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Implementation of the Instructional Design Models

Page history last edited by Maricela Burns 9 years, 11 months ago

Cooperative Learning Project:

Instructional Design Model Comparison

EDTC 6321

Fall 2012 

  

Members of Team One 

Lorrie G. - Jose B. - Katy L. - Maricela G. - Jaime V.

 

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Source: Couch Potato. (2001). “Animation Library.” Nov. 08, 2012, © 2000-2011 Animation Library.

        http://www.animationlibrary.com/animation/26416/Couch_potato/

 

 

 

Implementation of Instructional Design Models

by: Maricela Gonzalez

 

Implementation Using  SMITH & RAGAN Model

&

Implementation Using Dick & Carey Model

 

In efforts to compare and contrast both the SMITH & RAGAN, as well as the Dick & Carey Model, it is pertinent that we explain

it through the implementation of our "Health and Wellness Education for Modern Adolescents" module using those two models.

 

Implementing the SMITH & RAGAN Model for instructional design will be be addressed through the following steps:

 

When an instructor is utilizing the SMITH & RAGAN Model for instruction design the following questions should be addressed: "Where are we going?" "How will we get there?" and "How will we know that we've arrived?" (Smith & Ragan, 1999, p.7).  These questions will be answered throughout the three phases within the Smith & Ragan model. If revision of any phases is needed it will then be performed for optimum effectiveness.

 

Implementing Dick & Carey Model 

 

An instructor using the Dick & Carey Model for instruction design will follow these steps:

 

Identify Instructional Goal (s):

The needs analysis of the intended target audience will be decided.  The intended outcome should be analyzed in efforts to meet the stated goal and projected end result

 

Conduct Instructional Analysis:

Things such as the intended audiences entry level skills should be projected and analyzed in efforts of attaining maximum success with the instructional goal.  The task analysis must be a focal point generated from the identified processes conducted in the module.  The learning task serves to name the specific entry level skills that should be present in efforts to continue on successfully throughout the module.

 

Identify Entry Behaviors, Characteristics:

It is important to specify the entry level skills that must be present, of which the target audience should posses.  The intellectual skills may vary depending on the tasks at hand, components, skill set, schema, and other intellectual abilities.  

 

Writing the Performance Objectives:  

The Performance Objectives serve as a key component to guide the learner throughout the module.  They are intended to link the overarching instructional goals with the instruction at hand.  The instructional designer is in charge of linking the intended goal throughout the instructional performance objectives to flow throughout the module. Unclear performance objectives make for unclear outcomes.  It is critical to tie Performance Objectives to the lesson plan goals, in efforts to have a successful outcome.

 

Develop Criterion Referenced Test Items:

It is important to understand where the learner is at every step of the learning process.  Through either informal or formal assessment. Therefore, criterion referenced assessments are a key component of the training.  The testing allows the tester and the tested to have data and feedback on the particulars of the learning process within the training.  This can help revamp the assessment or assist the learner with feedback to improve their experiences with the module and eventual outcomes.

 

Develop Instructional Strategy:

During this stage of Implementation, the instructional content outline must be aligned with the specific training goals.  All of the results that are introduced throughout the training, must be incorporated, as needed, to make the outcome of the module successful.  

 

Design & Select Instructional Materials:

The specific training materials that will be used must be mentioned and fixed as appropriate.  In any case determent throughout the training, new materials can be introduced restructured to format a more effective instruction model.

 

Design & Conduct Formative Evaluation:

A Formative Evaluation deals with structured data tests that are conducted through diagnostic testing.  The Quantitative feedback is captured and then assessed for re-implementation or rejection of a set performance objective or method of testing.  Varied methods of Formative Evaluations may be conducted that deal with a wide range of data needs.

 

Design & Conduct Summative Evaluation:

This step is conducted after the Formative Evaluation has been pursued.  The instruction as a whole is taken into account and evaluated.

 

Revise Instruction:

Revised Instruction is critical to do when it comes to maintaining the integrity of the instructional goal.  The Instructional Designer allots gaps in the instructional evaluation in order to modify and more effectively reach the intended goal (s).

__________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Implementing THE SMITH & RAGAN Model

 

This model focuses on the development of strategies.

The SMITH & RAGAN Model includes 8 steps that are infused within three design phases.  

 

 

Analysis:

 It is critical that the Analysis process be done accurately, in order to make the goal effective.

 

Learning Context:

It is important to know who the intended audience is and what characteristics do they posses.  Characteristics may include such learner traits such as: cognitive, physiological, affective and social traits.  It is also important to know their learning environments.

 

Learners:  

 The learners are the intended audience of which will be the ones that will be assessed for understanding. 

 

Learning Task:

The learning task along with the instructional conditions help to "facilitate the learning of this task.

  • Learners -- The characteristics of the learners.
  • Context -- The learning context and other practical matters that influence the

          appropriateness of the medium.

  • Media attributes -- The attributes of the potential media (Smith & Ragan, 1999, p. 287)."

 

Write Test Items:

It is critical that test items are created to match up with each performance objective that will be assessed.  The Instructional Designer should write the assessment item so that it can be measured for data analysis.  The test items will help guide the instruction.

 

Strategize- The three strategies that are mentioned below are all included within the Write and Produce Instruction.

 

Determine Organizational Strategies:

The Organizational Strategies that are implemented through Smith & Ragan should be meaningful to the intended audience's interests.  For example, some strategies that can be used include “clustering information, outlining , creating organizers such as flow charts and concept maps, drawing analogies, and connecting information to personal experiences (Smith, P.L. & Ragan, T.J. (2005).”

  

Determine Strategies:

The Strategies should be determined based off of the audience and goal necessities.  

 

Determine Management Strategies:

Management Strategies guide the delivery strategies.  It is the managerial structure that guides the delivery of the steps and their presentation. 

This strategy also serves to minimize any redundant or unnecessary information within the instructional design framework. Organization and delivery is key in this section of design.

 

Write and Produce Instruction:  

Written Instruction serves to dictate the specifics that are needed to make the lesson successful.  It is necessary to produce adequate and adequate instruction in order to help the learner learn the objectives at hand. 

 

Evaluation Process-

 This step is reserved until after the results are taken from the evaluation process. 

 

Formative Evaluation:

A Formative Evaluation deals with structured data tests that are conducted through diagnostic testing.  The Quantitative feedback is captured and then assessed for re-implementation or rejection of a set performance objective or method of testing.  Varied methods of Formative Evaluations may be conducted that deal with a wide range of data needs.

 

Revise Instruction:

After Data has been collected, any changes that need to be made should be considered and fixed for instructional improvement.  This will ultimately help make the instructional module more effective.  

 


 

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