Instructional Design (ID)

1. A systematic process of translating general principles of learning and instruction into plans for instructional materials and activities which make the acquisition of knowledge and skill more efficient, effective, and appealing
2. The process by which instruction is improved through the analysis of learning needs and systematic development of learning experiences. Instructional designers often use technology and multimedia as tools to enhance instruction.
3. According to this definition, instructional designers have two primary functions:

• To analyze learning needs
• To systematically develop improved learning experiences.

Universal Design for Learning (UDL)

1. Educational framework that guides the design of learning goals, materials, methods and assessments as well as the policies surrounding these curricular elements with the diversity of learners in mind.
2. Three principles of UDL:

Principle I: Provide multiple means of representation – Using different types of media to support learning and ensuring that all materials are accessible.

Principle II: Provide multiple means of action and expression – Providing a choice of instrument assessments while maintaining robust learning outcomes.

Principle III: Provide multiple means of engagement – Fostering collaboration with clear goals, roles and responsibilities.

ID Model

ADDIE Model

1. Provides systematic approach for designing and developing a learning experience.
2. Acronym for Analysis, Design, Development, Implementation, and Evaluation.

Strengths:

• Most widely used model and is the foundation for other ID models.
• It is flexible and can be used for traditional instruction and across many industries.
• Is most effective when testing for easily measurable criteria.
• Allows for collaboration at each level and at any and every stage.
• Evaluation is a key component built into ADDIE.
• Structured guidance for design.

Weaknesses:

• You can’t get to the next phase without addressing the one before it.
• It is time consuming and costly.
• Because the process is so detailed, it sometimes deters the creative process.

Dick and Carey Model

1. Outlined the importance of using a systematic approach in designing instruction.
2. The components of the system include the teacher, learner, instructional materials, and learning environment.
3. The effectiveness of the systematic approach in designing instruction is to provide 1) focus when a clear goal or objectives are stated up front to guide the design of instruction, 2) careful linkage between each component, and 3) an empirical and replicable process.
4. The Dick and Carey model includes the following steps:

Strengths:

• Provides detailed step-by-step processes that could easily be followed.
• It is very helpful for novice instructional designers to understand the details regarding the principles of the systemic approach to instructional design.

Weakness:

• It is based on the premise that every one of its components are essential, and therefore none can be skipped.

Waterfall Model

1. This development model centers on a step-by-step design process. Each stage must be completed before moving onto the next.
2. Involves six key stages that takes a linear approach:

Strengths:

• Ideal for supporting less experienced project teams.
• Orderly sequence of steps and strict control ensures quality, reliability and maintainability of developed system.
• Progress is measurable.

Weaknesses:

• Inflexible, slow, costly.
• Problems not identified until testing.
• Difficult to respond to changes.
• Depends on early identification and specification of requirements, yet users may not be able to clearly define them.

Hannafin-Peck Model

1. It is the ideal approach for a subject matter that is more complicated, that it tackles each stage of the eLearning development process separately.
2. Three stages of the Hannafin-Peck Model:

Strengths:

• Ideal for all experience levels
• Improves the quality and consistency of eLearning experiences
• Allows you to evaluate your eLearning course as you go along

Eclectic ID

1. The process whereby a designer blends idea from multiple learning theories to construct a learning experience that works better than a course designed from only one theoretical influence.
2. The first easily recognizable part of the model is the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model.
3. The second part is situations which refer to the conditions and values associated with the learning experience. Conditions include factors such as needs, audience, content, context. Values include factors such as desired outcomes, in terms of effectiveness, efficiency, and appeal, and opinions toward methods and learning goals.
4. The third part are the four learning theories—behaviourist, social learning, cognitivist, and constructivist which give rise to learning strategies, tactics, experiences, and learning environments that are consistent with the theory.
5. The fourth part is the selection of macro and micro instructional methods. Micro instructional methods reflect instruction for a single idea (fact, concept, principle, or procedure), whereas macro instructional methods reflect instruction for more than one idea (e.g., sequencing, synthesizing, and summarizing).
6. The fifth and final part is course and lesson design. This is the stage where the design of the entire learning experience comes together in terms of methods, media, sequencing, and timing.

Strengths:

• Can be useful to match the characteristics of more students with at least one of the teaching styles.
• Does not restrict to one perspective so allows new ideas to be formed.
• Different approaches are useful for teaching various aspects a wide variety of ideas and skills.
• Combining methods is a useful way of validating ideas.
• The strengths of one method can be used to offset the weaknesses of another.

Weaknesses:

• Without grabbing to one approach, curriculum choices and overall directions can be confusing and overwhelming.
• There may be gaps in learning, if you are frequently switching curriculum.
• This approach can lack disciplined learning and allow for laziness.

Rapid Prototyping

1. An instructional design approach that combines the design, developmental, and evaluation phases.
2. It is a non-linear approach that produces a sample working model that is a scaled-down representative version of the whole course. 
3. A primary goal of the prototype is to provide a general understanding of how the course will look and work like.
4. It is built to test the instructional efficacy and/or usability of concepts or processes like interactive activities and the navigational framework.
5. The conventional three-step process of creating an effective prototype:

• Creating the Prototype: create the mock-ups based on the learning needs of your audience, the instructional strategy decided beforehand, and the technical scope of the project.
• Reviewing: review the prototype for functionality and usability.
• Refining: make slight tweaks or revamp the prototype to match the feedback and recommendations of the users.

Strengths:

• Encourages designers to feel confident about stepping outside their creativity confines to dream up innovative ways to present content.
• Enhances communication between different stakeholders.
• It is flexible, fast, and effective.
• It establishes expectations early on in the project and lets clients preview the course very early on.
• It is a resource-efficient process and prevent wastage of effort.

Weaknesses:

• Can lead to a design-by-repair philosophy, which is only an excuse for lack of discipline.
• Does not eliminate the need for front-end analysis. It cannot help if the situation is not amenable to instructional design.
• There may be many instructional design problems which are not addressed by prototyping.
• May lead to premature commitment to a design if it is not remembered that a design is only a hypothesis.

SAM Model

1. SAM is the acronym of Successive Approximation Model.
2. Goal : take smaller more flexible steps within a larger framework to achieve high quality in training and learning
3. SAM model is agile and iterative.
4. “Agile” means multiple steps are happening at the same time; and those smaller and flexible steps contribute in achieving high quality in training and learning.
5. “Iterative” means each development stage in SAM is cycled, and each cycle should be closer to ideal than the last one. 
6. There are three phases or development stages of SAM, and each is cycled to be closer to ideal.

• Preparation phase: All parties should be involved (instructional design, facilitator, program manager, stakeholder, etc.) and start a collaborative brainstorm session to establish the project foundation, which usually is in the formats of meetings.
• Iterative design phase: All parties’ ideas and assumptions are discussed, prototyped, and evaluated early on approaching an usable product.
• Iterative development phase: All parties work collaboratively to go through the development, implementation, and evaluation together.

Strengths:

• It is less linear and more “true to life” when considering the building of a learning or training course
• It considers various points of views allowing for the consideration of options that could improve the learning or training experience
• Uses iterations-small steps during the development process which makes room for evaluations and necessary changes as needed
• The goal is to find out where energy and resources should be placed immediately in order to create projects/material that can be used at once
• Very collaborative/teamwork based

Weaknesses:

• The idea that mistakes are “inevitable” may result in overlooking potential issues in a project
• Doesn’t acknowledge and account for risk in relation to the effectiveness of a project in comparison to other instructional design models
• One must consider a variety of input which can lead to less cohesiveness if not monitored correctly
• There is a need for a considerable amount of collaboration to ensure the cohesiveness of the project

SAMR Model

Strengths:

• Easy to follow steps that provide great examples of how to scaffold the integration of technology into teaching and learning.
• Helps teachers brainstorm new ways to integrate technology into the classroom hence, gives technology a purpose. Instead of technology being the learning outcome, SAMR allows for educators to use technology as a tool to achieve a specific learning outcome. 

Weaknesses:

• The general idea that each level is better than the last. This causes educators to feel they must constantly be moving up the levels no matter what they are teaching or the learning outcome they are aiming for. Because of this mindset, some levels are skipped or overlooked when they are in fact the best method to be used for the specific situation.

ASSURE Model

1. ASSURE is an instructional design model that has the goal of producing more effective teaching and learning.
2. ASSURE is an acronym that stands for the various steps in the model. The following is a breakdown of each step.

Strengths:

• It incorporates media in its delivery process. Ensuring the learning of a learner to be interactive
• It has an easy logical structure but still influential. The structure on other models can be obscured to the trainer and can hinder the learning process for the learner
• It is learner centered. the Trainer can focus on the learners needs by knowing the learner and their abilities.

Weaknesses:

• It is limited to its purpose or use. The structure of this model is such that it would needs to stay true throughout the learning steps.
• Mainly teacher friendly or resourceful.
• The analysis step in the ASSURE model when referenced to the ADDIE Model can be seen a deficient. When comparing two models , the ASSURE model attacks the learning to a learner in a different direction other then placing much emphasis in the analysis step.