A Generic Instructional Design Model

Although there are many models, most include the following processes:

• Analysis -- defining what is to be learned
• Design -- specifying how learning will occur
• Development -- authoring and producing the material
• Implementation -- using the instruction in the real world
• Evaluation -- determining the impact of instruction

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The Analysis process includes three components:

• Needs Analysis -- output: Problem statement
  -- What is the problem?
  -- How do we solve it?

• Task Analysis -- output: Competencies or Behavioral task statements
  -- What is the content? or
  -- What is the job?

• Learner Analysis -- output: Learner entry level
  -- What are the characteristics of the learner that will influence selection of instructional materials and activities -- cognitive, affective, psysiological?

Curricular needs can be determined by

• Established standards
• What is being taught somewhere else
• What decision-makers think will be needed in the future
• What the learners think should be taught
• What the learners wnat to learn

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The Design process focuses on the following questions to achieve these possible outputs: measurable objectives, criterion-referenced tests, design specifications:

• What are the objectives?
  • ABCD method -- A=audience, B=desired behavior, C=conditions for performance ("givens"), D=degree to which behavior performance must reach (time to completion, minimum no. of right answers, % or proportion, number of consecutive correct actions)
• How will we know if the objectives are met? (see D above)
• What instructional strategy will achieve the objectives?
• What media and methods are most effective?

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The Development process involves three steps with the following outputs: lecture plans, assignments, materials for reading or manipulating, post-tests

• Draft materials
  -- What will the materials say?

• Media Production
  -- How will the materials look and sound?

• Formative Evaluation
  -- Do the materials meet quality standards?
  -- Do students learn from them?
  -- How can we improve them?

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The Implementation process involves handing the course over to whomever will take the responsibility for it. Perhaps the author or designer of the course is the same person who will implement it but sometimes these two aspects involve different people. Outputs may include teacher guides, systems for tracking student progress, procedures for monitoring resource consumption.
Compensatory instruction for students who are less effective/efficient learners:

• Outlining main points to be covered and reviewing previously learned and related material
• Using aids to help students identify important information, e.g., models, change of voice quality, visual aids
• Questioning a wide range of students not just those who volunteer
• Being aware of nonverbal signals
• Providing feedback to a student's response
• Paraphrasing and summarizing the important points during and after the presentation

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The Evaluation step concerns three questions:

• Have we solved the problem and met the need? Were all instructional objectives met to the specified criterion level
• What is the impact? -- output: Course assessment
• What needs to change? -- output: Recommendations for change

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Revised Sept. 8, 2009.

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