I.+Instructional+Design+Model



__Comparative Article__ Cliff Hall & Ryan Healey EDUC 533 **A Comparison ** There are several differing design models that can be attributed to teaching. There are models for representing the ways in which children learn and how they are separate from the ways that adults learn. Some models are for displaying how we as humans learn in relation to the animal world. Here we will be concentrating on the ways in which teachers go about the processes of delivering information to students. For this portion of the assignment, Ryan and I have chosen to compare and contrast the ADDIE approach to teaching to that of Van Merriënboer. Each has their strengths. First we will examine the ADDIE model. The web site “Raleigh Way” puts this in the simplest of forms and is shown here: || **ADDIE Model **  The acronym "**ADDIE**" stands for **A**nalyze, **D**esign, **D**evelop, **I**mplement, and **E**valuate. It is an Instructional Design model that has withstood the test of time and use. It is simply a "device" to help us think through a course's design. Though the model appears linear, it does not have to be followed rigidly or in a linear approach, especially if you already have course materials developed. The table below gives an abbreviated overview of some of the components of ADDIE.  ADDIE does not suggest or follow specific learning theories; it is a //project management tool//. It helps us think about the different steps in course and instructional design. To get a more in-depth understanding of course design, begin by clicking on the Analyze button on the banner above. (raleighway.com, 2012)
 * **Analyze ** || **Design ** || **Develop ** || **Implement ** || **Evaluate ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pre-planning; thinking about the course || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Design your course on paper || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Develop course materials and assemble the course || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Begin teaching || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Look at the course outcomes with a critical eye ||
 * * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Design of course
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Audience
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Goal
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objectives
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify content
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify Environment and Delivery
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instructional Strategies
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment Strategies
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative Evaluation
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Constraints || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Name the learning units of Instruction
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify content and strategies for an individual unit of instruction
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Write instructions for the learning unit
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Name the menu items for a learning module || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Based on design phase
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Build content, assignments, assessments
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Build course structure
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Upload content || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Overview of course
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Expectations
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Initiate instruction
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Interaction
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ask for feedback early on (formative evaluation) || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Did the students achieve expected learning outcomes?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What have you learned?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How can you make the course better? ||  ||

**<span style="font-family: 'Times New Roman','serif';">4C/ID Model and Instructional Design ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Likewise, the author Michael Molenda of Indiana University states “The basic engine of ISD models is the systems approach: viewing human organizations and activities as systems in which inputs, outputs, processes (throughputs), and feedback and control elements are the salient features. Advocates claim that the process of designing instruction can be carried out more efficiently and effectively if the steps are followed in a logical order so that the output of each step provides the input for the next” (Molenda, 2003). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> On the other hand, we are also examining the model presented by V<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">an Merriënboer. “4C” means “four components”, while “ID” means “Instructional Design. This is the basis for this model and its four components are as follows: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Four Components ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">( V<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">an Merriënboer, 1997). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The comparisons are in the areas of design concepts yet with the ADDIE model, there is a great deal of emphasis on the areas of analyzing and evaluation. With reference to V<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">an Merriënboer’s model and the second concept, the ideas involving analyzing tend to thrive on the cognitive and/or mental aspects of learning. There is direct relation in the ADDIE model’s “implementation” and the V<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">an Merriënboer model of “part-task practice” as they both are referring to the execution of a learning strategy. In the deepest of comparisons, the ADDIE model is seemingly stronger in the processes of teaching model design.
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Tasks **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> — concrete, authentic, whole task experiences that are provided to learners in order to promote schema construction for non-recurrent aspects and, to a certain degree, rule automation by compilation for recurrent aspects. Instructional methods primarily aim at induction, that is, constructing schemata through mindful abstraction from the concrete experiences that are provided by the learning tasks. Design steps:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Design learning tasks
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sequence task practice
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Set performance objectives
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Supportive Information **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> — information that is supportive to the learning and performance of non-recurrent aspects of learning tasks. It provides the bridge between learners' prior knowledge and the learning tasks. Instructional methods primarily aim at elaboration, that is, embellishing schemata by establishing nonarbitrary relationships between new elements and what learners already know. Design steps:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Design supportive information
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analyze cognitive strategies
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analyze mental models
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">JIT Information **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> — information that is prerequisite to the learning and performance of recurrent aspects of learning tasks. Instructional methods primarily aim at compilation through restricted encoding, that is, embedding procedural information in rules. JIT information is not only relevant to learning tasks but also to Part-time practice. Design steps:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Design procedural information
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analyze cognitive rules
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analyze prerequisite knowledge
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Part-task Practice **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> — practice items that are provided to learners in order to promote rule automation for selected recurrent aspects of the whole complex skill. Instructional methods primarily aim at rule automation, including compilation and subsequent strengthening to reach a very high level of automatically. Design step:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Design part-task practice

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">References ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A. Kovalchick & K. Dawson, Ed's, //Educational Technology: An// //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Encyclopedia. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Copyright by ABC-Clio, Santa Barbara, CA, 2003. Van Merriënboer, J. J. G. (1997). //Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training//. Englewood Cliffs, New Jersey: Educational Technology Publications. Van Merriënboer, J. J. G., Clark, R. E., de Croock, M. B. M. (2002) Blueprints for complex learning: The 4C/ID-model. //Educational Technology, Research and Development,// 50 (2);39-64, DOI: 0.1007/BF02504993 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|http://www.nwlink.com/~donclark/hrd/learning/id/4c_id.html] [] __Two Design Models / Similarities & Difference__

** The ADDIE Model ** <span style="background-color: #ffffff; color: #000000; display: block; font-size: 16px; text-align: left;"> ADDIE is an acronym for Analysis, Design, Development, Implementation, and Evaluation. This model guides you through the process of creating effective educational courses and materials for your audience. While there are variations of this model in the industry, the concepts are the same. As a professional, this model is more than just an acronym. It is a blue print for success. Analysis is the most important step in the process. It helps you to determine the basis for all future decisions. A mistake that many beginners make is not conducting a proper analysis at the beginning. It is this analysis that helps you identify your audience, limitations or opportunities, or other important points that will be useful in the design process. The Design process is the brainstorming step. This is where you use the information obtain in the Analysis phase to create a program or course that meets the needs of your customer or audience. There are many forms of the design process and it can be very tedious at times. Testing your concepts in the design phase will save you time and money. The Development phase focuses on building the outcome of the design phase. This process consumes much of the time spent in creating a sound educational program or course. It includes various steps such as initial drafts, reviews, re-writes, and testing. For larger corporations, this phase can involve numerous individuals to include subject matter experts (SME), graphic artists, and technical experts. For e-learning courses, this phase could require additional assistance for managing server space and technology. The Implementation phase includes more processes than simply presenting the materials developed. While the concepts and materials have been tested throughout the process, the implementation phase can uncover topics that require further development or re-design work. The processes for this phase vary based on the size of the organization, the complexity of the program or course, and the distribution of the materials. This includes such concepts as test pilots, train-the-trainer sessions, and other delivery methods to present the materials. The Evaluation phase plays an important role in the beginning and at the end of the process. Evaluation objectives reflect much of the discoveries found in the Analysis process. These discoveries include the objectives and expectations of the learner. When looking at the process, you must avoid the thought that it is structured in a chronological order. Rather, the ADDIE Model is a continuous circle with overlapping boundaries. Of all of the process phases, the evaluation phase is the lest understood. ReferenceCourtesy of: []



<span style="background-color: #ffffff; color: #000000; display: block; font-size: 32px; text-align: left;"> **Van Merriënboer's 4C/ID Model and Instructional Design** <span style="background-color: #ffffff; color: #000000; display: block; font-size: 16px; text-align: left;">“4C” means “four components”, while “ID” means “Instructional Design.” During the design phase the tasks to be learned are ordered sequentially according to task difficulty and then scaffolds are added that support the learner's in their quest to gain new knowledge and skills. <span style="background-color: #ffffff; color: #000000; display: block; font-size: 16px; text-align: left;">The learning method consists of complex problem solving coupled with completing procedures that match authentic set of tasks. When it comes to delivery or implementation, the tasks are practiced and performed by the learners in real or simulated environments, while the level of support diminishes as the learner progresses. Task complexity also increases within each level as the learners progress; however, each level of complexity adds additional supportive information. This learning platform allows the learners to navigate the increasingly complex learning environment by being supported by just-in-time external support; in addition to the learners own increasing skill-set. <span style="background-color: #ffffff; color: #000000; display: block; font-size: 16px; text-align: left;">Merriënboer, Clark, and Croock (2002) wrote that the 4C/ID-model, “addresses at least three deficits in previous instructional design models. First, the 4C/ID-model focuses on the integration and coordinated performance of task-specific constituent skills rather than on knowledge types, context or presentation-delivery media. Second, the model makes a critical distinction between supportive information and required just-in-time (JIT) information (the latter specifies the performance required, not only the type of knowledge required). And third, traditional models use either part-task or whole-task practice; the 4C/ID model recommends a mixture where part-task practice supports very complex, //whole-task// learning." <span style="background-color: #ffffff; color: #000000; display: block; font-size: 16px; text-align: left;">The Four-Component Instructional Design model or 4C/ID-model working assumption is that complex learning platforms can be described by four basic components (van Merriënboer, Clark, et al., 2002), which in turn creates a blueprint for the design of the learning platform:

<span style="background-color: #ffffff; color: #000000; display: block; font-size: 24px; text-align: left;"> **The Four Components**

Reference Courtesy of: [|http://www.nwlink.com/~donclark/hrd/learning/id/4c_id.html]
 * 1) ** Learning Tasks ** — concrete, authentic, whole task experiences that are provided to learners in order to promote schema construction for non-recurrent aspects and, to a certain degree, rule automation by compilation for recurrent aspects. Instructional methods primarily aim at induction, that is, constructing schemata through mindful abstraction from the concrete experiences that are provided by the learning tasks. Design steps:
 * Design learning tasks
 * Sequence task practice
 * Set performance objectives
 * 1) ** Supportive Information ** — information that is supportive to the learning and performance of non-recurrent aspects of learning tasks. It provides the bridge between learners' prior knowledge and the learning tasks. Instructional methods primarily aim at elaboration, that is, embellishing schemata by establishing nonarbitrary relationships between new elements and what learners already know. Design steps:
 * Design supportive information
 * Analyze cognitive strategies
 * Analyze mental models
 * 1) ** JIT Information ** — information that is prerequisite to the learning and performance of recurrent aspects of learning tasks. Instructional methods primarily aim at compilation through restricted encoding, that is, embedding procedural information in rules. JIT information is not only relevant to learning tasks but also to Part-time practice. Design steps:
 * Design procedural information
 * Analyze cognitive rules
 * Analyze prerequisite knowledge
 * 1) ** Part-task Practice ** — practice items that are provided to learners in order to promote rule automation for selected recurrent aspects of the whole complex skill. Instructional methods primarily aim at rule automation, including compilation and subsequent strengthening to reach a very high level of automatically. Design step:
 * Design part-task practice