Before discussing what Instructional Design Models (IDMs) are, it is important to first define them. Also known as Instructional Systems Design (ISD), it is the process of creating instructional experiences that make the acquisition of knowledge and skills more efficient and effective. The discipline of instructional design grew out of World War II, when the US military needed to quickly train large numbers of personnel to perform various tasks.
Although the terms Instructional Technology and Educational Technology are used interchangeably, they are not exactly the same. The Association for Educational Technology and Communications (EGTC) defines educational technology as “the theory and practice of the design, development, use, management and evaluation of processes and resources for learning”, while Educational Technology is defined as “the study and ethical practice of facilitating learning and improving performance through the creation, the use and management of appropriate technological processes and resources.“
With the key definitions now out of the way, let’s examine instructional design models. In the first place, a model is a representation of a complex entity or phenomenon, whose purpose is the objective understanding of what it represents. Models help the designer visualize the problem at hand and then break it down into smaller, more manageable units.
It then follows that an instructional design model are frameworks for developing instruction that improve learning outcomes and also encourage learners to gain a deeper level of understanding. In other words, IDM tells instructional designers how to organize pedagogical situations to achieve instructional goals. It is important to note that effective instructional models are based on theories of learning and instruction.
The models are classified into prescriptive and descriptive. Prescriptive models provide guidelines for organizing and structuring instructional activities, while descriptive models describe the learning environment and how it affects the variables at play.
There are many instructional models that have been developed over the years, and most are based on the ADDIE model. ADDIE stands for Analysis, Design, Development, Implementation and Evaluation.
This systematic IDM consists of five generic phases, which have been refined over the years into other models such as the Dick and Carey Design Model and the Rapid Prototyping Model.
Common examples of these instructional models include:
- Merrill First Principles of Instruction
- Bloom’s taxonomy of learning
- Evaluation of the 4 levels of Kirkpatrick training
- Nine Win Statement Events
- Kemp’s IDM
- Keller’s ARCS Model of Motivational Design (Attention, Relevance, Trust, Satisfaction)
- ASSURE model (analyze students, set goals, select methods, media and materials, use media and materials, require student participation, and evaluate and review)
- Smith and Ragan IDM
- Rapid Prototyping Model.
This, of course, is a non-exhaustive list.
It is important to note that in all models, the learner is (or should be) at the center of the instruction. The learning context is also important for positive educational outcomes. This includes instruction at all levels, ie K-12 education, adult learning, and higher education. Therefore, instructional design models are applicable to college-level teachers, designers, trainers, and instructors, to name a few.