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Instructional Design Models, Theories and Methodology

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Assessment of  the Instructional Design Models & Principles Applied in  the Different   Dimensions  of Instructional Design Models

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Assessment of the Instructional Design Models

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Evaluation of the instructional design models

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T he process of reviewing both the instructional components and the resulting outcomes of instruction to determine whether instruction achieves the desired outcomes.

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How satisfied are the learners with the instruction?

What knowledge is learned, skills developed, or attitudes changed?

How do participants apply what was learned to change their behavior?

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Evaluate learning whether the program is effective or ineffective.

To uncover what changes have been brought in the attitude and behavior of the learners.

To determine how closely one has been able to achieve success in the implementation of the program.

Feedback from learners to check learning progress and monitor efficacy of the pedagogical process selected for instruction

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Are our lesson plans, instructional materials, media, and assessments, aligned with learning needs.

Do we need to make any changes to our design to improve the effectiveness and overall satisfaction with the instruction?

Are our instructional goals aligned with the requirements of the instructional program?

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Does the implementation provide effective instruction and carry out the intended lesson plan and instructional objectives?

Have the learners obtained the knowledge and skills that are needed?

Are our learners able to transfer their learning into the desired contextual setting?

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The process of evaluating instruction and instructional materials to obtain feedback that in turn drives revisions to make instruction more efficient and effective.

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Takes the data and draw a conclusion about the effectiveness of the designed instruction. Multiple questions through assessment to determine  learning effectiveness, learning efficiency, and cost-effectiveness, as well as attitudes and reactions to learning .

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Question no. 1: How well did the student learn?

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Question no.   2 A re the students motivated to change behavior?

Question No. 1 How well did the student learn?

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Question no.   3 Did we engage the intended population of learners?

Question no.   2 Are the students motivated to change behavior?

Question no.  1 How well did the student learn?

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Question no.   4 Did we engage the intended population of learners?

Question no.   3 Even, did we teach the learner right things?

Question no.   1 How well did the student learn?

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Measurement of Learning effectiveness can be ascertained

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Assessments, ratings of projects and performance, observations of learners’ behavior, end of course surveys, focus groups, and interviews.

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Learning efficiency and cost-effectiveness

Learning efficiency is a matter of resources, time, instructors, facilities, etc. and how those resources are used within the instruction to reach the goal of successful instruction recommended comparing the materials against an organization’s needs, target group, and resources. The result is the analysis of the data to make a final conclusion about the cost effectiveness based on any number of prescribed formulas.

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There is a natural connection between attitudes and the assessment of affective objectives. Conversely, designers may utilize summative assessments that collect data on the final versions of their learning product. This summative assessment measures the reactions to the learning.

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T o determine if instruction is effective and if met the organization’s defined instructional needs. It goes beyond the scope of formative and summative evaluation and looks at whether the long-term effects of instruction is what the organization was hoping to achieve.  Mosely  and Solomon (1997) described confirmative evaluation as maintaining focus on what is important to your stakeholders and ensuring the expectations for learning continue to be met.

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An iterative process that requires the involvement of instructional designers, subject matter experts, learners and instructors.  Tessmer  (2013) identified four stages of formative evaluation including expert review, one-to-one, small group, and field test evaluation.

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Identify and remove the most obvious errors and to obtain feedback on the effectiveness of the instruction. ( The expert judgment phase )

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Is much likely a usability study. IDs should be looking for clarity, impact, and feasibility. The IDs engage learner in dialog to solicit feedback.

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It is used to determine the effectiveness of changes made to the instruction following the one-to-one evaluation and to identify any additional problems learners may be experiencing.

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There are several models we consider for summative evaluation

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The  cipp  model of evaluation by  mallory   buzun -miller

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Identify what occurred without the prompting of goals and objectives

Determine if what can logically be attributed to the program or intervention

Determine the degree to which the effects are positive, negative, or neutral

Identify relevant effects to examine without referencing goals and objectives

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Use observations with verification by expert review. You may also develop or use checklist, interviews, observations, rating scale, Assessments, and a review of organizational productivity data.

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Evaluation is the process of determining whether the designed instruction meets its intended goals. It helps us determine whether learners can transfer the skills and knowledge learned back into long-term changes in behavior and skills required for the target context. Evaluation provides the opportunity for instructional designers to ensure all stakeholders agree that the developed instruction is meeting the organizational goals.

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An organization’s ability to learn, and translate that learning into action rapidly is the ultimate competitive advantage.

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Principles Applied in the Different Dimensions of Instructional Design Models

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National Research Council of the National Academies states clearly the goal of all learning: expertise.

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5 Basic Principles Of  Instructional  Systems  Design

Instructional Design Should Contextualize Information

Design Your Course To Be Learner Community-Based

Include Opportunities For Students To Produce Original Content

Instructional Design Should Proceed At An Efficient Pace

Create Fair, Well-Thought-Out Evaluation Tools Administered At The Proper Time

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-An  instructional program should teach material efficiently, encouraging students to practice every chance they get.  - Getting  students quickly to a place in which they can begin to put their knowledge into practice is essential to effective Instructional Design.

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Add Remedial Material For Struggling Students

Consider Students’ Backgrounds As You Design Material

develop materials that challenge them without overwhelming them.

materials for students whose backgrounds or abilities allow them to learn more quickly than the rest of the class

Include some extra material that can bring struggling students up to speed.

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An important ingredient in efficiency is the format in which you design the system

Use outlines and tables to organize hierarchical structures and diagrams to illustrate more complicated relationships among various components of the material

people learn better in small chunks than if you ask them to digest a lot of material at once

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