EDID6503 Instructional Design Theories, Models & Strategies

Assignment 3
Creating an Instructional Model

by
Garth W. Williams
ID#92073695

A Paper Presented in Partial Fulfillment

Of the Requirements of
EDID 6503 Instructional Design Theories, Models & Strategies
Trimester I, 2015

Email:
University:
Facilitator:
Course Coordinator:

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garth.williams 2@myopen.uwi.edu
University of the West Indies Open Campus
Dr. Laura Gray
Dr. Camille Dickson-Deane

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Table of Contents

Introduction 3
Summary of work environment 3
Description of instructional models and strategies
best suited to the work environment 4

New instructional model. 8

Name and description of instructional model. 8
How the instructional model will support my work environment 10
State the Instructional strategies that will be afforded in the new model . 10
Similarities and differences between the work environments'
current instructional model and the new instructional model ..11
Reflection11
Reflection included references to the research experience 11
References..12

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Introduction
The purpose of this research paper is to review instructional models in general and
create an instructional model that best describes my working environment. A summary
of my work environment is presented, noting how specific instructional models best
describe it and the instructional strategies that are prevalent there. A new instructional
model that best illustrates my work environment is created and named, with supporting
evidence for the model. The supporting evidence include: a). Why the instructional
model is given such a name; b) How the instructional model will support my work
environment; c) The Instructional strategies that will be afforded in the new model, and;
d) The similarities and differences between my work environments current instructional
model and the one I have created. A reflection of my journey creating the model is also
presented.

Summary of Work Environment

For the purpose of this research paper, my work environment is rented classrooms at a
high school in Kingston, Jamaica. These classrooms are used to facilitate small group
sessions on weekends for high school students who are preparing for the Caribbean
Secondary Education Certificate (CSEC) examinations in mathematics and English
language. The sessions are advertised in the Gleaner, a national newspaper. Each
session is scheduled by subject and grade in school. For example, students in grades 7
to 9 who need help in mathematics are separated from students in grades 10 to 11who
also need help with mathematics. Each session is two hours and a tutor is assigned to a
classroom of 10 to 15 students per group.

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The students are from various schools and communities in Kingston and adjoining
parishes. They are also at different knowledge levels. The teaching materials are
primarily text books which are prescribed by high schools and the Ministry of Education,
Youth & Culture. In addition to text books, printed hand-outs are provided with lecture
notes and practice questions. Online resources from open source learning websites are
referenced in the lecture notes. The classroom seating is arranged in a U-shape to with
the tutor at the entrance of the semi-circle. Each classroom is equipped with a laptop for
the tutor, a multimedia projector and screen, an erasable white board, and flip charts.
Free WIFI is available at the school. Students are registered on their first session and
they pay a fee either per session or per term (3 months).

Best Suited Instructional Models & Strategies for the Work Environment
According to Reigeluth & Curtis (1987) instructional models are comprised of
instructional strategies which are informed by instructional theories. These models are
designed to suit particular learning situations, so as illustrated by Gustafson & Branch
(2002) in their survey of instructional development models, there can be as many
models as there are learning situations. Reigeluth & Curtis (1987) noted that since
some models differ only in mirror ways from others, (based on the learning situation) it
is more useful to think of a few general models of instructions with several variations (or
combination of instructional strategies) to suit particular situations. In order to
determine which general model best suits a particular environment; Reigeluth & Curtis

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(1987) suggested that we must first determine whether the learning goals and
objectives are primarily motor, affective or cognitive.

They argued that the nature of the instructions will be very different for each kind of
goal. Motor skill goals are learning outcomes to develop physical skills like driving or
swimming. In developing motor skills, Reigeluth & Curtis (1987) highlighted the
instructional strategies of demonstration, practice and informative feedback promoted
by Ganye & Briggs. Breaking down complex skills in small parts, teaching each part in
isolation and then teaching the learner how to put the part-skills together is another
instructional strategy highlighted. This instructional strategy is sometimes implemented
using backward and forward chaining.

Affective goals are learning outcomes that develop positive values, attitudes, interests
and feelings, such as being a highly motivated and active learner who participates in
collaborative learning activities and completes individual and group assignments on
time. If the primary learning outcomes is in the affective domain, for example to develop
positive moral values, Reigeluth & Curtis (1987) suggested modelling the positive
behaviours and rewarding learners who adopt the behaviours to reinforce it. They also
suggested having discussions of moral dilemma to share perspective among learners in
an environment that allows for views to contend, but provides the opportunity to
influence positive morals.

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Cognitive goals are learning outcomes that develop the intellectual knowledge and
skills. Reigeluth & Curtis (1987) noted that although most instructions include goals in
all three domains, one domain is usually dominant and guides the choice of a general
model that is then adapted to suit the learning situation. If the primary learning
outcomes are in the cognitive domain, then the sequencing of instruction content
(information and skill) should be determined early in the instruction design process,
because if the content is poorly sequenced, then this will negatively impact the stability
of the cognitive structures that facilitate the efficient processing of information by the
learner (Reigeluth & Curtis (1987). They also argued that proper sequencing influences
long term retention and transfer. Once the sequencing of instructions is determined, a
top-down approach is suggested where the end goal and performance objectives are
determined, and then for each skill needed by the learner, instructions are designed and
broken down to the lowest level appropriate to the learner. This includes deciding on
such things as the number and types of examples, practice, visuals and memory aids.
(Reigeluth & Curtis (1987).

There are many instructional models with different emphasises. They have been used in
the classroom environment, not singularly, but situationally integrated to respond to the
needs of a particular group of learners. Some of the instructional models that have been
tried and tested include:

the ADDIE analysis, design, development, implementation and evaluation

-instructional systems design model, which is a generic model from which others
have been developed as a variation.

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Behaviourism Dick & Carey (2009) systems approach model is based on

behaviourism theory by B.F. Skinner. Behaviourism focuses on learning as an
observable change in behaviours that can be reinforced by positive reward.
Cognitive processes are not taken into account as they are subjective.
Instructional cues to elicit correct response, drills and practice, using chaining
and fading, are important instructional strategies. The Dick & Carey Model has
ten procedural steps: Identify instructional goals, conduct instructional analysis,
analyse learner and context, write performance objectives, develop assessment
instruments, develop instructional strategy, develop and select instructional
materials, design and conduct formative evaluation of instructions, revise
instruction, design and conduct summative evaluation.

Cognitive Model (Gagne) According to Driscoll (2014), the learning process

involves information passing through the stages of memory and goes through a
series of transformation in so doing. He noted that these transformations would
be based on a process outlined in Robert Gagnes Nine Events of Instructions.
These include: gaining attention, informing learners of the objective, stimulating
recall of prior learning, presenting the content, providing learning guidance,
eliciting performance, providing feedback, assessment performance and
enhancing retention and transfer.

Constructivism (Jonassen)- According to Jonassen, D. (1999), it is assumed

that the learners individually and as a community construct knowledge based on

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their interpretations of experiences in the world. From the constructionist

perspective, learning is not transmitted from teacher to learner; learning is
constructed by the learner through guided inquiry and discovery. The teachers
role is to select a question or a project or a problem to be solved, that is relevant,
interesting and meaningful to the learner, who needs to own the problem and
pursue knowledge in order to solve it. Instructional strategies include: modelling,
collaborative learning, coaching, scaffolding, fading, problem-based learning,
authentic learning, anchored instruction and cognitive flexibility.

A New Instructional Model

The new instructional model being proposed is called the L.E.A.R.N.E.R Model. As the
name suggests, this is a learner-centred instructional model rather than an instructor
centred model. The emphasis on the learner is a significant feature of the mode. It starts
with identifying the learners characteristics, preferences, interests, prior knowledge and
skills. The learning goals and objectives of the leaner are sought early in the learning
process as a basis for designing instructional strategies, instructional materials,
assessment and evaluation tools and revision mechanisms. The model is strongly
influenced by the Dick and Carey Behaviourist Model in terms of the procedural steps,
but the inclusion of a step to iNNOVATE , is a significant difference between the two
models. The iNNOVATE step is included to facilitate flexibility in meeting the individual
leaning needs of learners, by creatively using innovations in instructional technology,
such as personal tutor systems (Spector, et al. 2005).

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The L.E.A.R.N.E.R Instructional Model

LEARNER

EVALUATION

ANALYSIS

Learner profile determine learning interest, assess

prior knowledge, identify desired learning outcomes
(goals), pre-entry skills, study habits, preferred learning
style, home support.
Formative evaluation - pre-test to assess knowledge
gaps in each subject area based on desired learning
outcomes (grade improvements). Identify any need for
remediation.
Conduct instructional analysis based on learner profile
and formative evaluation, identify the instructional
approaches, strategies and conditions of learning that
has worked or not worked with the learner and why.

Review with the learner, the desired learning outcomes,

identified knowledge gaps, detained learning objectives,
proposed instructional approaches, and desired
affective changes in behaviors of learner and
supporters. Negotiate a learning contract.

REVIEW

iNNOVATE

Based on review, develop assessment instruments,

instructional strategies, and instructional materials using
appropriate technologies to enhance supporting learning
environment and personalized tutorial systems.

Design and conduct summative evaluations to assess if

learning objectives were met and identify need for
revision of the instructional assessments, strategies and
materials

EVALUATION

REVISION

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Based on summative evaluations, revise learning

objectives, instructional strategies, instructional
materials and learner support systems inputs.

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How the instructional model will support my work environment

The new L.E.A.R.N.E.R instructional model will support my working environment in our
plans to transition from the traditional classroom instructional model to a blended and
eventually an online distance instructional delivery model. According to Spector, et al.
(Eds) (2005),
One of the most promising developments of the knowledge age is our growing
knowledge about how to create an electronic personal tutor for learners. It would
be a personal tutor in the sense that the instruction would be customized to the
individual learners needs, interests, and learning style. It would be adaptive in
that it would constantly monitor and improve its selection of instructional methods
for the learner. But it would also allow the learners to play a major role in
designing their own instruction by selecting from a menu of methods or at least a
menu of specifications for the methods that the personal tutor system selects.
The personal tutor system would, of course, provide advice and feedback about
the learners selections, so the learner would be coached to improve his or her
learning strategies
The iNNOVATE step in the L.E.A.R.N.E.R model is included prescisely for the purpose
of introducing technology as described by Spector (2005) above.

Instructional strategies that will be afforded in the new model

The new L.E.A.R.N.E.R model will afford a learner-centred approach to instructions that
integrates instructional strategies from several domains depending on the particular
learning needs and environment of the learner. Deubel, P. (2003) investigated the

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behavioural and cognitive approaches to instructional multimedia design and concluded

that in educational settings a mixed approach to design would be more appropriate.
The L.E.A.R.N.E.R model embraces this integrated instructional approach.

Similarities and differences between the work environments'

current instructional model and the new instructional model
There are a number of differences between the work environments current and new
instructional model. One of the main differences will be the use of technology to
facilitate both a synchronous and asynchronous learning environment. With the
introduction of either blended or distance learning, learners will have greater flexibility in
accessing instructional materials and a wider learner community. The opportunity utilise
a personal tutorials that meet individual needs will increase significantly. Whilst these
benefits will be reaped by the learners, teachers will have the initial added work to
create differentiated instructional materials and strategies. The use of technology also
comes with some increased costs for communications equipment. For both the learner
and the teacher, transactional distance will change and the learner will need to take
increasingly greater responsibility for his/her own learning.
Reflection
I think that I am now able to appreciate the distinction between an instructional model
and an instructional strategy. I learned that from (Reigeluth & Curtis (1987). The
creation of my own instructional model is the most meaningful learning activity for me to
date. I am truly hoping to receive critical feedback from my tutor/facilitator that will help
me to improve on this model.

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References

ADDIE Model Retrieved on 15/3/2015 from http://en.wikipedia.org/wiki/ADDIE_Model

Deubel, P. (2003) An Investigation of Behaviourist and Cognitive Approaches to

Instructional Multimedia Design. Journal of Educational Multimedia and
Hypermedia,12(1), 63-90. Retrieved on 15/3/2015 from
http://www.ct4me.net/multimedia_design.htm

Dick, W., Carey L. & Carey, J. (2009). The Systematic Design of Instruction (7th ed.).
Saddle River, NJ: Merrill.(Chp.1). Retrieved on 15/3/2015 from
http://butleratutb.pbworks.com/w/file/fetch/54301965/table%20of%20contents
%20preface%20intro.pdf

Driscoll, M.P.,Psychology of Learning for Instructions, 3rd Ed., Pearson New

International Edition, Pearson Education Limited, 2014. (chp. 10)

Gustafson, K. L. & Branch, R. M. (2002). Survey of Instructional Development Models,

Fourth Edition. Syracuse, NY: ERIC Clearinghouse on Information and
Technology. Available from ERIC Document Reproduction Service No.
ED477517. (Available as an ERIC PDF download). Retrieved on 18/2/2015 from
http://files.eric.ed.gov/fulltext/ED477517.pdf

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Jonassen, D. (1999). Designing Constructivist Learning Environments. InstructionalDesign Theories and Models: Volume II. In C. Reigeluth. Mahwah, New Jersey
and London, Lawrence Erlbaum. Retrieved on 15/3/2015 from
http://www.davidlewisphd.com/courses/EDD8121/readings/1999-Jonassen.pdf

Reigeluth, C.M. & Curtis R.V. in Gayne, R.M.(Ed.) (1987)- Instructional Technology:
Foundations, New Jersey: Routledge, (Chapter 7 Learning Situations and
Instructional Models) books.google.com (by ). Retrieved on 17/3/2015 from
https://books.google.com.jm/books?
hl=en&lr=&id=PTtdAgAAQBAJ&oi=fnd&pg=PA175&dq=instructional+models+&ot
s=TQC2occWaE&sig=alNdcZuvK5IdDSnx8rgLAmGJpk&redir_esc=y#v=onepage&q=instructional
%20models&f=false

Spector, J.M, Ohrazda, C., Schaak, A.V.& Wiley, D.A.(Eds) (2005), Innovations in
Instructional Technology, Essays in Honor of M. David Merrill. New Jersey:
Lawrence Erlbaum Associates, Inc.(Chp.12). Retrieved on 15/3/2015 from
file:///C:/Users/gwilliams/Downloads/0deec53985f26b991a000000.pdf

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