In this process, instructional designers begin to design their instructional tools. They often refer to learning theories and design models to help their learners reach the objectives of a lesson. Designers also need to look at their audience, research their methods of delivery available to them decide which will be most effective. A few models that instructional designer use are:
ADDIE
adapted from Sumaria Networks
The ADDIE design model consists of five steps that designers must take. Analyze: Designers must begin to analyze their audience for specific needs, learner skill levels, etc Design: Learning objectives and exercises are addressed Develop: The course content is created including assessments, preassessments, coursework. Implement: Course facilitators and students are trained on curriculum, software, and registration. Evaluate: This needs to be ongoing throughout the design process. This will also ensure that all goals or objectives are being met.
Dick and Carey This design consists of a nine stage process 1. Instructional goals: Time to identify what the audience needs to learn 2. Instructional Analysis: Determine what skills your audience must learn in order to participate 3. Identify entry behaviors and learner characteristics: What skills dos the audience already have 4. Performance Objectives: The need identified in stage one now becomes the objective of the course. 5. Develop criterion-referenced assessments: Creating the assessment to find out if the audience is meeting the course objectives 6. Instructional Strategy: Time to choose method of delivery that will help reach objectives 7. Instructional Materials: Materials are chosen to best help advance the course objectives 8. Formative Evaluation: Conducted while course is being designed. This helps provide feedback to improve materials 9. Summative Evaluation: Students now evaluate the course as a whole, after it is developed
Work Samples
Design document- This is the design phase of a video tutorial I created for a braid out. At this point I had my objectives, and preinstructional activities planned. Flow chart- This is the sequence of events for the video tutorial of the braid out. The steps are listed clearly for me to refer back to when I begin designing the video with iMovie. Figurative Language- A video I created in addition to a hybrid course teaching 3rd graders figurative language. This video is used in the ETEC 541 course. It's supplemental material to help young children truly grasp the difference between figurative and literal language. I had to go through the design phase to create this material. ETEC 541 Course- This is the hybrid course designed using an instructional design model for 3rd grade students to teach figurative language. I chose to use Weebly because I had become very familiar with this website building program. I also chose it because I have the option to buy this domain so I am able to keep this work for my own classes in the future. I chose to make this a hybrid course so that parents have and idea of what is happening in the class just by logging onto the website. I taught the difference between figurative and literal language, provided the objectives, and provided a feedback page and extra help page. Master the Pythagorean Theorem -This course was designed and tested with students. I designed a lesson to teach the Pythagorean Theorem. This was tested with high school students. I received their feedback and made adjustments. The technology used for this course was Google Slides. I chose this because it can be accessed from any computer.