Instructional Design Theories & Methods

This week, we will take a look at some of the most popular instructional design theories and methods or better known as models. These models are the ‘tools’ to help instructional designers develop successful learning experiences.

Let’s start with one of the commonly used models; The ADDIE Model

This is one of the most popular instructional design models. This five-stage process provides guidelines in creating effective training materials. ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. Let’s go through the stages one by one.

1. Analyse

This is the part of where you make an in-depth analysis which then clarifies the core components to create your training programme.

You can start by focusing on identifying your target audience, followed by determining what that specific audience needs to know. The goals and objective for the programme can be worked out at this stage by completing your training needs analysis.

2. Design

Once the first part is sorted out, you’ll need to figure out how you’re going to meet the needs of your learners. Whatever you seek to achieve in your analysis, is where you drive your ‘design’ to.

3. Develop

As you come to this stage, all things should now be in place. In which, you can start to develop your plans and build your contents. You can gather and use all sorts of equipment whether digital or physical in creating your contents to support the learning delivery.

4. Implement

Now that everything is ready, you’re all set to go! You will now get to deliver your training programme to your audience.

5. Evaluate

Lastly, the evaluation stage. To know how well the outcome for the training delivered, you will need to evaluate the results. This is where you get to determine whether your initiative matches the objectives set at the beginning.

The next commonly used model is; The Magic Triangle of Learning

When designing a learning experience, instructional designers must take three main components into account to ensure the learning is effective:

• Learning objectives
• Learning activities, and
• Assessments

This is known as the “Magic Triangle” of learning.

1. Learning Objective

The first step of it all, is the target set for an expected outcome for learners to gain from the materials provided during the session. To define the results acquired, is by measuring what the learners know or are able to do at the end of the course which they didn’t know before.

Learners may achieve input either by gaining new information or certain skills that can be demonstrated.

2. Learning Activities

Having the objectives, only then activities can be carried out, using the resources set to deploy the learning experience. The tasks are created and planned by instructional designers to be used by the learners during the learning process.

The types of activities may range from audio, animation, videos, simulation, gamification or even traditional activities such as reading and lecturing. In which, it can be digital or physical depending on the session.

3. Assessments

And we have the final step of the learning process, the assessment which includes quizzes, exams or graded simulations of real-life situations.

This is a way of checking that the learning objective was met and that the learning took place effectively, in other words it is part of – ‘action’ and ‘reflection’.

Once these three elements are aligned, effective learning can take place.

Adding to the two above, here is one more commonly used model; Bloom’s Taxonomy

Bloom’s Taxonomy is a hierarchical model to classify the different levels of complexity in the learning process.

Originally, the model categorizes learning objectives into three domains of learning; cognitive (mental), affective (emotional) and psychomotor (physical). However, the cognitive domain is the most widely used when it comes to creating learning objectives during instructional design. ?

The cognitive domain is divided into six categories, each representing the skill level;

1. Create ???????- Use information to create something new.

2. Evaluate?????- Critically examine information and make judgements.

3. Analyse???????- Take information apart and explore relationships.

4. Apply??????????- Use information in a new but similar situation.

5. Understand?- Understanding and making sense out of information

6. Remember??- Find or remember information

The idea is to view learning objectives in behavioural terms so that they can be easily defined and measured according to the knowledge/skills the learners acquires and how their behaviour/performance improves as a result.

This model is useful for instructional designers because they can use it to:

• ?Assess learners’ current level of knowledge
• Create training specifically designed to move them up to the next level
• Set learning objectives, activities and assessments around the verbs provided by Bloom to make learning measurable.

There are a lot more models and frameworks that you can explore other than the ones shared. Each are different in some ways but it depends on your preference as to which may assist you better.?