Online+Learning+Design+Model

=Overall Instruction Design Model=

Without a good overall design model, there is a risk of ‍having students ‍ think ‍they what ‍educators expect them to output at the end of a module or course and possibly end up using the wrong method to grasp either concepts or facts. According to K, L Gustafson and R, M Branch, “Many college students have had the experience of thinking they knew what the teacher was expecting only to find the exam focused on individual facts while they studied concepts or vice versa.” The overall instruction design model that has been selected for this e-portfolio which best fitted the context is the ADDIE design model. This is so because the context that the learners are coming from is rather a behaviourist approach where according to Gustafson “a variety of learning outcomes/ [behaviours] can be observed, measured, planned for and evaluated in ways that are reasonably reliable and valid.” Gustafson also sites that several other instruction design models such as Dick and Carey(2005), Gagne et al (2005), Morrison et al (2004) and Smith and Ragan (2005) include the core elements (also referred to as phases) of the ADDIE model to ensure congruence among goals, objectives, strategies and evaluation and the effectiveness of the resulting instruction. Tozman (2004) defined ADDIE as an acronym for Analysis, Design, Development, Implementation, and Evaluation. Each phase includes certain specific steps that are supposed to be completed and results of a phase feeds as input to the next phase. Gustafson points out the need to note that activities in the ADDIE model are not executed in a linear step-by-step manner as all processes can be iterative and can be possible to move back to other processes to perfect them or if other needs are identified. This is so because it is necessary to perfect all steps to designing the best possible instruction and just one pass may not achieve the best results



Figure 1: Core elements/phases of Instructional Design (ADDIE)

Analysis Phase
This involves conducting a needs assessment Kuffman (2000), identifying a performance problem in some environment Gilbert (1978) and stating a goal Mager (1997a). ‍In the online learning design, it would be a stage that is very necessary in that if requirements are explicitly identified then the result of the design will be more effective if implemented. ‍

Design Phase
This phase includes specifying objectives that are measurable Dick et al (2005), classifying learning as to type Gagne et al (2005), specifying learning activities Briggs et al (1991) and specifying media Reiser and Gagne (1983). In the systems design approach the output of the analysis phases is a requirements document which upon approval of the stakeholders involved will be used to feed into this stage for the design to match the problem which needs to be solved. This is the same concept that this e-portfolio will be designed.

Development Phase
Comprise preparing student and instructor material (print and non-print) as specified in the design phase Morrison et al (2004).

Implementation Phase
Delivering the instruction in the settings for which it was designed Greer (1996)

Evaluation Phase
Include formative and summative evaluation as well as revision Dick et al (2001). Formative evaluation involves collecting data to identify needed revisions to the instruction; summative evaluation includes collecting data to assess the overall effectiveness and worth of the instruction and revision is making needed changes based on the formative evaluation.

‍References: ‍

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