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EDTECH 503-4172
Reading QuizRon Gardiner
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Order of Postcards
3-4 History of ID
5-6 Definition of ID
7-8 Notion of "systems"
9-10 Use of models
11-12 Constructivism
13-14 Empiricism
15-16 Behaviorism
17-18 Info. Proc. Theory
19-20 Relate ID and EdTech
21 APA references
Word Cloud http://worditout.com/word-cloud/15874
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History of ID
Born out of a need to provide servicemen effective and consistent training World War II, Instructional
Design had humble beginnings. After the war, the continued work to improve instruction produced
a framework for planning instruction that included analysis, design, and evaluation. Programmed
instruction, wrapped around the idea that learners would do well if training was presented in small
segments with frequent questions and immediate feedback grew out of these earlier works and is
considered to be a predecessor to the systems approach to teaching and learning. This systems
approach was the first to use data to validate the effectiveness of training/instruction. Later, when
a need was seen objectives to be included in classroom instruction this too was incorporated into
Instructional Design. In another iteration, the shift from norm to criterion-referenced testing
became evident. From these ideas numerous systematic design processes/models emerged.
When personal computers became available designers began looking at technology as a way to
deliver instruction. Technology continues to play a large role not only in the delivery of instruction,
but the management as well.
The image on the previous page is entitled "Grand Design" spiral Galaxy M81. I selected this image
because the spiraling arms come from a common center just as the many facets of Instructional
Design developed from a common idea.
http://www.flickr.com/photos/toptechwriter/522395769/
http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/http://www.flickr.com/photos/toptechwriter/522395769/7/29/2019 EdTech 503 Reading Quiz
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ID Definition
Instructional Design is a process by which designers produce detailed and explicit plans of instruction
using sound educational theories and practices. This flexible process contains several key
elements: Analysis, strategy, and evaluation. In some instances Instructional design can be seen
in a linear fashion, in others a more fluid process takes precedence in which designers can move
easily between stages in the process as necessity dictates.
The Celtic knot with its interwoven strands depicts the many roads designers may take to produce aninstructional plan.
http://www.flickr.com/photos/bobleckridge/1036936682/in/photostream/lightbox/
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Notion of systematic
The term systematic implies that a sound logical process or well-thought-out series of steps is used to
achieve a goal or solve a problem. Instructional designers use a systematic process to ensure all
critical components of the design process are addresses. Regardless if one is using the
Analysis, Strategy, and Evaluation process or A.D.D.I.E. (analysis, design, develop, implement,
and evaluate) to create a instructional program, critical thinking and logical processes help to
ensure success, and provide a template for repeated success.
I chose the bee dance to symbolize the systematic process. To an untrained eye, the bees appears to
be an unorganized cluster of insects with no goal in sight. Yet, the bees are transmitting
information so that behaviors can be replicated for the benefit of the hive. While to an untrained
eye, instructional design processes may also look like organized chaos, it too,has a systematic
framework that allows for communication so that the goal can be achieved.
http://farm4.staticflickr.com/3411/3504185568_411bb67a97_o.jpg
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Use of models
Instructional design models provide the generic framework around which instructional products are
built, put into practice, and evaluated. Instead of femurs, tibias, and vertebrae, the bones of a
design model include data analysis, learning strategies, product development, implementation,
and assessment. Just as all humans possess the same type and number of bones, but every
person is a unique individual, so too designers can use the model to design and create many
different and effective products.
http://farm4.staticflickr.com/3053/3140104720_f4c17595ac_b.jpg
http://farm4.staticflickr.com/3053/3140104720_f4c17595ac_b.jpghttp://farm4.staticflickr.com/3053/3140104720_f4c17595ac_b.jpghttp://farm4.staticflickr.com/3053/3140104720_f4c17595ac_b.jpg7/29/2019 EdTech 503 Reading Quiz
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ADDIE
ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. It is a generalized
term for an instructional design process which developed over time having no definite author.
(Molenda, 2004, p. 1). Its design processes are nonlinear and iterative, so designers can jump
between phases as necessary until the instructional design project meets satisfactory results
(Gustafson & Branch, 2002).
http://upload.wikimedia.org/wikipedia/commons/d/d3/ADDIE_Model_of_Design.jpg
http://upload.wikimedia.org/wikipedia/commons/d/d3/ADDIE_Model_of_Design.jpghttp://upload.wikimedia.org/wikipedia/commons/d/d3/ADDIE_Model_of_Design.jpghttp://upload.wikimedia.org/wikipedia/commons/d/d3/ADDIE_Model_of_Design.jpg7/29/2019 EdTech 503 Reading Quiz
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Dick and Carey
A systems based approach to instructional design, this model was authored by Walter Dick and Lou
Carey in 1978. The ten steps break instruction down into small manageable segments that a
focus on teaching skills and knowledge in an environment in which the learner has the best
chance of acquiring the targeted skills ("Chapter 3: Instructional," 2004). The graphic on the
previous page depicts the iterative flow of the Dick and Carey model. Only identifying instructional
goals, analyzing learners and contexts, and evaluation do not have a direct link to revision. This
model can be used in a wide range of student-centered instructional applications (Qureshi, 2004).
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Kemp
Jerrold Kemp's design model contains nine design steps wrapped in layers of planning, revision,
formative and summative evaluation, and support services. Called a "holistic approach to
instructional design, the model takes into consideration nearly all factors in the learning
environment (Qureshi, 2004).
http://edutechwiki.unige.ch/mediawiki/images/a/a1/Kemp.jpg
http://edutechwiki.unige.ch/mediawiki/images/a/a1/Kemp.jpghttp://edutechwiki.unige.ch/mediawiki/images/a/a1/Kemp.jpghttp://edutechwiki.unige.ch/mediawiki/images/a/a1/Kemp.jpg7/29/2019 EdTech 503 Reading Quiz
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ASSURE
Developed by Heinich, Molenda, Russell, and Smaldino, the six step ASSURE model is actually an
acronym for:
Analyze learners
State objectives
Select media and materials
Utilize media and materials
Require learner participation
Evaluate and revise
Media and materials takes two of the six steps, and one can see that there is an expectation of use of
technology to support this type of instruction. Teachers can easily relate to this model because it
is similar to teaching planning processes. (Gustafson & Branch, 2002).
Graphic created by Ron Gardiner using PowerPoint 2010
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PIE
Newby, Stepich, Lehman, and Russell described their PIE ( Plan, Implement, and Evaluate) as being
analogous to a cook using a recipe (Choi, 2007). Gustafson and Branch (2002) state that
instructional plans created using the PIE method are suited for classrooms in which one person or
a small group create and delivers the instruction. PIE relies heavily upon media and technology.
(Gustafson & Branch, 2002). In the planning phase, information about learners, content, and
setting is acquired. The implementation phase is when media, and methods are analyzed to
determine how computer technology can be incorporated. The evaluation phase examines both
learner performance and system data to in a continuous improvement process.
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Gerlach and Ely
Classroom teachers with little instructional design experience will find Gerlach and Ely's model
something they can identify with because of the similarity to how teachers create lesson plans
(Qureshi, 4004). Gustafson and Branch (2002) explain that one begins with two the
synchronous events, identifying content and objectives. Assessing learning behavior follows. An
integrated set of activities (determining strategies , organizing groups, allocating time and space,
and selecting resources) are dependent on each, and a change in one area has a ripple effect on
other areas The evaluation phase measure both student performance and their feelings about the
materials uses and instructional methods. Lastly, learner feedback about the effectiveness of thelesson, particularly objectives and teaching strategies, is analyzed in order to improve teh
instruction for future use (Gustafson & Branch, 2004).
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Constructivism
Constructivism stems from the rationalist philosophy that everyone makes, or constructs, his/her own
version of reality. The reputed father of constructivism, Jean Piaget is quoted as saying,"
Knowledge is not transmitted: it is constructed," (Smith & Ragan, 2005).
Smith & Ragan (2005) interpreted the assumptions of constructivism:
Knowledge is constructed from experience
Learning results from personal interpretation of knowledge
Learning is an active process in which meaning is developed on the basis of
experience. (p. 19).
The image of the young child playing with the blocks represents the constructivist belief. that learning
comes through experience, interpretation, and activity.
http://www.flickr.com/photos/mikecogh/5441826136/sizes/o/in/photostream/
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Empiricism
According to Smith and Ragan (2005) knowledge is the result of sensory experiences as opposed to
mental experiences. While John Locke is often regarded as the primary empiricist philosopher, not
all subscribe to the tabula rasa (blank slate) theory (p. 22).
The Five Senses collage represents the belief that learn comes from sensory experiences.
http://www.flickr.com/photos/thenickster/3667839998/
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Behaviorism
Ivan Pavlov's classical conditioning experiments are the basis for the behaviorist movement. B.F.
Skinner's work on operant conditioning furthered the ideas that learning is the result of a stimulus-
response scenario. The writing of precise objectives can be traced to behaviorism. (Smith &
Ragan 2005)
The image of the cat on the dog's back shows what can be accomplished through training and
conditioning.
http://www.flickr.com/photos/abennett96/502205017/
http://www.flickr.com/photos/abennett96/502205017/http://www.flickr.com/photos/abennett96/502205017/http://www.flickr.com/photos/abennett96/502205017/http://www.flickr.com/photos/abennett96/502205017/7/29/2019 EdTech 503 Reading Quiz
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Info. Proc. Theory
Information processing theorists recognize cognitive growth, development, and learning as changes
to the way the brain processes information (Smith & Ragan 2005).
Supporters of Piaget's stage theory of development use the term, "mental space, a concept similar to
working memory, which increased as children grew and developed (Smith & Ragan 2005)
An opposing viewpoint theorized that instead of the memory increasing, it becomes more efficient, this
able to do more work with the same memory size (Smith & Ragan 2005).
The graphic illustrates a human brain one hemisphere being cybernetic and the other biological. This
represents the opposing viewpoints about the information processing theory.
Photo by nerdabout http://www.flickr.com/photos/nerdabout/4174483544/
http://www.flickr.com/photos/nerdabout/http://www.flickr.com/photos/nerdabout/4174483544/http://www.flickr.com/photos/nerdabout/4174483544/http://www.flickr.com/photos/nerdabout/4174483544/http://www.flickr.com/photos/nerdabout/7/29/2019 EdTech 503 Reading Quiz
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Relate ID & EdTech
Instructional design is the systematic and reflective process of developing a plan by which knowledge
is transmitted and learning takes place. While many instructional design models prefer the use of
technology, it is not a required tenant of all ID models.
Educational Technology should be integrated into the ID process. EdTech looks for the best
technology tools, strategies, and resources to make teaching and learning interesting, relevant,
and effective.
Like a coin with two faces, instructional design and educational technology rely upon each other toproduce the educational currency that provides the best environment and vehicle in which to fulfil
the ultimate goal of providing quality and meaningful learning experiences.
http://www.flickr.com/photos/krystalt/5243952050/sizes/l/in/photostream/
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APA references
Choi, A. (2007, May 3). Instructional development model critique. Welcome to Ahram's Wonderland. Retrieved February 9, 2013, from
http://ahram.myweb.uga.edu/IDmodelcrit.pdf
Arcs Motivation Model. (2002, November 11). Please note the change of address!. Retrieved February 9, 2013, from
http://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdf
Brake, K. (2008, July 16). Systematic process to industrial design part 1 of 3 [Video file]. Retrieved from
http://www.youtube.com/watch?v=jjqcJXuaG4U&feature=youtu.be
Chapter 3: Instructional design models. (n.d.). Department of Computer Science. Retrieved February 9, 2013, from
http://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/IDmodels.pdf
Dick, W., & Carey, L. (2003, December 3). The systematic design of instruction. Fischler School. Retrieved February 9, 2012, from
http://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdf
Gustafson, K., & Branch, R. (2002). Survey of instructional development models. (4th ed.). Syracuse: ERIC Clearinghouse on Information and
Technology. Retrieved from https://docs.google.com/a/u.boisestate.edu/file/d/0B9Vt447I3fc6aGpheTE4VFR1WXc/edit
Jclarkgardner (2011, September 25) The ADDIE analysis phase [Video file]. Retrieved from
http://www.youtube.com/watch?v=JZdv5lrJs4U&feature=youtu.be
Molenda, M. (2003). The addie model. Retrieved from http://www.indiana.edu/~molpage/The ADDIE Model_Encyclo.pdf
Qureshi, E. (2004). Instructional design models. Retrieved from http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm
Ryder, M. (n.d.). Instructional design models. Retrieved February 9, 2013, from http://carbon.ucdenver.edu/~mryder/itc/idmodels.html
Smith, P. L., & Ragan, T. J. (2005).Instructional design. (third ed.). John Wiley and sons, Inc.
Tan, C. (2006, August 8). Analysis of three instructional design models. Distance Education: Research on Current Issues &
Trends. Retrieved February 9, 2013, from http://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdf
Tsapatsoulis, N. (2005, April 11). Analysis and design of distance learning systems: Instructional Desigh models. Department
of Computer Science. Retrieved February 10, 2003, from
http://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdf
http://ahram.myweb.uga.edu/IDmodelcrit.pdfhttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://www.youtube.com/watch?v=jjqcJXuaG4U&feature=youtu.behttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/IDmodels.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttps://docs.google.com/a/u.boisestate.edu/file/d/0B9Vt447I3fc6aGpheTE4VFR1WXc/edithttp://www.youtube.com/watch?v=JZdv5lrJs4U&feature=youtu.http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htmhttp://carbon.ucdenver.edu/~mryder/itc/idmodels.htmlhttp://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/cs654l09.pdfhttp://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdfhttp://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdfhttp://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdfhttp://carbon.ucdenver.edu/~mryder/itc/idmodels.htmlhttp://carbon.ucdenver.edu/~mryder/itc/idmodels.htmlhttp://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htmhttp://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htmhttp://www.youtube.com/watch?v=JZdv5lrJs4U&feature=youtu.https://docs.google.com/a/u.boisestate.edu/file/d/0B9Vt447I3fc6aGpheTE4VFR1WXc/edithttps://docs.google.com/a/u.boisestate.edu/file/d/0B9Vt447I3fc6aGpheTE4VFR1WXc/edithttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://schoolofed.nova.edu/dll/Module2/Module3-1-DickandCarey.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/IDmodels.pdfhttp://www.cs.ucy.ac.cy/~nicolast/courses/cs654/lectures/IDmodels.pdfhttp://www.youtube.com/watch?v=jjqcJXuaG4U&feature=youtu.behttp://www.youtube.com/watch?v=jjqcJXuaG4U&feature=youtu.behttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://edweb.sdsu.edu/courses/edtec670/archives/cases-F02/edtec540/ARCSModelHandout.pdfhttp://ahram.myweb.uga.edu/IDmodelcrit.pdfhttp://ahram.myweb.uga.edu/IDmodelcrit.pdf