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Instructional Design Model Paper by Nelson B.

Brock a requirement for ETEC 5243 University of Arkansas, Fayetteville

Nelson Brock

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Instructional Design Model and Paper

Due: 10-24-10

The 5C Step ID Model


CULTIVATE CONSTRUCT CONCEIVE CONSIDER Create Ideas of delivery Body of Learners Build Instruction Content
Formative and Summative Evaluations

CRITIQUE Learners Deliver Instruction Develop delivery mode Develop media Community of Learners Individual Learners Content

Facilitator(s)

Goals, Objectives, Aims Learner characteristics Learner environment Measuring progress !

ID Process

Scope and Sequence

The name of my instructional model is the 5C Step ID Model (See graphic above). It

consists of ve steps: Consider, Conceive, Construct, Cultivate, and Critique. I will outline these ve steps and give the rational for each one. The process is considered a horizontal linear model, although some steps can be used to support other steps. This ID model can be used for a variety of instruction, but my focus will be from the cognitivist learning perspective. Cognitivists believe that learners are not passively inuenced by environmental events but are instead active participants in their cognition (Brown and Green, 2006, p. 50). One of the goals of this model is to create a learning environment in which the learner will have optimum opportunity to increase their knowledge and/or learn a new procedure. The type of learning will emphasize the cognitive and affective domains. Another goal of this model will be to create a system to evaluate or critique the learning taking place with the learner as well as the design process itself. 2

Nelson Brock

! !

Instructional Design Model and Paper

Due: 10-24-10

OVERVIEW OF 5C STEP MODEL ! The rst step of the 5C Step Model is Consider. During this initial step a needs

assessment is conducted to determine what instruction is needed, which audience should be targeted, and which delivery method should be pursued. Instructional goals, objectives, and/ or aims begin to be considered. These may be based on community needs, national and/or state educational requirements, or individual learner needs. Learner characteristics are also considered. Another part of consideration is how progress will be measured before, during and after instruction. ! After the Consider step, instruction is conceived by creating ideas of delivery,

considering body or bodies of learners, the content to be delivered, and the scope and sequence of that content. ! Once conceived, construction of the instruction begins by developing the delivery mode

(s) for instruction. Formative and summative evaluations are formulated to be placed at strategic points before, during, and after instruction. Any media that is to be used will be developed during this stage. All the building of instruction takes place during this step. ! With instructional tools sharpened cultivation of the instruction begins. Instruction is

delivered during the Cultivate step. The individual learners are encouraged to participate and are monitored with formative evaluations. A community of learners are developed to analyze, explore, practice, and discuss the content of instruction. ! During the last step, the learners are critiqued how well they learned and retained the

instruction provided. Facilitators are critiqued either by self examination or learner surveys. The content is also critiqued to see if anything was missing during instruction, if something needs to be taken out, or if the content needs updated due to changes in application. The

Nelson Brock

! !

Instructional Design Model and Paper

Due: 10-24-10

whole instructional design process is critiqued to evaluate whether any parts of the process needs modication.! ! CONSIDER Goals, Objectives, Aims ! The overall goal or goals of the instruction need to be determined at this phase of the

design process. Goals will give the designer direction in preparing instruction. There may be specic learning or performance objectives to consider during this stage. For the 5C Step Model the focus of the objectives may either be cognitive or affective in nature. If any constructivist instruction is being used, then the aims of that instruction will need to be determined. Learner Characteristics ! Learners come to instructional events with varied skills, depth of knowledge, and

attitudes. There are many approaches to determining learner characteristics. Some characteristics can be easily quantied like age and level of education while some are not as easily determined like cultural differences and attitudes toward learning (Brown, 2006, p.137). During this stage an analysis is taken of potential learners. A survey of potential learners can be conducted or past data of learners performance can be reviewed. Learner Environment ! The learning environment is considered during this step so that the best possible

learning can eventually take place. When, where, and how will this instruction occur? Should any environmental constraints be addressed? A needs assessment could show possible obstacles as well as possible solutions. Taking an inventory of possible instruction delivery locations, delivery modes, and time availability of the learners would be a good start.

Nelson Brock

! !

Instructional Design Model and Paper

Due: 10-24-10

Measuring Progress ! Before any planning should begin an end should begin to be developed. Determining

how and if instruction has had an impact on the learner is of vital importance. Measuring progress starts from day one during the consider stage. Critiquing each step and phase as the designer continues to move toward the goal(s) of the instruction should inuence each step. Continually looking forward and reecting back will help guide the design process. Determining if the consider stage garnered appropriate and meaningful data is an important part of this stage itself. CONCEIVE Create Ideas of Delivery ! Based on information from the Consider stage and the goals and objectives selected for

instruction, the planning for the delivery of instruction should begin. The goals and objectives themselves can articulate terms of delivery. The Gagn and Briggs format for writing objectives consists of ve components. They are: 1) Situation, 2) Learned Capability, 3) Object, 4) Action, 5) Tools and Other constraints (www.classweb.gmu.edu). For example, I might use The Geometers Sketchpad software system to teach an objective for proving two triangles congruent. The objective could be stated as: Given two constructed triangles in Geometers Sketchpad demonstrate by measuring each side length whether the triangles are congruent. In this case the objective will dictate delivery method. I should probably use The Geometers Sketchpad software in my instruction delivery. Body of Learners ! As a teacher I would instruct my students in a classroom setting. With this type of group

I could be exible in that I could use lecture, self-paced learning with online modules,

Nelson Brock

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Instructional Design Model and Paper

Due: 10-24-10

cooperative learning activities, and whole group discussion to instruct learners. Thinking in terms of whole group and as individual learners helps direct the designer in conceiving which delivery method would be most effective. Content ! Since I am following more of a cognitive learning approach, I will focus more on the

information and skills I want my learners to acquire based on what I determine they already know or do not know. Content should reect the goals and objectives selected for this instruction. Scope and Sequence ! Organizing the content in a logical order of presentation helps to determine the length of

the instruction. This is commonly known as events of instruction (Brown and Green, 2006, p. 162). A broad list of content could be written and then pared down to t the timeframe available for the instruction. Essential content should be given top priority with other supporting content given consideration as time allows. A logical order of instruction should be developed to give meaning and support for each subsequent learning objective. For example, I should not instruct learners about determining whether triangles are congruent until I have addressed corresponding parts of triangles, i.e., sides, angles, vertices. CONSTRUCT Develop Delivery Mode ! Following the Conceive stage the parts of the instruction should be put together so that

it may be delivered in an effective manner. The mode of delivery can be classroom teaching by way of lecture, hands-on activities, and/or whole group discussion. Feedback between learner and facilitator will provide a means of formative evaluation during delivery.

Nelson Brock Develop media !

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Instructional Design Model and Paper

Due: 10-24-10

To aid in instruction different media must be used to reach all learners. The Multiple

Representation Principle states that it is better to present an explanation in words and pictures than solely in words. It is better to present an explanation using two modes of representation rather than one (Mayer, 1998). For the visual learner, lecture would not be effective without pictures, diagrams, charts, or printed material. The auditory learner may need verbal explanation for the visual media that is presented. During this stage, all visual media, sound media, and other multimedia would need to be acquired or constructed. Any software used in the instruction would need to be acquired and installed on devices used during the delivery. Build Instruction ! Prescribing the instruction and putting it together requires following the plan of

instruction. Activities considered for instruction should be based on proven effective practices. A few that I might consider include: comparing similarities and differences, deductive inquiry, homework and practice, and cooperative learning (www.beesburg.com). Appropriate media should be matched to these activities and developed into a deliverable. Formative and Summative Evaluations ! To access what learning is taking place both formative and summative evaluations

should collect data that reects the level of learning that is or has taken place. The formative evaluations can be as surveys, quizzes, and checked homework assignments. Summative evaluations could be end-of-unit tests, electronic portfolio of students work, or state and/or national summative exams. Evaluations should reect the goals and objectives of the instruction. Not only should planning for learner evaluations be conducted, but evaluation of the process itself should be evaluated. Developed instruction could be tested on a test group

Nelson Brock

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Instructional Design Model and Paper

Due: 10-24-10

of students to determine the effectiveness of the instruction. If needed, modications could be made before the target learners are presented the instruction. CULTIVATE Deliver Instruction ! It is time to cultivate learning by delivering the instruction. Care should be taken to

follow the recommendations of the designer when delivering the instruction. Notes should be taken during delivery to record any successes, unexpected learning moments, or failures of the instruction. Individual Learners ! The individual learner...is viewed as an information processor (like a

computer) ( www.learning-theories.com). This cognitivist approach allows the facilitator to consider each learner. Each learner will bring to the instructional event a different perspective of their view of the material being learned. The facilitator can use that information to meet the learner where they are. Tailoring the instruction for individual learners is valuable, but could be prohibited due to time and space constraints. Community of Learners ! In the previous paragraph there was mention of possible varying individual

perspectives. This can be used to facilitate more learning by allowing learners to share with each other during whole class discussion or small group discussion. This community of learners can positively have an impact on the effectiveness of the instruction. Social interaction plays a fundamental role in the process of cognitive development (www.learningtheories.com).

Nelson Brock

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Instructional Design Model and Paper

Due: 10-24-10

CRITIQUE Learners ! Critiquing instruction includes determining whether learners have indeed learned as

measured by the goals and objectives of the instruction. Students should also be able to critique themselves through reective exercises to help them realize what they have gained through the instruction and ultimately be able to apply the new knowledge or skill in the future. Methods of critiquing can also include formative and summative assessments. Facilitator(s) ! The facilitator(s) of the instruction should evaluate the instruction before, during, and

after the instruction. Making note of possible problems that could occur during the instruction can help the facilitator to notice them as they occur. The facilitators should be aware of the different components of the instruction process: environment, content, learners learning styles, goals, objectives, and evaluation tools. They should review how those components come together and affect each other, but one more component should be considered. The facilitator them self should take note of their own content knowledge, ability to deliver instruction, perceptions, and reactions to the instruction interactions. Taking notes on lesson plan documents or journaling about the instruction experience could help facilitators adjust future instructional events. ! The learners can also help the facilitators evaluate themselves by completing a post

instruction survey that includes but is not limited to the learners perceptive of how the instruction was delivered and the performance of the facilitator.

Nelson Brock

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Instructional Design Model and Paper

Due: 10-24-10

Content ! By looking at any formative or summative assessments and measuring the success or

failure of the learners, not only can information can be gleaned about the delivery of the content, but also about the content itself. If patterns arise during disaggregating the assessment data that show that certain areas of instruction did not take place or was lacking, then a change may be in order concerning the content. Information may need to be added or updated. The delivery method may need to be modied to focus on a particular area of the content. ID Process ! The last phase discussed about the 5C Model concerns the whole ID process.

Evaluating if the process produced a desired outcome or less than desired outcome will help in future use of the model. The designer should take a look at each phase and determine if each were addressed appropriately. Records and documents should tie the story together of how the ID process began and continued until this nal step of critiquing the ID Process. CONCLUSION ! The 5C Model is just that, a model. Each instructional design project is unique in its

target audience, content, learner environment, needs, assessments, evaluations, facilitators, etc.. Having a model to act as a blueprint or guide to building the instructional event(s) is a necessity. Regardless of the learning theory applied each instructional design process should provide a path to learning. Sometimes it is the process itself that provides the greatest learning experience. I know that when I use this model in the near future that I will probably learn more about this model as well as instructional design in general.

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Nelson Brock References

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Instructional Design Model and Paper

Due: 10-24-10

Brown, Abbie and Green, Timothy D. (2006), The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Learning Theories Knowledgebase (2010, October). Cognitivism at LearningTheories.com. Retrieved from http://www.learning-theories.com/cognitivism.html Learning Theories Knowledgebase (2010, October). Cognitive Theory of Multimedia Learning (Mayer) at Learning-Theories.com. Retrieved from http://www.learningtheories.com/cognitive-theory-of-multimedia-learning-mayer.html Learning Theories Knowledgebase (2010, October). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved from http://www.learning-theories.com/ vygotskys-social-learning-theory.html
Mayer, R. E.; R. Moreno (1998). A Cognitive Theory of Multimedia Learning: Implications for Design Principles. Retrieved from http://www.unm.edu/~moreno/PDFS/chi.pdf. Rowan, Kelly Jo (1996-2010) Glossary of Instructional Strategies. http://www.beesburg.com/edtools/glossary.html Retrieved from

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