Inquiry
Learning through investigation/Inquiry guides the learner to explore, compare and critique the texts, documents and resources that reflect the concepts and ideas being taught (learner in control of his own learning, and skills development. They navigate through the resources themselves. No intrinsic feedback from the resources, student cannot tell if their learning is improving. The essence of inquiry learning is that the learner develops their knowledge and understanding through activities that are as close as possible to the authentic practice of the discipline.

Learning through collaboration embraces mainly discussion, practice, and production. Building on investigations and acquisition is about taking part in the process of knowledge building itself. Collaboration is tougher than discussion because of the need to produce something together – “the externalized fruit of the negotiated discussion”. It is about taking part in the process of knowledge building itself through participation not acquisition. Participation and negotiation with peers.The fact that the students have to agree drives iteration.

Discussion
Learning through discussion requires the learner to articulate their ideas and questions, and to challenge and respond to the ideas and questions from the teacher, and/or from their peers. The pedagogic focus is the value of reciprocal critique of ideas and how this leads to the development of a more conceptual understanding.

Practice
Learning through practice enables the learner to adapt their actions to the task goal, and use the feedback to improve their next action. Mostly done on an individual basis it is an essential part of the learning process. Feedback may come from self-reflection, from peers, from the teacher, or from the activity itself, if it shows them how to improve the result of their action in relation to the goal.

Production
Learning through production is the way the teacher motivates the learner to consolidate what they have learned by articulating their current conceptual understanding and how they used it in practice

https://www.futurelearn.com/info/courses/blended-and-online-learning-design/0/steps/191671 

What change do we want to create?

What actions do people need to do?
Why aren't people taking the actions? (Knowledge? Skills? Motivation?Environment? [tools, culture, processes etc])

Real-world practice activities (scenarios)

  

Your instructional goals set out where you want to get to. In defining them you should align with your organization’s strategic goals, be clear on what learners will be able to do, or how they will behave after your initiative has been delivered and focus on real-world skills and behaviours

The second stage of the 🤬 and Carey Instructional Design Model is to conduct instructional analysis.

Your instructional analysis determines the current state of skills and knowledge in your learning population and through this your gap to your goals. This can be assessed through interviews, surveys, observation or different forms of testing depending on the nature of the skills.

Always take a good look at the people you’ll be instructing.

In addition to analyzing your learning population’s current level of knowledge, you also need to understand their behaviors, traits, levels of motivation and other factors that will affect their learning journey. This information will help you design appropriate learning methods. 

Learning objectives should be SMART and should lay out tasks and processes that must be mastered and how they will be assessed.  These may be known as “SWBAT” in education (Student Will Be Able To).

To monitor and evidence both progress and effectiveness of instruction, you need to develop criterion specific tests. These should be of the right format and level for your learning population

Only once you know what your goals, current state, gap, objectives and testing approach are should you define your instructional strategy. It should reflect your analysis and use appropriate learning theories.

Will you use online materials?

Materials, tools, exercises and delivery media should be decided once you have defined your learning strategy. These may include face to face, group-based, facilitated or online learning materials.

The penultimate stage of the 🤬 and Carey Instructional Design Model is to develop and conduct formative evaluation.

Formative evaluation involves assessing how effectively you have formulated your learning initiative. This can be obtained through review, focus groups, testing of segments and piloting your learning program. Feedback obtained should be used to iterate the initiative.

Summative evaluation takes place once you have delivered your initiative and is used to assess how effective it has been. Are your participants satisfied with the program? Have knowledge and skills increased because of it? Has the business noticed any benefits due to it?

 It’s always essential to review results and evaluate performance.

You should continually review and revise throughout your instructional design and development process. Regularly seeking feedback, testing outcomes and iterating through stages of your learning products will help you ensure you deliver the best possible outcomes.

For the first element, the focus is on defining the learning outcomes for the course. This includes what the student needs to learn or the skills they need to acquire. For instance, what broad concepts, new knowledge, or course-specific content should the learner be have a fluent understanding about at course completion? What tasks should the learner be able to perform, or what skills should the learner be able to demonstrate? What ILOs are desired?

The focus of the second element is phase is on the learning styles and needs of students, as well as the germane cognitive load related to topics, tasks, and procedures.

The third element is similar to the third stage of the model proposed by 🤬 and Carey, as well as the analysis stage in the ADDIE model. It is a very important element, because it helps the designer to begin thinking about the overall content of the course in relation to the characteristics of the learner.

The fourth element, content and task analysis, is the phase that most specifically focuses on the whole learner, and determines the depth of understanding of new material that the learner should be able to demonstrate. Bloom’s taxonomy is a good resource for helping ascertain the level that a learner can be expected to process new information.

Element five (determining objectives for learners) is similar to the first stage in the 🤬 and Carey model, which deals with examining the course ILOs. In this phase, the designer analyzes the broad learning objectives of the course, and translates them into more specific and defined goals.

The sixth element is the design of activities that will assist in course facilitation.

In the seventh phase, the designer decides what instructional resources are necessary to allow teachers to effectively teach, and students to effectively learn.

The eighth component is one which is unique in the Kemp model, because it takes into account support services that are available, or that may be required, to facilitate both teaching and learning activities. For instance, the instructional design may specify a requirement for technological support personnel, or special education assistants.

The final component, which deals with formative and summative evaluations and assessment modes, is similar to at least two other models (Spector, Merrill, Van Morrienboer & Driscoll, 2008).

In their book Understanding by Design, which was originally published in 1998, Grant Wiggins and Jay McTighe introduced us to backward design, an approach to instructional planning that starts with the end goal, then works backward from there.
Step 1: Identify what students should know and be able to do by the end of the learning cycle.

Step 2: Create an assessment to measure that learning.

Step 3: Plan a sequence of lessons that will prepare students to successfully complete the assessment.
https://www.cultofpedagogy.com/backward-design-basics/

Probably essential classics underestimated and never referred to today, though still at core of all other more colorful popular ID derivatives.  Contains all elements actual for business training.

Baldwin and Ford’s Transfer of Training Model (1988) is based on the idea that the transfer of learning depends on training inputs that include trainee characteristics, training design and work environment. However, an important point in the model is that the outcome of training is impacted by trainee characteristics and work environment in a direct manner, whereas the impact of training design depends on the levels of training outputs such as learning and retention. 
https://research-methodology.net/baldwin-and-fords-transfer-of-training-model-1988/

I find Merrill’s principles similar to Design Thinking as they both foster demonstrating, experimenting, and problem-solving. 

  a. Business Analysis: goals, details, commitment, measurements, audience
  b. Performance and Key Performance Analysis: outcomes, key work processes / tasks, observation, info & decision processes
  c. Identify performance gaps

2. Influence Analysis (A)
 a. Analyze environmental factors and resources

3. Solution Selection (A)
 a. Identify influences on performance
 b. Identify barriers
 c. Align solutions
 d. Recommend solution set

4. Solution Planning and Implementation (DDIE)
 a. Develop implementation strategy
 b. Align organizational functions to plan
 c. Obtain stakeholder approval / support
 d. Design, develop, and test solutions
 e. Implement solutions and track results

5. Evaluation and Results (IE)
 a. Evaluate effectiveness and actual vs desired performance
 b. Are performance gaps still evident?
 c. Elicit feedback
 d. Make improvements
e. Determine if expectations were met
    
  

It is, in fact, one of the most used instructional design models as it provides a sound structure for developing effective eLearning.

The nine steps are:

There is an interesting book regarding this model:https://www.oreilly.com/library/view/designing-for-modern/9781950496662/OEBPS/fm1.htm

There is an interesting book regarding this model:https://www.oreilly.com/library/view/designing-for-modern/9781950496662/OEBPS/fm1.htm

Learner-centered design focuses on the quality of student learning (Barr & Tagg, 1995). It is based on the understanding that each learner has different characteristics and these characteristics should be employed to elevate both training and learning. 

Content from: Top 7 Instructional Design Models to Create Effective Learning Material - (creately.com)

So, it would be good for use in on-the-job training initiatives that need to be quick and succint in which learners are presented with new information and that require learners to practice, retain and apply the information they learn almost immediately.

Gagne’s Nine Events of Instruction form another model that can be used during the Design and Development phases of ADDIE to help create engaging learning experiences. Its steps include:

I’ve used a version of this when designing lesson plans for my English classes. 

https://elearningindustry.com/leveraging-gagnes-nine-events-of-instruction

To those who have used both - I'm curious about when you choose to use one over the other. I would appreciate it if you could share your thoughts in the comments below

This design focuses primarily on student learning and understanding. It is an effective way of providing guidance for instruction and designing lessons, units, and courses. The incorporation of backward design also lends itself to transparent and explicit instruction. If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities. 

https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/