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Instructional Design Models in Lesson Planning
The document provides an overview of four instructional design models: ADDIE, Agile, ASSURE, and SAM. Each model outlines a systematic approach to designing educational programs and courses, emphasizing phases such as analysis, design, development, implementation, and evaluation. The document also discusses the advantages and disadvantages of each model, highlighting their applications in improving training effectiveness and organizational performance.
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Instructional Design Models in Lesson Planning
- 1. THE INSTRUCTIONAL DESIGN MODELS 1.ADDIE MODEL 2. AGILE MODEL 3. ASSURE MODEL 4. SAM MODEL
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- 3. INTRODUCTION • The ADDIEinstructional design model is the most common instrument use by the instructional designers. It is A model that teach step-by step the whole process of any training program, it is use in the framework to create new ideas.
- 4. • ADDIE wasdeveloped at Florida State University in 1975. • ADDIE was selected by the Armed Services as the primary means for developing training. The United States Military faced the need to train large numbers of people to perform complex technical task.
- 5. • At thetime, the term “ADDIE” was not used, but rather “SAT” (Systems Approach to Training) and later “ISD” (Instructional Systems Development). • As a general rule, the military used SAT, while their civilian counterparts began using ISD. The “D” in “ISD” first stood for “Development” but now normally means “Design”.
- 6. • The ADDIEProcess Instructional Design Model used to maximize the effectiveness, efficiency, and appeal of training and the learning experience. • A step-by-step process that helps training specialists plan and create training programs. the ADDIE model was used in the framework for helping create new research topics in learning technology.
- 7. • Answers theQuestions – “What do people need to learn?” “Did people learn what they needed?”
- 8. THE FIVE (5)COMPONENTS Analysis Design Development Implementation Evaluation
- 9. ANALYSIS • During analysis, the designer identifies the learning problems. • Consider the learning environments. • The delivery options • The timeline for the project
- 10. DESIGN • Design phasedeals with learning objectives: a. terminal objectives b. enabling objectives • Apply visual design • The project reviewed and revised according to the feedback received • Determine program duration and sequence
- 11. DEVELOPMENT • Developed trainingand on the job aids • Develop coaching/mentoring guides and resources • Develop participants assessments • Conduct pilot program to test that programme meets client requirements
- 12. IMPLEMENTATION • Implement trainings,transfer strategies • Produce program, materials and aids • Cover the course curriculum • Collect participants feedback
- 13. IMPLEMENTATION (PRODUCTION) • Create andAssemble the Content Assets. • Storyboards and Graphics are Designed. E-learning: Programmers develop/ integrate technologies. • Testers perform debugging procedures. • The project is reviewed/revised according to the feedback received .
- 14. EVALUATION • Consists oftwo parts: formative and summative. • Formative evaluation is present in each stage of the addie process. • Summative evaluation consists of tests designed for domain specific criterion- related referenced items and providing opportunities for feedback from the users which were identified
- 15. • Collect trainingprogramme evaluation • Collect project evaluation data • Review training programme • Review project performance • Report programme and project performance results
- 16. THE ADDIE MODEL Evaluation AnalyzeDesign Implement Develop Standard ADDIE ISD Model
- 17. ADVANTAGES • Cost effective •Saves time and trouble • Promotes effective learning • Systematic
- 18. DISADVANTAGES • Analyzing -may be lengthy and time- consuming • Designing - None of the design process may take much time, especially if it is evaluated and revised • Developing - depending on the materials, cost or availability may affect production
- 19. • Implementation -will not know outcome unless implemented. If there was a flaw in the process, it will be exposed in this stage. As a result, a revision must occur which may mean more time and money • Evaluation - this evaluation process can significantly increase the time to create a suitable design, which can be difficult especially if time is limited.
- 20. CONCLUSION • The ADDIEmodel helps to instructional designers with a step-by-step guideline for building effective training and performance support tools .
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- 22. INTRODUCTION • The AGILEinstructional design may have its roots outside of the world of eLearning, but it is now being widely used by Instructional Designers in all niches.
- 23. • The AGILEinstructional design approach is a project-oriented approach introduced by Conrad Gottfredson, a performance- support practitioner. • It encompasses the five stages involved when designing eLearning experiences: Align, Get Set, Iterate and Implement, Leverage and Evaluate.
- 24. • According toGottfredson, AGILE instructional design is geared toward meeting the needs of today’s organizations to be “agile” and adaptive. Organizations are always looking for faster and more efficient ways to train their employees and improve on-the-job performance.
- 25. • AGILE isan iterative process that gives them the opportunity to use collaboration, feedback and iterations to streamline the eLearning design and development process. This does not only speed up eLearning course development time but it also makes the finished eLearning deliverable more successful.
- 26. THE DESIGN PROCESS 1.Instructional designers meet with all stakeholders, eLearning professionals, eLearning content creators, clients and employees to brainstorm and formulate a plan for moving forward with the development of the eLearning course. 2. All members of the group agree upon the appearance and core eLearning content of the eLearning course. Typically, this involves smaller segments of the eLearning content,
- 27. THE DESIGN PROCESS 3.The segment of the eLearning content that was discussed is then developed rapidly, before another meeting is called to address any modifications or additions that need to be made before moving forward. 4. Once all the issues have been remedied and concerns have been discussed, the eLearning team then repeats the process again for each section of the eLearning course. Thus, every segment of the eLearning content is fully developed prior to creating the next module or
- 28. DESIGN BENEFITS • Focuseson learners and their interactivity with the eLearning course. • Produces higher quality eLearning deliverables more rapidly. • Reduces the need for extensive "last-moment" revisions. • Allows for greater collaboration.
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- 30. Analyze learners S tateobjectives S elect methods, media, and materials U tilize media and materials R equire learner participation E valuate and revise
- 31. General Characteristics Broadlyidentify your learners- age, grade level, ethnic group, sex, mental, emotional, physical, or social problems, etc. Specific Entry Competencies Verify your assumptions about your learners. What is the learners prior knowledge of the material? What types of skills and attitudes do they have? Learning Styles Offer a variety of learning styles within a lesson. Learning styles can be categorized as perceptual preferences and strengths, information processing habits, motivational factors, and physiological factors.
- 32. Perceptual Preferencesand Strengths Learners vary as to what sensory method of learning they prefer. Slower learners may require more visual and tactile methods, while older more mature learners may be content just sitting and listening. Information Processing Habits How do individual learners cognitively process information? Do they learn best through trial/error, hands-on experiences, games, independent study, etc. Motivational Factors What factors lead people to work toward a goal? Motivators are either intrinsic or extrinsic. Physiological Factors Physiological factors such as health, environmental conditions, and gender differences are influences on the effectiveness of learning.
- 33. Audience Who areyour students? Behaviour What will the audience be able to accomplish after the lesson? Conditions What tools will the students be allowed to utilize? Are they allowed to use notes? Are they allowed to use the textbook? Degree What degree of accuracy should the student be able to display once the lesson is learned?
- 34. Form 3 students(audience) will be able to identify at least 90% (degree) of the tenses (behaviour) when given a text (condition).
- 35. Choose anInstructional Method What method (e.g. PowerPoint presentation, discussion, and hands-on activity) do you feel is most appropriate to meet the objectives for these particular students? Choose a Media Format Examples: text, still images, music, video Choose your Materials Are the materials clear and concise? Does it provide for student participation? Will the materials help your student in mastering the objectives? Examples of materials: software programs, projector, computer, pendrive, etc.
- 36. Preview materials Checkthem out before you use them in a class. Prepare the material Make sure you have everything you need and that it all works. Prepare the environment Set up the classroom so that whatever you are doing will work in the space you have. Prepare the learners Provide a broad overview of the topic. Inform the students of the objectives before they start the lesson, so they are aware of what is to be expected. Provide the learning experience Don’t be boring! Being excited about the lesson will make the students excited and provide a more positive learning experience.
- 37. All activitiesshould provide students an opportunity to practice skills that build towards the objectives. Have students provide feedback on the lesson.
- 38. Evaluate StudentPerformance Did the students learn what they were supposed to learn? The evaluation should match the objectives. Some objectives can be assessed with a pen and paper test. Evaluate Methods and Media Were your methods and media effective? Did your media motivate students to learn? Did your students remain interested? Evaluate Instructor Performance Record your presentation.Ask a colleague to observe or have students provide feedback.
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- 40. The Strategic AlignmentModel (SAM) can be defined as a business-IT management framework to enable successful implementation of business and Information Technology (IT) and their corresponding infrastructure components. A number of business-IT or business-strategic alignment models have emerged in the literature. The SAM model represents the dynamic alignment between the business strategic context and the IT strategic context. It is based on the building blocks of strategic integration and functional integration. The strategic alignment model is defined in terms of four fundamental domains of strategic choices that consist of: business strategy, information technology strategy, organizational infrastructure and processes, and information technology infrastructure and processes.
- 41. STRATEGIC ALIGNMENT MODEL FOURDOMAINS OF STRATEGIC CHOICE NEED TO RECOGNIZE HOW DECISIONS IN ONE DOMAIN AFFECTS THE OTHER DOMAINS Scope Competencies Governance Structure Processes Skills Scope Competencies Governance Infrastructure Processes Skills Strategy (External) Infrastructure (Internal) Business Information Technology Functional Integration Strategic Fit
- 42. STRATEGY DOMAINS • Business – Scope:What business are you in? – Distinctive Competencies: What do you do well to distinguish yourself from your competitors? – Governance: What external business relationships do you depend on? • IT – Scope: What information technologies support or create strategic business opportunities? – IT Competencies: What characteristics of IT create business advantage? – IT Governance: What external relationships does IT depend on (outsourcing, vendors, etc.)
- 43. INFRASTRUCTURE DOMAINS • Business – Structure:Organizational structure – Processes: What are key business processes? – Skills: What HR needed to accomplish specific competencies? • IT – Infrastructure: Hardware, Software, Database, Networks – Processes: Development, Maintenance, Operations – Skills: What skills required to maintain architecture and execute the processes?
- 44. These perspectives areclassified in two categories that include: 1. Business strategy as the driver: When the business strategy drives the change forces in the services as the business driver applied to the domain. It has two cross-domain relationships that represented in strategy execution perspective and technology potential perspectives. 2. IT strategy as the enabler: When the IT strategy provides the change forces in the model, it serves as the IT enabler applied to the domain to enable new or enhance business strategies with organizational implications. It has two cross-domain relationships that represented in competitive potential perspective and service level perspective.
- 45. Each perspective consistsof three components, which shows the interplay among three key domains shaping what would appear as a triangle. The components in that triangle are anchor, pivot, and area of impact. The anchor represents the strongest area of the business. It directs the change that business goes through based on the perspective. The pivot represents the weak area that subjects to change through the re-alignment. The area of impact represents the area that will be directly affected through the changes made in the pivot area through realignment
- 47. 1. This frameworkis useful because it recognizes that all the sectors and the components of the model should to be considered. 2. The SAM uses a functional business unit has to consider the rest of the organization before action is taken. 3. There is external scanning of an organization environment and the external IT environment and internal monitoring of the relationships between IT and the business at strategic and infrastructure levels. 4.The SAM model gives the organization reviewing its strategic alignment a clear view of the totality of what should be considered and how interactions occur.
- 48. Complexity and applicability 1.The approach does not address is the complexity of the model if the organization is a decentralized business. Are all the business units going to undertake the plan separately or does that depend upon the interaction between them? What are the dynamics of this situation? 2. The second issue is the applicability of the model, how does the use of the framework cater with the differing stages of an organization's life cycle? Are all of the phases of the SAM required for every period of growth / stability / decline? Is every organization required to get to the most optimal level of alignment? Clearly the models do not consider these points in their approaches.
- 49. The workpresented a qualitative study based on a literature review supported by an empirical study in an advanced research area, business- IT strategic alignment that is important both to business executives and IS/IT managers and professionals. It focused on the business-IT strategic alignment and aimed to investigate and identify the strategic alignment and alignment gap between business strategy and IT strategy, and to determine how can organizations manage successfully to align their business strategy with IT strategy to achieve competitive advantage and gain business.