model

2. Flexible
3. Adaptable

CONS OF ID MODEL

1. 1. Time consuming

2. 2. Costly

3. 3. Mostly linear; requires designer to follow each step in order

SOURCE:
https://mir-s3-cdn-cf.behance.net/project_modules/max_1200/66592f52839441.591e2ba1ae911.jpg

# data[].attributes.body
"SAM is a different approach to the development of instructional design products that addresses the performance need through iterations, repeated small steps, rather than with perfectly executed giant steps. SAM challenges the notion of moving through a linear process (like ADDIE) from Analysis to Evaluation as an effective strategy for designing learning events intending to produce greater performance. SAM addresses the roadblocks we all face (product quality, meeting timelines and budgets, and managing SMEs). Most importantly, SAM is an agile e-learning development process built specifically for the creation of performance-driven learning. Below are the core phases:

Preparation:

Instead of starting with a long, drawn-out evaluation of the existing or “needed” content, SAM starts with the preparation phase—where you gather information and get all the background knowledge. This is intended to be a very quick phase.

Iterative Design:

This phase begins with the Savvy Start, the initial collaborative brainstorming meeting that establishes the foundation for a successful project. The Savvy Start focuses primarily on performance and will serve as the project kickoff meeting and the main environment for all project team members to converse. Throughout the Savvy Start and the Iterative Design Phase, your team will be rotating through design, prototype, and review.

Iterative Development:

Much like the Iterative Design Phase, in the Iterative Development Phase your team will rotate through development, implementation, and evaluation. You’ll start with your design proof, moving to Alpha and Beta, before finally rolling out the Gold. As the instructional product is being developed, you continually analyze and evaluate, so that at any point if a change needs to occur, it can happen quickly and limit any risk of the project moving out of budget or time.

Source: www.alleninteractions.com
https://www.instructionaldesigncentral.com/instructionaldesignmodels

Diagram:
Creator: Allen Interactions

# data[].attributes.body
Source: http://blog.cathy-moore.com/action-mapping-a-visual-approach-to-training-design/

Action mapping: A visual approach to training design

Action mapping is a streamlined process to design training in the business world. Its goal is to help designers:

Commit to measurably improving the performance of the business

Identify the best solution to the performance problem

When training is necessary, create challenging simulations, not information presentations

Some advantages of action mapping

Action mapping is being used by businesses and governmental organizations around the world. Happy action mappers have told me that the main advantages are:

The stakeholders “get it” right away — it’s an intuitive process and the benefits are easy to see.

Subject matter experts who are included in the process are less likely to add extraneous information.

The resulting training is likely to be rich with scenarios, which learners often prefer over information presentations.

# data[].attributes.headline
Backward DesignThe idea of Backward Design comes from Wiggins & McTighe and suggests that learning experiences should be planned with the final assessment in mindOne starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform' (Wiggins and McTighe, 2000, page 8)By beginning with the end in mind, teachers are able to avoid the common problem of planning forward from unit to another, only to find that in the end some students are prepared for the final assessment and others are not.There are three stages to backward design:Stage 1: Identify Desired ResultsStage 2: Determine Acceptable Evidence of LearningStage 3: Design Learning Experiences & Instruction

# data[].attributes.subject
Backward DesignThe idea of Backward Design comes from Wiggins & McTighe and suggests that learning experiences should be planned with the final assessment in mindOne starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform' (Wiggins and McTighe, 2000, page 8)By beginning with the end in mind, teachers are able to avoid the common problem of planning forward from unit to another, only to find that in the end some students are prepared for the final assessment and others are not.There are three stages to backward design:Stage 1: Identify Desired ResultsStage 2: Determine Acceptable Evidence of LearningStage 3: Design Learning Experiences & Instruction

# data[].attributes.body
http://www.instructionaldesign.org/models/backward_design.html

# data[].attributes.attachment_link.description
What is backward design? A framework to assist teachers in designing or redesigning teaching materials to enhance learning understanding.

# data[].attributes.body
Kemp Instructional Design Model (also referred to as the “Morrison, Ross, and Kemp Model”).

Brief explanation:

# data[].attributes.headline
Component Display Theory (David Merrill)

# data[].attributes.subject
Component Display Theory (David Merrill)

# data[].attributes.body
- classifies learning along two dimensions: content (facts, concepts, procedures, and principles) and performance (remembering, using, generalities)
- specifies four primary presentation forms: rules (expository presentation of a generality), examples (expository presentation of instances), recall (inquisitory generality) and practice (inquisitory instance). Secondary presentation forms include: prerequisites, objectives, helps, mnemonics, and feedback.
- CDT framework is learner control
http://www.instructionaldesign.org/theories/component-display.html

# data[].attributes.headline
Kirkpatrick's Four Levels of Training Evaluation

# data[].attributes.subject
Kirkpatrick's Four Levels of Training Evaluation

# data[].attributes.body
instructional design method and model defines nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model. Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff). The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning

# data[].attributes.body
instructional design method and model defines nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model. Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff). The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning

# data[].attributes.headline
Instructional Design Models ADDIE ModelThe ADDIE Model was first created for the U.S. Military during the 1970s by Florida State University. ADDIE is an acronym for a five-phase course development process. The ADDIE model generally consists of five interrelated phases—Analysis, Design, Development, Implementation, and Evaluation. The ADDIE model represents a flexible guideline for building effective training and instructional materials. See each of the phases below: AnalysisIn the analysis phase of the ADDIE model the instructional problem is identified. The instructional goals, success metrics, and overall objectives are also established. Information regarding the learner such as the learning environment, preferences, demographics, and existing knowledge and skills are also identified during this phase. DesignThe design phase of the ADDIE model nails down learning objectives, instructional methods and activities, storyboards, content, subject matter knowledge, lesson outlines, and media assets.​DevelopmentThe development phase of the ADDIE model is where instructional designers develop the content and learning interactions outlined in the design phase. During this phase, content is written and graphics, audio, and photography are also produced and assembled.​ImplementationDuring the implementation part of the ADDIE model, the instructional designer delivers the content and materials to Learning Management Systems (LMS) or directly to the trainer for live training events. The instructional designer also provides training needed to trainers, facilitators, SME's or instructors. ​EvaluationDuring the evaluation phase of the ADDIE model, the instructional designer  determines what success will look like and how it will be measured. Often times, the evaluation consists of two phases: formative and summative. Formative evaluation is iterative and is done throughout the design and development processes. This occurs all throughout the ADDIE process. Summative evaluation consists of tests that are done after the training materials are delivered. The results from these test help to inform the instructional designer and stake holders on whether or not the training accomplished its original goals outlined in the analysis phase. Instructional design models help instructional designers to make sense of abstract learning theory and enable real world application. An instructional design model provides structure and meaning to an instructional design problem. Many of them have common instructional design principles and patterns. Below is a list of the most common instructional design models (including the ADDIE model) that are used to design learning experiences, courses, and instructional content. SAM Model"SAM is a different approach to the development of instructional design products that addresses the performance need through iterations, repeated small steps, rather than with perfectly executed giant steps. SAM challenges the notion of moving through a linear process (like ADDIE) from Analysis to Evaluation as an effective strategy for designing learning events intending to produce greater performance. SAM addresses the roadblocks we all face (product quality, meeting timelines and budgets, and managing SMEs). Most importantly, SAM is an agile e-learning development process built specifically for the creation of performance-driven learning. Below are the core phases: Preparation:Instead of starting with a long, drawn-out evaluation of the existing or “needed” content, SAM starts with the preparation phase—where you gather information and get all the background knowledge. This is intended to be a very quick phase. Iterative Design:This phase begins with the Savvy Start, the initial collaborative brainstorming meeting that establishes the foundation for a successful project. The Savvy Start focuses primarily on performance and will serve as the project kickoff meeting and the main environment for all project team members to converse. Throughout the Savvy Start and the Iterative Design Phase, your team will be rotating through design, prototype, and review. Iterative Development:Much like the Iterative Design Phase, in the Iterative Development Phase your team will rotate through development, implementation, and evaluation. You’ll start with your design proof, moving to Alpha and Beta, before finally rolling out the Gold. As the instructional product is being developed, you continually analyze and evaluate, so that at any point if a change needs to occur, it can happen quickly and limit any risk of the project moving out of budget or time." Source: www.alleninteractions.comADDIE ModelSAM ModelADDIE ModelSAM Instructional Design ModelAction Mapping"Action Mapping is a quick, effective, and visual way to design compelling learning experiences for instructional products including eLearning, simulations, and in person training events. It is called action mapping because it helps change what people do, not just what they know. It helps to design action-packed materials that are 100% dedicated to improving business performance. Additionally, it can keep stakeholders from adding extraneous information." Source: www.blog.cathy-moore.com Action Mapping Learning StrategyCathy Moore's Action MappingDick and Carey Model"Another well-known instructional design model is The Dick and Carey Systems Approach Model.  The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes".  The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows: Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task Analyze Learners and Contexts: Identify general characteristics of the target audience including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings. Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of an objective that describes the criteria that will be used to judge the learner's performance. Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practice items/practice problems Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment Develop and Select Instructional Materials Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need of improvement. Revise Instruction: To identify poor test items and to identify poor instruction Design and Conduct Summative Evaluation With this model, components are executed iteratively and in parallel rather than linearly." Source: http://en.wikipedia.org Dick and Carey ModelDick & Carey Instructional Design ModelGagné's 9 Events of Instruction"Robert Gagné is considered to be the foremost contributor to the systematic approach to instructional design and training. Gagne and his followers are known as behaviorists, and their focus is on the outcomes (or behaviors) resulting from training. Gagné's book, The Conditions of Learning, identified the mental conditions for learning. Gagné created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. See the nine events of instruction below: Source: www.edutechwiki.unige.chGagne's 9 Events of Instruction Learning TheoriesGagné's 9 Events of InstructionMerrill's First Principles of Instruction"Many current instructional design models suggest that the most effective learning environments are those that are problem-based and involve the student in four distinct phases of learning: (1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration or these skills into real world activities. Figure 2 below illustrates these five ideas. Much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning."Merrill's First Principles of InstructionMerril's First Principles of Instructional Design Learning Theory Bloom's Taxonomy"In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.Bloom's Taxonomy Learning StrategiesBloom's TaxonomyKemp's Instructional Design Model

# data[].attributes.subject
Instructional Design Models ADDIE ModelThe ADDIE Model was first created for the U.S. Military during the 1970s by Florida State University. ADDIE is an acronym for a five-phase course development process. The ADDIE model generally consists of five interrelated phases—Analysis, Design, Development, Implementation, and Evaluation. The ADDIE model represents a flexible guideline for building effective training and instructional materials. See each of the phases below: AnalysisIn the analysis phase of the ADDIE model the instructional problem is identified. The instructional goals, success metrics, and overall objectives are also established. Information regarding the learner such as the learning environment, preferences, demographics, and existing knowledge and skills are also identified during this phase. DesignThe design phase of the ADDIE model nails down learning objectives, instructional methods and activities, storyboards, content, subject matter knowledge, lesson outlines, and media assets.​DevelopmentThe development phase of the ADDIE model is where instructional designers develop the content and learning interactions outlined in the design phase. During this phase, content is written and graphics, audio, and photography are also produced and assembled.​ImplementationDuring the implementation part of the ADDIE model, the instructional designer delivers the content and materials to Learning Management Systems (LMS) or directly to the trainer for live training events. The instructional designer also provides training needed to trainers, facilitators, SME's or instructors. ​EvaluationDuring the evaluation phase of the ADDIE model, the instructional designer  determines what success will look like and how it will be measured. Often times, the evaluation consists of two phases: formative and summative. Formative evaluation is iterative and is done throughout the design and development processes. This occurs all throughout the ADDIE process. Summative evaluation consists of tests that are done after the training materials are delivered. The results from these test help to inform the instructional designer and stake holders on whether or not the training accomplished its original goals outlined in the analysis phase. Instructional design models help instructional designers to make sense of abstract learning theory and enable real world application. An instructional design model provides structure and meaning to an instructional design problem. Many of them have common instructional design principles and patterns. Below is a list of the most common instructional design models (including the ADDIE model) that are used to design learning experiences, courses, and instructional content. SAM Model"SAM is a different approach to the development of instructional design products that addresses the performance need through iterations, repeated small steps, rather than with perfectly executed giant steps. SAM challenges the notion of moving through a linear process (like ADDIE) from Analysis to Evaluation as an effective strategy for designing learning events intending to produce greater performance. SAM addresses the roadblocks we all face (product quality, meeting timelines and budgets, and managing SMEs). Most importantly, SAM is an agile e-learning development process built specifically for the creation of performance-driven learning. Below are the core phases: Preparation:Instead of starting with a long, drawn-out evaluation of the existing or “needed” content, SAM starts with the preparation phase—where you gather information and get all the background knowledge. This is intended to be a very quick phase. Iterative Design:This phase begins with the Savvy Start, the initial collaborative brainstorming meeting that establishes the foundation for a successful project. The Savvy Start focuses primarily on performance and will serve as the project kickoff meeting and the main environment for all project team members to converse. Throughout the Savvy Start and the Iterative Design Phase, your team will be rotating through design, prototype, and review. Iterative Development:Much like the Iterative Design Phase, in the Iterative Development Phase your team will rotate through development, implementation, and evaluation. You’ll start with your design proof, moving to Alpha and Beta, before finally rolling out the Gold. As the instructional product is being developed, you continually analyze and evaluate, so that at any point if a change needs to occur, it can happen quickly and limit any risk of the project moving out of budget or time." Source: www.alleninteractions.comADDIE ModelSAM ModelADDIE ModelSAM Instructional Design ModelAction Mapping"Action Mapping is a quick, effective, and visual way to design compelling learning experiences for instructional products including eLearning, simulations, and in person training events. It is called action mapping because it helps change what people do, not just what they know. It helps to design action-packed materials that are 100% dedicated to improving business performance. Additionally, it can keep stakeholders from adding extraneous information." Source: www.blog.cathy-moore.com Action Mapping Learning StrategyCathy Moore's Action MappingDick and Carey Model"Another well-known instructional design model is The Dick and Carey Systems Approach Model.  The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes".  The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows: Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task Analyze Learners and Contexts: Identify general characteristics of the target audience including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings. Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of an objective that describes the criteria that will be used to judge the learner's performance. Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practice items/practice problems Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment Develop and Select Instructional Materials Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need of improvement. Revise Instruction: To identify poor test items and to identify poor instruction Design and Conduct Summative Evaluation With this model, components are executed iteratively and in parallel rather than linearly." Source: http://en.wikipedia.org Dick and Carey ModelDick & Carey Instructional Design ModelGagné's 9 Events of Instruction"Robert Gagné is considered to be the foremost contributor to the systematic approach to instructional design and training. Gagne and his followers are known as behaviorists, and their focus is on the outcomes (or behaviors) resulting from training. Gagné's book, The Conditions of Learning, identified the mental conditions for learning. Gagné created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. See the nine events of instruction below: Source: www.edutechwiki.unige.chGagne's 9 Events of Instruction Learning TheoriesGagné's 9 Events of InstructionMerrill's First Principles of Instruction"Many current instructional design models suggest that the most effective learning environments are those that are problem-based and involve the student in four distinct phases of learning: (1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration or these skills into real world activities. Figure 2 below illustrates these five ideas. Much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning."Merrill's First Principles of InstructionMerril's First Principles of Instructional Design Learning Theory Bloom's Taxonomy"In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.Bloom's Taxonomy Learning StrategiesBloom's TaxonomyKemp's Instructional Design Model

# data[].attributes.body
instructional design method and model defines nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model. Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff). The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning

# data[].attributes.body
instructional design method and model defines nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model. Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff). The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning

# data[].attributes.headline
Kirkpatrick's Four Levels of Training Evaluation"The Kirkpatrick Model is the worldwide standard for evaluating the effectiveness of training. It considers the value of any type of training, formal or informal, across four levels. Level 1 Reaction evaluates how participants respond to the training.Level 2 Learning measures if they actually learned the material.Level 3 Behavior considers if they are using what they learned on the job.Level 4 Results evaluates if the training positively impacted the organization.​Created by Dr. Don Kirkpatrick in the 1950s, the model is applied before, during and after training to both maximize and demonstrate training's value to the organization." Source: http://www.kirkpatrickpartners.com  Kirkpatrick's Four Levels of Training Evaluation

# data[].attributes.subject
Kirkpatrick's Four Levels of Training Evaluation"The Kirkpatrick Model is the worldwide standard for evaluating the effectiveness of training. It considers the value of any type of training, formal or informal, across four levels. Level 1 Reaction evaluates how participants respond to the training.Level 2 Learning measures if they actually learned the material.Level 3 Behavior considers if they are using what they learned on the job.Level 4 Results evaluates if the training positively impacted the organization.​Created by Dr. Don Kirkpatrick in the 1950s, the model is applied before, during and after training to both maximize and demonstrate training's value to the organization." Source: http://www.kirkpatrickpartners.com  Kirkpatrick's Four Levels of Training Evaluation

# data[].attributes.body
SAM Model

"SAM is a different approach to the development of instructional design products that addresses the performance need through iterations, repeated small steps, rather than with perfectly executed giant steps. SAM challenges the notion of moving through a linear process (like ADDIE) from Analysis to Evaluation as an effective strategy for designing learning events intending to produce greater performance. SAM addresses the roadblocks we all face (product quality, meeting timelines and budgets, and managing SMEs). Most importantly, SAM is an agile e-learning development process built specifically for the creation of performance-driven learning. Below are the core phases:

Preparation:

Instead of starting with a long, drawn-out evaluation of the existing or “needed” content, SAM starts with the preparation phase—where you gather information and get all the background knowledge. This is intended to be a very quick phase.

Iterative Design:

This phase begins with the Savvy Start, the initial collaborative brainstorming meeting that establishes the foundation for a successful project. The Savvy Start focuses primarily on performance and will serve as the project kickoff meeting and the main environment for all project team members to converse. Throughout the Savvy Start and the Iterative Design Phase, your team will be rotating through design, prototype, and review.

Iterative Development:

Much like the Iterative Design Phase, in the Iterative Development Phase your team will rotate through development, implementation, and evaluation. You’ll start with your design proof, moving to Alpha and Beta, before finally rolling out the Gold. As the instructional product is being developed, you continually analyze and evaluate, so that at any point if a change needs to occur, it can happen quickly and limit any risk of the project moving out of budget or time." Source: www.alleninteractions.com

SAM Model

ADDIE Model

# data[].attributes.body
http://educationaltechnology.net/dick-and-carey-instructional-model/

# data[].attributes.body
The ARCS model is an instructional design approach that focuses on the motivational aspects of learning environment. The model was created by John Keller in the 80s. There are two major parts to the model. The first is a set of categories representing the four components of motivation: arousing interest, creating relevance, developing an expectancy of success, and producing satisfaction through intrinsic/extrinsic rewards (Keller 1983). His categories come from a synthesis on reachers by other scholars on human motivation.

The second part of the model is a process that assists instructional designers in creating appropriate motivational elements for the intended learners. The model has been implemented in a wide variety of settings and geographical locations.

http://www.instructionaldesign.org/models/arcs.html

# data[].attributes.body
Individualized Instruction

As the name implies, the Individualized Instruction Theory revolves around the individual and how they learn. If you are learning something and catch on quickly, you can keep going. However, if you are not connecting with the material, the theory allows you to go at your own pace. It also accounts for learners who respond better to different learning preferences.

Individualized Instruction centers on 4 key principles:

Learners should be able to complete the work autonomously. As a result, they have the opportunity to focus on their own strengths and areas for improvement.

Each lesson should be followed by an assessment to gauge learner progress.

Written learning materials are preferred over presentations.

Facilitators support learners and add a level of social interactivity to the experience.

# data[].attributes.body
The Iterative Process of Addie vs SAM

Merriam-Webster defines iteration as “a procedure in which repetition of a sequence of operations yields results successively closer to the desired result.” Mind numbing! You might be thinking, “bane of the instructional designer’s existence” is a more accurate definition; the truth lies somewhere in the middle. Without an iterative design process, we’d have half-baked learning modules more reflective of original intent than the polished product. ADDIE vs SAM is an interesting debate, as they represent two very different models for designing eLearning, and serve to highlight how the iterative process differs.
Click here :

http://elearningmind.com/iterative-design-different-strokes-different-folks/

https://www.lynda.com/Higher-Education-tutorials/Overview-SAM-model/161318/175141-4.html

https://www.slideshare.net/alleninteractions/leaving-addie-for-sam

# data[].attributes.body
The central focus of the Gerlach & Ely model is on systematic planning, with equal emphasis on two essential factors of effective teaching: clearly defining teaching goals; and methods for reaching each of the desired learning outcomes.

# data[].attributes.body
Robert Gagné is considered to be the foremost contributor to the systematic approach to instructional design and training. Gagne and his followers are known as behaviorists, and their focus is on the outcomes (or behaviors) resulting from training.

Gagné's book, The Conditions of Learning, identified the mental conditions for learning. Gagné created a nine-step process called the events of instruction, which correlate to and address the conditions of learning.

# data[].attributes.body
The following is a list of prescriptive instructional design models. Prescriptive models provide guidelines or frameworks to organize and structure the process of creating instructional activities. These models can be used to guide your approach to the art or science (your choice) of instructional design. The following are commonly accepted prescriptive design models:

4C-ID Model (Jeroen van Merriënboer)

Algo-Heuristic Theory (Lev Landa)

ADDIE Model | Weaknesses of the ADDIE model

ARCS (John Keller)

ASSURE (Heinich, Molenda, Russel, and Smaldino)

Backward Design (Wiggins & McTighe)

Conditions of Learning (Robert Gagne)

Component Display Theory (David Merrill)

Criterion Referenced Instruction (Robert Mager)

Dick and Carey

Elaboration Theory

Gerlach-Ely Model

Hannafin-Peck Model

Kirk and Gustafson Model

Instructional Systems Design ISD

Integrative Learning Design Framework for Online Learning (Debbaugh)

Iterative Design

Spiral Model (Boehm)

Rapid Prototyping (Tripp & Bichelmeyer)

Kemp Design Model (Morrison, Ross, and Kemp)

Organizational Elements Model (OEM) (Roger Kaufman)

Transactional Distance (Michael Moore)

Cognitive Apprenticeship

Discovery Learning

Empathic instructional design

Goal-based scenarios

# data[].attributes.body
The Criterion Referenced Instruction (CRI) framework developed by Robert Mager is a comprehensive set of methods for the design and delivery of training programs. Some of the critical aspects include: (1) goal/task analysis -- to identify what needs to be learned, (2) performance objectives -- exact specification of the outcomes to be accomplished and how they are to be evaluated (the criterion), (3) criterion referenced testing -- evaluation of learning in terms of the knowledge/skills specified in the objectives, (4) development of learning modules tied to specific objectives.

http://www.instructionaldesign.org/theories/criterion-referenced.html

# data[].attributes.body
Since ADDIE was one of the first Design Models, there is much debate and discussion about its effectiveness and appropriateness for meeting the current needs of learners. However, the truth is that most designers still use ADDIE as a process for creating eLearning courses.

"ADDIE is not dead and we are not leaving it," said Jared Garret, Instructional Designer at Amazon.

ADDIE stands for Analysis, Design, Develop, Implement, and Evaluate. Each phase of the model offers an opportunity for iterations and changes before moving to the next one. Here is a brief description of each step of the ADDIE process:

Step #1 Analysis — Why is the training needed? The instructional designers (IDs) answer this question after exhaustively collecting information and profiling target learners, and understanding the needs and expectations of the organization. Analysis drives design and the development process.

Step #2 Design —In this phase, IDs select the instructional strategy to follow, write objectives, choose appropriate media and delivery methods.

Step #3 Development — IDs utilize agreed expectations from the Design phase to develop the course materials.

Step #4 Implementation — The course is released/rolled-out, delivered, to the learners, and its impact is monitored.

Step # 5 Evaluation — Is the course providing the expected results? IDs collaborate with the client and evaluate the impact of the course based on learner feedback, surveys, and even analytics.

Once the evaluation is complete, the results are converted into actionable improvements. The whole ADDIE process is repeated.

Recommended:

The ADDIE Model of Instructional Design (VIDEO)

Don’t Pick Sides, Create an ADDIE-Agile Mashup

2. Merrill’s Principles of Instruction (MPI)

# data[].attributes.body
http://info.shiftelearning.com/blog/top-instructional-design-models-explained

ADDIE stands for Analysis, Design, Develop, Implement, and Evaluate. Each phase of the model offers an opportunity for iterations and changes before moving to the next one. Here is a brief description of each step of the ADDIE process:

Step #1 Analysis — Why is the training needed? The instructional designers (IDs) answer this question after exhaustively collecting information and profiling target learners, and understanding the needs and expectations of the organization. Analysis drives design and the development process.

Step #2 Design —In this phase, IDs select the instructional strategy to follow, write objectives, choose appropriate media and delivery methods.

Step #3 Development — IDs utilize agreed expectations from the Design phase to develop the course materials.

Step #4 Implementation — The course is released/rolled-out, delivered, to the learners, and its impact is monitored.

Step # 5 Evaluation — Is the course providing the expected results? IDs collaborate with the client and evaluate the impact of the course based on learner feedback, surveys, and even analytics.

# data[].attributes.body
(Aida)

# data[].attributes.body
https://www.instructionaldesigncentral.com/instructionaldesignmodelshttps://www.instructionaldesigncentral.com/instructionaldesignmodels

# data[].attributes.body
"Action Mapping is a quick, effective, and visual way to design compelling learning experiences for instructional products including eLearning, simulations, and in person training events. It is called action mapping because it helps change what people do, not just what they know. It helps to design action-packed materials that are 100% dedicated to improving business performance.